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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang LAVOISIER: Chemistry Education Journal LAVOISIER: Chemistry Education Journal
Andin Livia Siagian
Universitas Negeri Medan
Chemistry Education Social Sciences Other

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PENERAPAN MODEL PROJECT BASED LEARNING (PjBL) MELALUI KEGIATAN MEMBATIK UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI ASAM BASA Rabiah Afifah Daulay; Syifa Nabila Lubis; Dira Khairunisa; Andin Livia Siagian; Naffa Sati; Zaskia Shalwa Dina; Fahrezi Hasyim Said
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16350

Abstract

This study aimed to improve students' learning outcomes on acid-base material through the implementation of the Project Based Learning (PjBL) model integrated with batik-making activities. The study employed Classroom Action Research consisting of two cycles, namely planning, implementation, observation, and reflection. The subjects were students of class XI-4 SMA Negeri 1 Tanjung Morawa. Data were collected through pretest and posttest instruments and analyzed using normalized gain (N-Gain). The results showed that the average score increased from 57.50 to 70.60 in cycle I with an N-Gain value of 0.46 (moderate category). In cycle II, the average score increased from 55.42 to 91.04 with an N-Gain value of 0.76 (high category). These findings indicate that Project Based Learning integrated with batik activities can effectively improve students' learning outcomes and create a contextual and meaningful learning process.
From Application of Socio-Scientific Issues in Chemistry Learning to Improve Science Literacy and Awareness Student Social Devy J.R Pangaribuan; Rabiah Afifah Daulay; Lia Yustina Manik; Khayla Akmal Panjaitan; Andin Livia Siagian; Sri Rosa Lumban Gaol
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.16171

Abstract

The Socio-Scientific Issues (SSI) approach is a learning strategy based on social issues related to science, which aims to improve students' scientific literacy and critical thinking skills. And this approach is able to improve students' scientific literacy and social awareness by connecting chemical concepts to real-world social challenges. This literature review examines the effectiveness of SSI-based learning in improving critical thinking, argumentation skills, and contextual understanding among students. The research method used is a literature review using 10 journals as findings showing that SSI encourages deeper engagement by connecting chemistry to issues such as environmental pollution, industrial waste, and sustainable development, making learning more relevant and meaningful. However, challenges such as limited teacher familiarity with SSI integration, curriculum constraints, and students' difficulties in analyzing complex socio- scientific debates hinder its widespread implementation. Proposed solutions include teacher training programs, adoption of problem-based and inquiry-based learning models, and institutional support for curriculum development. The study concludes that SSI significantly improves scientific literacy and decision-making skills when supported by structured pedagogical strategies and institutional commitment. Future research should focus on a scalable SSI implementation framework and its long-term impact on students' social and scientific competencies.
From Application of Socio-Scientific Issues in Chemistry Learning to Improve Science Literacy and Awareness Student Social Devy J.R Pangaribuan; Rabiah Afifah Daulay; Lia Yustina Manik; Khayla Akmal Panjaitan; Andin Livia Siagian; Sri Rosa Lumban Gaol
LAVOISIER: Chemistry Education Journal Vol 4, No 2 (2025): LAVOISIER: Chemistry Education Journal
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/lavoisier.v4i2.16171

Abstract

The Socio-Scientific Issues (SSI) approach is a learning strategy based on social issues related to science, which aims to improve students' scientific literacy and critical thinking skills. And this approach is able to improve students' scientific literacy and social awareness by connecting chemical concepts to real-world social challenges. This literature review examines the effectiveness of SSI-based learning in improving critical thinking, argumentation skills, and contextual understanding among students. The research method used is a literature review using 10 journals as findings showing that SSI encourages deeper engagement by connecting chemistry to issues such as environmental pollution, industrial waste, and sustainable development, making learning more relevant and meaningful. However, challenges such as limited teacher familiarity with SSI integration, curriculum constraints, and students' difficulties in analyzing complex socio- scientific debates hinder its widespread implementation. Proposed solutions include teacher training programs, adoption of problem-based and inquiry-based learning models, and institutional support for curriculum development. The study concludes that SSI significantly improves scientific literacy and decision-making skills when supported by structured pedagogical strategies and institutional commitment. Future research should focus on a scalable SSI implementation framework and its long-term impact on students' social and scientific competencies.
Co-Authors Devy J.R Pangaribuan Dira Khairunisa Fahrezi Hasyim Said Khayla Akmal Panjaitan Lia Yustina Manik Naffa Sati Rabiah Afifah Daulay Sri Rosa Lumban Gaol Syifa Nabila Lubis Zaskia Shalwa Dina