<![CDATA[Improving the quality of learning in the Chemistry Learning Strategy course is essential to support students in developing the competencies needed to design and implement effective chemistry learning. The aim of the research is to improve the quality of learning in the Chemistry Learning Strategy course. The study was implemented in three cycles. The subjects were 37 third-semester students, assisted by seven observers who observed student activities. The research instrument was an observation sheet for learning quality, measured through student activity indicators: student enthusiasm in attending lectures, student interaction with lecturers, interaction between students, asking questions, answering questions, expressing opinions, group collaboration, student activities in groups, student participation in discussions, and student participation in concluding learning outcomes. The results showed that: 1) student learning activity increased by 18.61 percentage points from the initial condition to Cycle I, by 13.05 percentage points from Cycle I to Cycle II, and by 13.89 percentage points from Cycle II to Cycle III; 2) all indicators of student activity increased in each cycle, with the highest percentage in Cycle III for student activities in groups (94.44%) and the lowest for student participation in concluding learning outcomes (63.89%); and 3) in terms of quality, the category increased from MT (starting to be visible) to MM (starting to become a culture).]]>
