Effectiveness Of the Problem-Based Learning Model on Acid-Base Material on Learning Outcomes of Grade XI Students at SMA Negeri 1 Maligano
DOI:
10.29303/cep.v8i2.9192Published:
2025-12-01Downloads
Abstract
This study aims to determine the chemistry learning outcomes of students after being taught using the Problem-Based Learning (PBL) model on acid–base material; to examine the effectiveness of the PBL model in improving students’ learning outcomes on acid–base topics; and to identify students’ responses toward the use of the PBL model in learning acid–base concepts. This research employed a pre-experimental design with a one-group pretest–posttest. The study subjects were 31 students of class XI A¹ at SMA Negeri 1 Maligano in the 2024/2025 academic year. Data were collected through learning outcome tests and student response questionnaires. The findings indicate that students taught using the PBL model achieved an average chemistry learning outcome score of 86.6, which falls into the “excellent” category. The PBL model was found to be effective in improving students’ chemistry learning outcomes in acid–base material, as reflected in an N-gain score of 0.78, which is categorized as high. In addition, students showed positive responses toward the implementation of the PBL model, reaching 74.78% which is categorized as good.
Keywords:
Problem-Based Learning Acid-Base Learning OutcomesReferences
Arif, S, Adi E. Yusuf, S. H, 2019. Peningkatan Efektivtas Pembelajaran Melalui Peningkatan Kompetensi Pedagogik Dan Teamwork, Jurnal Manajemen Pendidikan 7(2), 4-5.
Ayustiani, A., Haetami, A., & Tewa, Y. (2021). Penerapan model pembelajaran Problem Based Learning terhadap hasil belajar kimia siswa kelas X IPA pada materi pokok larutan elektrolit dan non elektrolit. Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo, 6(2), 97–110.http://dx.doi.org/10.36709/jpkim.v6i2.18731
Guritno, T. A. M. R., Masykuri, M., & Ashadi. 2015. Pembelajaran kimia melalui model pemecahan masalah dan inkuiri terbimbing ditinjau dari keterampilan proses sains (KPS) dasar dan sikap ilmiah siswa. Jurnal Inkuiri, 4(2), 1-9.
Indarlia, C., Nurlansi., & Maysara. (2022). Efektivitas Model Pembelajaran Problem BasedLearningPada Materi Larutan Elektrolit dan Non Elektrolit. Jurnal Pendidikan Kimia.7 (3).
Istiana, G.A., Catur, A.N.S., dan Sukardjo, J.S. 2015. Penerapan Model Pembelajaran Discovery Learning untuk Meningkatkan Aktivitas dan Prestasi Belajar Pokok Bahasan Larutan Penyangga Pada Siswa Kelas XI IPA Semester II SMA Negeri 1 Ngemplak Tahun Pelajaran 2013/2014. Jurnal Pendidikan Kimia, 4(2), 65-73.
Ningsih, E. M., Efendi, N., & Sartika, S. B. (2022).Pengaruh Model Pembelajaran Berbasis Masalah Terhadap Keterampilan Berpikir Kritis Siswa Dalam Mata Pelajaran IPA. Jurnal pendidikan sains, 3(1), 1-6.
Nurhayati, S., Pambudi, D. S., dan Trapsilasiwi, D. 2014. Pengembangan Perangkat Pembelajaran Matematika Pokok Bahasan Garis-garis pada Segitiga Melalui Pendekatan Keterampilan Proses Berdasarkan Metode Problem Based Learning di Kelas VIII SMP. Jurnal Pancaran, 3(2), 83-92.
Prilliza, Masayu,D., Lestari, N., & Merta,I. W. 2022. Efektivitas Penerapan Model Discovery Learning Terhadap Hasil Belajar IPA. Jurnal Pijar MIPA. 15(2).
Rarawati Dewi, P., Dahlan, D., & Maysara, M. (2024). Penerapan model Problem Based Learning dengan media Powtoon untuk meningkatkan hasil belajar kimia. Jurnal Pendidikan Kimia FKIP Universitas Halu Oleo, 9(1), 15–25.
https://doi.org/10.36709/jpkim.v9i1.75
Sari, Y. A. 2015. Efektivitas Model Pembelajaran Berbasis Masalah (PBM) terhadap Hasil Belajar Siswa Kelas XI MIA 1 SMA Negeri 1 Pondidaha pada Pokok Bahasan Termokimia. Skripsi. Kendari: FKIP UHO.
Suryani, N, Hairida, & Hadi, L. 2016. Pengaruh Booklet Terhadap Respon Dan Hasil Belajar Siswa Materi Unsur Senyawa Dan Campuran SMP 23 Pontianak. Jurna Pendidikan Kimia. 6 (3), 15-17.
Suryosubroto, B. 2009. Proses Belajar Mengajar Disekolah. Jakarta : Pt Reneka Cipta.
License
Copyright (c) 2025 Satna Rahayu Satna, Maysara Maysara , Aceng Haetami
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Chemistry Education Practice agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY-SA License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Chemistry Education Practice.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
