<![CDATA[Redox reactions are often considered difficult concepts in chemistry learning because students frequently struggle to connect observable phenomena with electron transfer processes. This study aimed to examine the effectiveness of a green chemistry-based microscale experimental approach in improving high school students’ learning outcomes in redox reactions. A quantitative pre-experimental one-group pretest–posttest design was employed involving 30 eleventh-grade science students at SMAN 22 Gowa selected through purposive sampling. Data were collected using a 20-item higher-order thinking skills (HOTS) test consisting of multiple-choice and short-answer questions. The data were analyzed using descriptive statistics, the Shapiro–Wilk test, the Wilcoxon Signed-Rank test, N-gain analysis, and effect size calculation. The results showed that students’ mean scores increased from 52.33 on the pretest to 72.00 on the posttest with a significant difference (p < 0.05). The average N-gain score was 0.41 (medium category), while the effect size was 0.88 (large effect). These findings suggest that green chemistry-based microscale experiments can support safer, more efficient, and meaningful chemistry learning, particularly in schools with limited laboratory facilities.]]>
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