Implementation of an Innovative Learning Resource with Project to Facilitate Active Learning to Improve Students’ Performance on Chemistry

Situmorang, Manihar; Purba, Jamalum; Silaban, Ramlan

doi:10.5530/ijper.54.4.184

Cited by 21 publications

(16 citation statements)

References 47 publications

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“…Several analytical skills have been built in students, including the knowledge of choosing the right type of distillation for the target analyte, providing chemicals and solutions, the ability to assemble and use analytical tools, skills in observing, collecting data, and reporting project results correctly. 38,39 The project-based learning model has succeeded in getting students accustomed to using technology-based learning resources to plan and carry out their own projects. Project-based learning has been proven to be able to develop students' critical thinking skills.…”

Section: Discussionmentioning

confidence: 99%

Implementation of Project-based Learning Innovation to Develop Students’ Critical Thinking Skills as a Strategy to Achieve Analytical Chemistry Competencies

Situmorang¹,

Sinaga²,

Sitorus³

et al. 2022

IJPER

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Background:The ability to think critically is one of the life skill targets that pharmacists and scientists want to achieve in learning, therefore it is necessary to do project-based learning innovations to guide students to learn actively and independently in developing critical thinking skills. Objectives: This study aims to implement project-based learning to facilitate active and independent learning through project implementation to build students' critical thinking skills and at the same time to facilitate students to achieve competencies in the analytical chemistry required by pharmaceutical and chemical scientists. Materials and Methods: Research includes the development of project packages and the integration of information technology on the topic of Distillation, standardization of learning resources, and implementation of Analytical Chemistry teaching. Results: An innovative project-based learning resource package was successfully developed for the Distillation topic. Implementation of learning resource packages effectively guides students to carry out their own projects in separating target compound contextually through distillation method. The learning facilities available in the learning package have proven to be able in guiding students to design project assignments suit to target analyte. The learning potential of students has been optimized. Students' knowledge and skills in separating target analytes by distillation have been fully mastered as desired in the competency-based curriculum. The results of the assessment showed that the students' critical thinking skills were very good (M = 84.51±7.41). Student learning outcomes based on the portfolio value of the project proposal (M = 88.46±6.74) and project reports (M = 92.85±1.98), and from the objective score of the formative exam (M = 85.59±3.09) are all classified very good, namely the competence in the analytical field is achieved. Conclusion: Project-based learning innovations are very effective in improving critical thinking skills as well as increasing student competence in the field of analytical chemistry. Recommendation: Project-based learning is suitable for implementation in teaching other subjects to achieve the competencies required by scientists. This learning model is effective in building student competence in a normal learning atmosphere, or when social restrictions are imposed during the COVID-19 pandemic.

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Section: Discussionmentioning

confidence: 99%

Implementation of Project-based Learning Innovation to Develop Students’ Critical Thinking Skills as a Strategy to Achieve Analytical Chemistry Competencies

Situmorang¹,

Sinaga²,

Sitorus³

et al. 2022

IJPER

Self Cite

View full text Add to dashboard Cite

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“…Students' mastery of organic compound analysis material is measured through an initial evaluation (pretest) and followed by lectures via zoom to provide information on the stages of lecture implementation and project assignments, as well as to explain the use of the University Networked Learning System [Sistem Pembelajaran Dalam Jaringan Universitas, SIPDA), technical assignment collection, implementation of exams, and the scoring rubric. Implementation of innovative learning resources for teaching Organic Analytical Chemistry is the main target of this research with the aim of increasing student competence in the field of organic compound analysis [16]. Before learning, a pretest was conducted to see the students' initial ability in organic compound analysis material, conducted online.…”

Section: Research Proceduresmentioning

confidence: 99%

The Development of Project-Based Innovative Learning Resources for Teaching Organic Analytical Chemistry

Pakpahan¹,

Situmorang²,

Sitorus³

et al. 2021

Advances in Social Science, Education and Humanities Research

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An Organic Analytical Chemistry course is very important for prospective chemists because it builds competence in the analysis of organic compounds. This study aims to develop project-based innovative learning resources to guide students to study Organic Analytical Chemistry. The research was conducted by following the ADDIE model to develop learning resource for undergraduate students. The study involve 35 students of the Chemistry Study Program at 2020-2021 academic year. The results showed that innovative learning resource has been developed to facilitate students to learn the analysis of organic compounds. The implementation of learning resources has proven to be effective in guiding students in studying Organic Analytical Chemistry. It can facilitate students' independent learning in planning and carrying out their own projects for the determination of flavonoid compounds from real samples. The skills in the field of organic compound analysis including isolation, purification and identification of flavonoid compounds are achieved. Student learning outcomes are very good (M = 87.89±1.86), successively the portfolio of project proposals (M = 83.14±2.06), project reports (M = 90.37±1.05), and evaluation test (M = 90.17±2.48). It is concluded that project-based innovative learning resources are very appropriate to be used for teaching Organic Analytical Chemistry.

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“…Many previous works have shown the benefits of adopting project-based learning (PjBL) methods to improve the students’ performance in chemistry, achieve deeper understanding, higher-order abilities of evaluation and analysis, and engage students. , PjBL approaches in addition help to develop students’ creative thinking skills as compared to “cookbook” practices . PjBL has been used for the teaching of different chemistry courses, such as physical–chemistry laboratory, analytical chemistry, instrumental analysis, quantitative element analysis, and biochemistry courses .…”

Section: Introductionmentioning

confidence: 99%

“…Our own experience teaching general chemistry to Industrial Engineering freshmen at EUSS confirms this problematic issue. Abundant literature has shown the benefits of using different forms of active-learning methods (e.g., PjBL, problem based learning (PBL), process-oriented guided-inquiry learning (POGIL), or peer led team learning (PLTL)) for teaching chemistry courses to students of chemistry-related degrees (Chemistry, ,, Pharmacy, Biochemistry, Physical Chemistry, Chemical Engineering, Applied Chemistry). In addition, these approaches seem to be particularly effective in improving the attitudes and performance of non-chemistry majors, as shown by works reporting experiences in Dietetics and Nutrition, Nursing, Psychology, or Environmental Studies. ,, …”

Section: Introductionmentioning

confidence: 99%

Study and Research Path for Learning General Chemistry: Analyzing the Quality of Drinking Water

2022

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The application of the Study and Research Path (SRP) methodology for learning general chemistry, a fundamental course often found in the first-year curriculum of many technical degrees, is investigated. In recent years, SRPs have emerged as interesting inquiry and projectbased teaching formats. In an SRP, the search for an answer to a generating question (Q 0 ) triggers an arborescent scheme of derived questions and answers, that are summarized in a Q−A map. In our study case, we designed, implemented, and analyzed an SRP for a first-year course in Engineering. The SRP revolved around the Q 0 question, "what is the quality of tap water in your city?", which led students to become familiar with standards and learn different chemical analysis techniques to determine water quality parameters (hardness, pH, dry residue, sulfates, chlorides). Results of the first edition evidence that SRP enriched the learning of chemistry and expanded the media and milieu with respect to the traditional course. The specific design of the SRP helped overcome the didactic problems of the previous organization, by integrating the theoretical and experimental contents, improving the students' lab skills and providing a "sense" for the course, thus increasing the students' motivation. Both students and teachers adapted easily to the new instruction format. The results of this work open new opportunities for the application of SRPs in other chemistry courses in the future.

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Implementation of an Innovative Learning Resource with Project to Facilitate Active Learning to Improve Students’ Performance on Chemistry

Cited by 21 publications

References 47 publications

Implementation of Project-based Learning Innovation to Develop Students’ Critical Thinking Skills as a Strategy to Achieve Analytical Chemistry Competencies

Implementation of Project-based Learning Innovation to Develop Students’ Critical Thinking Skills as a Strategy to Achieve Analytical Chemistry Competencies

The Development of Project-Based Innovative Learning Resources for Teaching Organic Analytical Chemistry

Study and Research Path for Learning General Chemistry: Analyzing the Quality of Drinking Water

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