IMPACT OF DESIGN THINKING-BASED CHEMISTRY INSTRUCTION ON CONCEPT APPLICATION SKILLS AMONG SECONDARY SCHOOL STUDENTS

This study investigates the impact of design thinking-based chemistry instruction on the concept application skills of secondary school students. Traditional chemistry teaching often focuses on memorization rather than the
practical application of concepts. Design thinking, a problem-solving approach that encourages creativity, empathy, and experimentation, was integrated into chemistry
instruction to enhance students’ understanding and application of scientific concepts. A quasi-experimental research design was adopted with control and
experimental groups consisting of secondary school students. The experimental group was taught using design thinking-based instructional strategies, while the
control group followed traditional teaching methods. Data were collected using concept application tests and analyzed using statistical methods. The findings revealed that students exposed to design thinking-based instruction demonstrated significantly higher concept application skills compared to those taught through conventional methods. The study highlights the potential of design thinking as aneffective pedagogical approach in chemistry education.