<![CDATA[This research investigates the differences in learning outcomes and student activities between the Project-Based Learning (PBL) model and the conventional teaching model on acid-base material at SMAN 2 Percut Sei Tuan. Two classes from the XI grade were selected as samples: one experimental class using the PBL model and one control class using traditional lecture and discussion methods. Data analysis involved tests for normality, homogeneity, hypotheses, and correlations. The Independent Sample T-test results indicated a significant difference in both learning outcomes and student activities, with a significance value of 0.00 (? 0.05), supporting the acceptance of Ha and the rejection of H0. Furthermore, the correlation test revealed a significant relationship between learning outcomes and student activities in the PjBL context, with a Sig. (2-tailed) value of 0.000 (? 0.005). These findings highlight the efficacy of the PjBL model in enhancing student engagement and academic performance in learning acid-base concepts.]]>
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