<![CDATA[This study was motivated by students’ low understanding of the topic of fundamental laws of chemistry. Students tended to be passive and only became involved in the learning process after receiving direction from the teacher, resulting in their ability to actively participate and develop their thinking skills not being optimally developed. This study aimed to determine the effect of the problem-based collaborative learning model on students’ learning outcomes in the topic of fundamental laws of chemistry. The study was conducted during the second semester of the 2025/2026 academic year in tenth-grade classes at State Senior High School 1 East Kampar. This research employed a quasi-experimental method with a pretest-posttest research design. The subjects consisted of two classes, namely an experimental class and a control class, selected using purposive sampling. Data were collected through written essay tests and analyzed using a t-test. The results showed a significance value of 0.000 < 0.05, indicating a significant effect of the problem-based collaborative learning model on students’ learning outcomes in both the control and experimental classes. This can be seen from the difference in the average posttest scores, where the experimental class achieved an average score of 85.79, while the control class achieved an average score of 62.87. Therefore, it can be concluded that the problem-based collaborative learning model had an effect on students’ ability to actively participate and develop their thinking skills, as well as improving their learning outcomes.]]>
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