Implementation of Project-Based Learning Based on Small-Scale Chemistry to Enhance Students’ Science Process Skills in Acid-Base Learning
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Abstract
21st-century education necessitates that students master the '6C' skills. To this end, the Indonesian Independent Curriculum (Kurikulum Merdeka) emphasizes two core pillars: chemical comprehension and process skills. However, recent PISA scores indicate a decline in science performance, often attributed to suboptimal teaching models and limited laboratory infrastructure that inhibits practical learning. While Project-Based Learning (PjBL) and Small-Scale Chemistry (SSC) have been researched independently, their integrated application for acid-base topics within the Independent Curriculum remains unexplored, particularly as a solution to laboratory resource constraints. This quasi-experimental study analyzed the impact of the PjBL-SSC model on students' science process skills. The research subjects included classes XI MIPA 1 (n=33, experimental group) and XI MIPA 3 (n=37, control group) at MAN 2 Jepara. Data were gathered through tests, observations, interviews, and documentation, then analyzed using hypothesis testing and effect size measures. The results demonstrated a significant influence (p = 0.000 < 0.05), with the experimental class achieving a mean score of 88.85 compared to 70.51 in the control class - a 29.2% improvement. An effect size of 0.8 indicated a large influence, with the highest gains observed in the indicators for observing (86.4%), grouping (78.8%), and concluding (77.8%).
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