Critical thinking skills are one of the skills needed in the 21st century. The development of students’ critical thinking skills can be done by applying a multiple representation-based chemistry teaching book. This study aimed to describe the differences in students’ critical thinking skills using the multiple representation-based chemistry teaching book and the conventional chemistry teaching book. This study was a quasi-experimental research. The population of this study was eight classes of XI of Mathematics and Natural Sciences at SMAN 4 Denpasar Bali Indonesia. The control and experiment group was determined by the cluster sampling technique. The differences in treatment given in the control group and experimental group were the use of the chemistry teaching book. Students in the control group were taught by the conventional chemistry teaching textbook, while students in the experimental group were taught by the multiple representation-based chemistry teaching book. Data on students’ critical thinking skills were analyzed by analysis of covariance statistics. The result showed that there was a significant difference in student’s critical thinking skills between students taught by the multiple representation-based chemistry teaching book and those taught by the conventional chemistry teaching book (p<0.05). Based on the mean scores of student’s critical thinking skills, it could be concluded that the student’s critical thinking skills in the experimental group were better than those in the control group.

Topics
Bases (chemistry), Students, Teaching, Books
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