First published 10/2/2026, 12:40:15 AM · Last updated 10/2/2026, 12:40:15 AM

Pembelajaran Inkuiri Terbimbing dengan Pendekatan STEM (Science, Technology, Engineering, Mathematics) untuk Pemahaman Konsep dan Keterampilan Argumentasi Siswa SMA pada Materi Laju Reaksi

A journal article published by State University of Malang describes a guided-inquiry STEM teaching approach aimed at improving high‑school students' grasp of reaction-rate concepts and their argumentation skills. The source item is a published academic paper dated 2020-11-30.

Illustrative image: The Hidrogen (en: Hydrogen) radio telescope at Bosscha Observatory , Indonesia. — ArdWar/Wikimedia Commons, CC BY-SA 3.0

Categories: science-and-space, positive-progress

Generated scores

Scores are based on the cited reporting and use a 1–10 scale. Read the methodology.

Confidence: 5/10How certain the assessment is based on the clarity and evidence in the cited reporting.
Geographic reach: 2/10How widely the event reaches, from a local area (1) to worldwide impact (10).
Global importance: 2/10The event's broader significance, from limited importance (1) to major global importance (10).
Impact magnitude: 2/10The scale or severity of the real-world impact, from minor (1) to extreme (10).
Positivity: 6/10How harmful or beneficial the event is, from strongly harmful (1) to strongly positive (10).
Urgency: 1/10How time-sensitive the event is, from low urgency (1) to immediate attention needed (10).

Why it matters

The article documents an educational intervention focused on student conceptual understanding and argumentation in chemistry.

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Sources

Pembelajaran Inkuiri Terbimbing dengan Pendekatan STEM (Science, Technology, Engineering, Mathematics) untuk Pemahaman Konsep dan Keterampilan Argumentasi Siswa SMA pada Materi Laju Reaksi

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