Problem-Based Learning Model on Students' Chemical Literacy and Critical Thinking on Reaction Rate Material

Authors

  • Fadhila Shafa Fareza Universitas Sebelas Maret, Surakarta, Indonesia
  • Elfi Susanti Van Hayus Universitas Sebelas Maret, Surakarta, Indonesia
  • Ari Syahidul Shidiq Universitas Sebelas Maret, Surakarta, Indonesia
  • Sri Yamtinah Universitas Sebelas Maret, Surakarta, Indonesia
  • Mohammad Masykuri Universitas Sebelas Maret, Surakarta, Indonesia
  • Maria Ulfa Universitas Sebelas Maret, Surakarta, Indonesia
  • Agung Nugroho Catur Saputro Universitas Sebelas Maret, Surakarta, Indonesia
  • Bakti Mulyani Universitas Sebelas Maret, Surakarta, Indonesia

DOI:

https://doi.org/10.23887/jpiundiksha.v13i3.79331

Keywords:

Problem Based Learning, Chemical Literacy, Critical Thinking

Abstract

This study was motivated by students'students' low chemical literacy skills and critical thinking skills. One way to overcome this problem is to actively use a learning model involving students, such as problem-based learning (PBL). This research aims to analyze the effect of PBL on students' chemical literacy and critical thinking skills. This study used a quantitative approach with a quasi-experimental method. The research design used was a non-equivalent control group design. The sample selection technique used was cluster random sampling, which was done by selecting 70 second-grade high school students. Data collection using tests with instruments in the form of essay test sheets regarding posttest chemical literacy skills with as many as seven questions and posttest critical thinking skills with as many as five questions. Data analysis techniques using non-parametric statistical tests. Hypothesis testing using the Kruskal-Wallis test. The results showed a significant difference between students taught with the PBL model and students who were not trained with the model. Applying the PBL model is proven to affect students' chemical literacy and critical thinking skills. Thus, it can be concluded that the application of PBL can significantly improve students' chemical literacy and essential thinking skills compared to learning methods that do not use the model. This study implies that problem-based learning models can influence students' chemical literacy and critical thinking skills with implementation tailored to the context and material in this study, namely reaction rates.

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Published

2024-10-09

Issue

Vol. 13 No. 3 (2024): September

Section

Articles

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Copyright (c) 2024 Fadhila Shafa Fareza, Elfi Susanti Van Hayus, Ari Syahidul Shidiq, Sri Yamtinah, Mohammad Masykuri, Maria Ulfa, Agung Nugroho Catur Saputro, Bakti Mulyani

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