The Analysis of the Influence of Social Interaction on Students’ Chemistry Learning Outcomes in Buffer Solution Topics at Secondary School
DOI:
https://doi.org/10.55927/ijsmr.v4i5.46Keywords:
Social interaction, chemistry learning outcomes, buffer solutions, chemistry education, social constructivismAbstract
This study aims to analyze the influence of social interaction on students’ chemistry learning outcomes in buffer solution topics at the secondary school level. The research employed a quantitative approach with a quasi-experimental design conducted among Grade XI science students at SMA Hang Tuah Makassar, involving a total sample of 67 participants. Data on social interaction were collected using a Likert-scale questionnaire, while learning outcomes were measured through a multiple-choice test. The data were analyzed using descriptive and inferential statistics, including ANOVA and Tukey post hoc tests. The results revealed that social interaction has a statistically significant effect on students’ chemistry learning outcomes (p < 0.05). Students with high levels of social interaction achieved higher learning outcomes compared to those with moderate and low levels. Furthermore, all categories of social interaction showed significant differences from one another. These findings indicate that social interaction is a key predictor in improving chemistry learning outcomes, particularly in complex topics such as buffer solutions. Therefore, instructional strategies that promote active social interaction among students can serve as an effective approach to enhance the quality of chemistry learning.
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