ABSTRACT
The purpose of this study was to develop students’ critical thinking skills through the integration of a green chemistry approach in laboratory teaching of essential oil extraction and nanoscale Zero-Valent Iron (nZVI) synthesis materials. The research employed a qualitative approach with multiple methods including interviews, reflective journal, student observation and a critical thinking skills test. The study involved 33 secondary school students of the 2017/2018 academic year. The results show that students’ critical thinking was analyzed in the dimensions of identifying questions about issues, conceptual understanding, connected assumption and inference with the criteria of competence. In addition to critical thinking test shows 21.21% students show very good criteria, 18.18% students show good criteria, 39.39% students show enough criteria, 9.09% students show less criteria, meanwhile 12.12% students have very less criteria of thinking skills. The green chemistry approach allowed students to engage with critical reflective thinking process and envision for environment sustainability. The chemistry learning has become a more engaging and meaningful experience.
