Project-Based Learning and Its Effect on Students’ Engagement and Achievement in Acid–Base Chemistry: A Quantitative Study in Secondary Schools
DOI:
https://doi.org/10.55927/ijsmr.v4i4.39Keywords:
Project-Based Learning, learning interest, learning outcomes, chemistry, acid–baseAbstract
This study aims to examine the effect of the Project-Based Learning (PjBL) model on students’ learning interest and learning outcomes in acid–base material among eleventh-grade students at SMAN 2 Makassar. A quantitative approach was employed using a pre-experimental design with a one-group pretest–posttest format. The results indicate that the average students’ learning interest increased from 37.60% to 83.22%, reaching a high category, with the N-gain distribution predominantly in the high category (70%). Learning outcomes also improved, as evidenced by the N-gain distribution in the medium category (43.3%) and high category (56.7%). Furthermore, there was an increase in mastery across all indicators of acid–base material following the implementation of the PjBL model. In conclusion, the Project-Based Learning model is effective in improving both students’ learning interest and learning outcomes. The model facilitates active, contextual, and meaningful learning experiences that support deeper conceptual understanding
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