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All Journal Integrated Science Education Journal Journal Evaluation in Education (JEE) Indonesian Journal of Education Research (IJoER) Journal of Innovative and Creativity Journal of The Indonesian Society of Integrated Chemistry
Harizon Harizon
Universitas Jambi
Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Chemistry Learning Revolution: Problem Based Learning to Improve the Responsible Character Students in Atomic Structure Material Haryanto Haryanto; Yusnidar Yusnidar; Harizon Harizon; Fuldiaratman Fuldiaratman; Elza Triani; Sri Wina Oktavia; Kowit Kittiwutthisakdi
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1228

Abstract

Purpose of the Study: This study aims to analyze the impact of the Problem-Based Learning (PBL) model on the development of students’ responsibility character in Chemistry education, with a specific focus on the challenging topic of atomic structure among 11th-grade high school students. Amid increasing concerns about character education in STEM subjects, this study seeks to fill the gap by exploring how active learning models influence affective outcomes alongside cognitive achievement. Methodology: A mixed-methods explanatory design was employed, incorporating a quasi-experimental approach with pretest-posttest control groups. Quantitative data were collected through self-assessment questionnaires, peer evaluations, and teacher observation sheets, while qualitative insights were gathered via semi-structured interviews and thematic analysis of student reflections. The triangulation of data sources provided a comprehensive view of how PBL implementation affects student responsibility. Main Findings: The findings revealed that students in the experimental group demonstrated significant improvements in their responsibility character compared to the control group. Higher posttest scores reflected positive behavioral changes in engagement, discipline, and task accountability during Chemistry learning activities. Qualitative data further supported that PBL encouraged students to take ownership of their learning process, collaborate effectively, and complete tasks with greater autonomy and diligence. Novelty/Originality of this Study: This research offers a novel perspective by applying PBL not only as a cognitive learning strategy but also as a tool for character development in complex Chemistry topics. It advances the understanding of integrative pedagogical models that simultaneously nurture academic proficiency and essential life skills, particularly responsibility, in secondary science education.
Co-Authors Abu Bakar Afrida Afrida Anisah Anisah Asrial Astalini Astalini Aulia Sanova Darmaji, Darmaji diva Asriani Dwi Agus Kurniawan Elza Triani Epinur Epinur Erika Simare Mare Feliza Paramitha Sinaga Fuldiaratman Gita Salsabilla Nurma Yahya Haryanto Haryanto Isramiharti Isramiharti Kowit Kittiwutthisakdi Lilis Nopita Sari M. Dwi Wiwik Ernawati Meita Rosarina Mitha Udhiyah Muhammad Naswir Nanda Kumala Ratih Nikma Nur Qoidah novferma, novferma Rizki Haryati Romundza, Febbry Shintia Putri Amalia Sri Suryati Sri Wina Oktavia Wilda Syahri Yusnelti Yusnelti Yusnidar Yusnidar