<![CDATA[This study aims to analyze the effect of a green chemistry project-based discovery learning model on students' learning outcomes and collaboration skills in acid-base learning. This study used a quasi-experimental design with a pretest-posttest control group design in two randomly selected classes. The research instruments included a learning outcome test (pretest-posttest) and a collaboration skills observation sheet. Data were analyzed using the N-Gain test, independent sample t-test, and effect size calculation. The results showed that the N-Gain value of the experimental class was 0.66 ± 0.15, higher than the control class's 0.44 ± 0.14. Hypothesis testing showed a sig. <0.05 for learning outcomes and collaboration skills, indicating a significant difference between the two classes. In addition, the effect size values obtained were 0.61 (moderate category) for learning outcomes and 0.96 (high category) for collaboration skills. These findings prove that the green chemistry project-based discovery learning model is effective in improving students' learning outcomes and collaboration skills, and have implications for the development of more contextual and collaborative chemistry learning.]]>
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