<![CDATA[This study investigates the effectiveness of the POE learning model in enhancing cognitive learning outcomes of chemistry education students, with particular emphasis on redox reaction concepts in the Basic Chemistry 2 course. The research is motivated by the persistent challenge that chemistry is perceived as abstract and calculation-intensive, which hinders students’ conceptual understanding and reduces academic achievement. Employing a pre-experimental one-group pre-test – post-test design, data were collected from 12 second-semester students at Musamus University. Validated essay-based instruments were used to measure learning outcomes, and data analysis included N-Gain testing, Shapiro–Wilk normality testing, and paired sample t-tests. Results revealed a significant improvement in students’ performance, with mean scores rising from 19.4 (pre-test) to 74.6 (post-test), an N-Gain score of 0.67 categorized as moderate, and a t-count of 9.360 exceeding the t-table value of 2.22. The novelty of this research lies in the contextual application of the POE model under pandemic-induced learning constraints, demonstrating that active learning strategies integrating prediction, observation, and explanation are effective even within limited instructional settings. The contribution of this study is twofold: theoretically, it reinforces constructivist approaches in chemistry education by providing empirical evidence of POE’s impact on cognitive outcomes; practically, it offers lecturers a viable pedagogical alternative to foster motivation, engagement, and deeper understanding of abstract chemical concepts. These findings underscore the potential of POE as a scalable instructional strategy to address learning challenges in higher education science contexts.]]>
