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All Journal Orbital: Jurnal Pendidikan Kimia Hydrogen: Jurnal Kependidikan Kimia
Salsabila Dia Syahputri
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Chemistry Education

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Implementation of Evidence-Based Research Project-Based Learning in Chemistry Practicum to Improve Students' Conceptual and Argumentation Skills Salsabila Dia Syahputri; Nadia; Kiki Putri Septya Pratama; Zyahdatul Husna Herlianti; Usman; Wirhanuddin
Orbital: Jurnal Pendidikan Kimia Vol. 9 No. 2 (2025): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v9i2.31158

Abstract

This study is motivated by the importance of improving students’ conceptual understanding and scientific argumentation skills in chemistry practicum, particularly on the topic of acids and bases. It aims to evaluate the effectiveness of the Project-Based Learning (PjBL) model combined with the Evidence-Based Research (EBR) approach in supporting both aspects. This study employs a descriptive quantitative approach using a pre-experimental one-group pretest–posttest design The research subjects were 26 Chemistry Education students who participated in two cycles of practicum. Data were collected through a conceptual understanding test and report analysis using the Toulmin Argumentation Pattern (TAP) rubric, then analyzed descriptively. The results showed an increase in the average conceptual understanding score from 11.81 to 13.15, and the TAP score from 10.46 to 14.15. Most students demonstrated positive development in both aspects. These findings indicate that the PjBL–EBR model is effective in fostering scientific thinking, constructing data-based arguments, and engaging actively during the practicum. The implementation of this model is relevant for exploration-based practicums and is recommended for other chemistry topics. These findings indicate that the PjBL–EBR model is effective in encouraging students to think scientifically, construct evidence-based arguments, and actively engage during practicum activities. This model is considered relevant for exploratory-based practicums and has the potential to be applied to other chemistry topics.
A Study of Project-Based Learning with a Research-Based Approach: Improving Conceptual Understanding and Scientific Skills Wirhanuddin; Nadia; Salsabila Dia Syahputri; Kiki Putri Septya Pratama; Zyahdatul Husna Herlianti
Hydrogen: Jurnal Kependidikan Kimia Vol. 13 No. 6 (2025): December 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/hjkk.v13i6.18706

Abstract

This study aims to analyze the effect of implementing the Project-Based Learning with a Research-Based Approach (PjBL-RBA) model in chemistry practicum on improving students’ conceptual understanding and scientific process skills. The research employed a quantitative approach with a one-group pretest–posttest design. The sample consisted of 26 undergraduate students from the Chemistry Education Study Program, Faculty of Teacher Training and Education, Mulawarman University, Indonesia, selected purposively to represent learners actively engaged in laboratory-based courses. Data collection instruments included a conceptual understanding test, an observation sheet for scientific process skills, and documentation of practicum activities. The data were analyzed using a paired sample t-test to determine statistical significance and N-Gain scores to measure the level of improvement. The results showed a significant enhancement in both variables with a p-value < 0.05. The average N-Gain scores of 0.53 for conceptual understanding and 0.38 for scientific process skills indicate a moderate level of improvement. The novelty of this study lies in the integration of Project-Based Learning with a Research-Based Approach in chemistry laboratory practice, which has rarely been explored simultaneously in previous literature. Therefore, the implementation of the PjBL-RBA model is proven effective and recommended as an innovative instructional strategy to strengthen students’ conceptual and scientific learning outcomes in higher education chemistry practicum.
Co-Authors Kiki Putri Septya Pratama Nadia Usman Wirhanuddin Zyahdatul Husna Herlianti