<![CDATA[Background. Understanding solution concepts in general chemistry remains challenging for undergraduate students due to their abstract and procedural complexity. This study investigates the effectiveness of the ALLR (Activity-based–Lesson–Learn–Reflection) approach in enhancing students’ conceptual understanding. Methods. A pre-experimental one-group pretest–posttest design was conducted with 29 first-semester Science Education students at an Indonesian university. Conceptual understanding was measured using a validated 20-item multiple-choice test covering four indicators: concept restatement, identification of examples and non-examples, procedural application, and problem solving. Results. The findings indicate a substantial improvement in conceptual understanding, with mean scores increasing from 52.93 to 80.52 and the overall achievement level rising from moderate (53%) to very good (81%). The highest gain was observed in problem-solving performance (58% to 89%), with an N-gain value of 0.59, indicating moderate effectiveness. Conclusion. This study provides empirical evidence for the ALLR approach as a coherent pedagogical framework that integrates experiential learning, conceptual consolidation, and structured reflection to support deep conceptual understanding in abstract chemistry topics. Despite limitations of the pre-experimental design and sample size, the findings suggest that ALLR holds pedagogical potential to improve conceptual understanding and problem-solving in general chemistry, particularly in science teacher education.]]>
Copyrights © 2026
