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4
metal which has a more negative standard reduction
potential will dissolve and accumulate in an
electrolyte solution (Ettel & Tilak, 1981: 328).
On the problem that requires students to analyze
the type of coating used, most students only mention
one type of coating that occurs, whereas the
expected answer was more than one type of coating.
Thus, most students do not get the maximum score.
In thinking skills that measure the cognitive
dimension of analysis, some students were able to
identify the most important and relevant elements of
the problem, but some students have not yet reached
the stage of establishing appropriate relationships of
the provided information (Gunawan, 2012: 28).
Thus, this cognitive dimension reaches the lowest
average posttest score and N-gain.
To measure students’ skill in the cognitive
dimension of evaluation, students were given several
questions which require them to assess a conclusion.
Students have to make a consideration based on
existing criteria and standards to show their skill in
evaluating (Widodo, 2005).N-gain value for evaluate
cognitive dimension was lower than create due to
some students failed to state the conclusion o the
problems in pretest and posttest. The highest number
of students (36.6%) was giving adequate answers to
the problems (figure 2). Only six students almost
achieved the maximum score. This was due to many
students were mistaken with the concept, so that no
one reaches the maximum score. Many students
assumed the amount of charge is same as the number
of electrons involved, and most students mistakenly
convert units.
In measuring the ability of higher-level thinking
for cognitive dimension of evaluation, the students
have been directed to the conclusion assessment
stage based on the existing criteria with good
problem solving planning stage, i.e. solving the
problem by applying the concept of Faraday law
calculation first, but still incomplete in proving the
conclusion . Evaluating leads to the testing or
assessment activities of a product that can be linked
to the process of thinking, planning and
implementing so that it can lead to the determination
of the extent to which a plan is going well and a
criteria is produced (Gunawan, 2012).
Cognitive dimension of creation was measured
by a set of problems that require the students to
design simple procedures and series of electrolytic
purification or electrolytic coating appropriately
based on the given text in the worksheet. From
students’ answers, it was found that some students
still believed that the current source is the same as
the voltmeter. This error is caused by some students
were not be able to understand in detail the
difference of Voltaic cell and electrolytic cell, and
also caused by the students' knowledge about the
name of the instruments commonly used as the
current source in the electrolysis is lacking. In
addition, some students had inappropriately
designed the procedures and circuits of electrolysis
components, including wrong choice of electrodes.
This means there were still some students who are
less able to generalize an idea or perspective towards
something and devise a way to solve the problem
(Krathwohl, 2010).
Based on the N-gain analysis, the cognitive
dimension of creation has a higher improvement
than the cognitive dimension of evaluation and
analysis. In addition, posttest results on the question
of measuring cognitive dimensions of create, the
highest percentage of students has a very good
predicate with a 51.2% percentage (figure 2). This
shows that most of the students think very well. In
this cognitive dimension of create, the way of
thinking of the majority of students has led to the
organization of parts to form a functional unity and
to produce a new product by organizing some
elements into a different form or pattern than before
(Gunawan, 2012).
4 CONCLUSION
The improvement of students’ higher-order thinking
skills in electrolytic cell concept measured from the
pretest and posttest score with flipped classroom
treatment was resulting in the medium category with
N-gain 0.55. The improvement of students’ higher-
order thinking ability on the cognitive dimension of
analyzing was smaller than the improvement of the
cognitive dimensions of evaluating and creating.
Meanwhile the improvement on cognitive dimension
of create was the highest. Overall, the high-level
thinking ability of the undergraduate students was
sufficient, so for the improvement, exercises to solve
problems that require higher-order thinking is
necessary. In addition, educators should familiarize
themselves to recheck the students' conceptual
understanding of the prerequisite concept in order to
avoid mistakes in concepts by providing retention
tests on a previously learned material.
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