Development of Problem-Based Learning E-Worksheet to Improve Student Learning Outcomes in Acid-Base Material for Grade XI Senior High School Students Phase F
DOI:
10.29303/jppipa.v11i7.11929Published:
2025-07-25Downloads
Abstract
This study aimed to develop a Problem-Based Learning Electronic Student Worksheet to improve learning outcomes in acid-base material for Grade XI students. The research employed a developmental design using the Plomp model, encompassing preliminary investigation, design and prototype development, and assessment phases. Data collection involved expert validation, teacher and student evaluations, and pre-test/post-test assessments with Grade XI students from a public senior high school selected through purposive sampling. The results demonstrated high validity with Aiken's V values of 0.86 for content validity, 0.83 for media validity, and 0.86 for learning validity. Practicality assessment revealed high acceptance with teacher ratings of 4.38 on a five-point scale and 90.46% student acceptance rate. Effectiveness testing showed significant improvement in learning outcomes, with mean scores increasing from 71.61 to 89.44. Statistical analysis using paired sample t-test indicated significant differences with Cohen's d effect size of 2.26, demonstrating substantial educational impact. The study concluded that the Problem-Based Learning Electronic Student Worksheet is valid, practical, and effective for enhancing student learning outcomes in acid-base chemistry, providing a valuable digital learning resource for twenty-first century chemistry education
Keywords:
Acid-base Digital learning media Electronic student worksheet Learning outcomes Problem-Based LearningReferences
Ahmad, Z., Ammar, M., Sellami, A., & Al‐Thani, N. (2023). Effective pedagogical approaches used in high school chemistry education: A systematic review and meta-analysis. Journal of Chemical Education, 100(5), 1796–1810. https://doi.org/10.1021/acs.jchemed.2c00739
Alexander, B., Adams Becker, S., Cummins, M., & Hall Giesinger, C. (2017). Digital Literacy in Higher Education, Part II: An NMC Horizon Project Strategic Brief 3(4). NMC. Retrieved from https://eric.ed.gov/?id=ED593904
Artini, N., Suarni, N., & Parmiti, D. (2023). Efektivitas pengembangan e-LKPD dalam upaya meningkatkan motivasi belajar materi tematik siswa kelas V sekolah dasar. Pendasi: Jurnal Pendidikan Dasar Indonesia, 7(1), 36–45. https://doi.org/10.23887/jurnal_pendas.v7i1.1758
Astina, T., Wardiah, D., Ali, M., Santos, J. M., Villanueva, K. M., & Bautista, L. G. (2025). Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Proyek Terhadap Kemampuan Siswa Merancang Dan Membuat Sebuah Produk Dalam Pembelajaran Eksposisi. Jurnal Pembahsi (Pembelajaran Bahasa Dan Sastra Indonesia), 15(1), 60–73. https://doi.org/10.31851/pembahsi.v15i1.16300
Blonder, R., & Rap, S. (2017). I like Facebook: Exploring Israeli high school chemistry teachers’ TPACK and self-efficacy beliefs. Education and Information Technologies, 22(2), 697–724. https://doi.org/10.1007/s10639-015-9384-6
Boothe, J., Zotos, E., & Shultz, G. (2023). Analysis of post-secondary instructors’ pedagogical content knowledge of organic acid–base chemistry using content representations. Chemistry Education Research and Practice, 24(2), 577–598. https://doi.org/10.1039/d2rp00253a
Chen, K., Chen, Y., Ling, Y., & Lin, J. (2020). The individual experience of online chemistry teacher education in China: Coping with COVID-19 pandemic. Journal of Chemical Education, 97(9), 3265–3270. https://doi.org/10.1021/acs.jchemed.0c00581
Chowdhury, P., Rankhumise, M., Simelane-Mnisi, S., & ON, O. (2020). Attitude and performance: A universal co-relation, example from a chemistry classroom. Journal of Turkish Science Education, 17(4), 603–616. https://doi.org/10.36681/tused.2020.48
Clark, R. C., & Mayer, R. E. (2023). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & sons.
Dewi, C., Pahriah, P., & Purmadi, A. (2021). The urgency of digital literacy for generation Z students in chemistry learning. International Journal of Emerging Technologies in Learning (IJET), 16(11), 88. https://doi.org/10.3991/ijet.v16i11.19871
Eilks, I., & Hofstein, A. (2013). Teaching chemistry--a studybook: A practical guide and textbook for student teachers, teacher trainees and teachers. Springer Science & Business Media.
Fitriyana, N., Wiyarsi, A., Pratomo, H., & Marfuatun, M. (2024). The importance of integrated STEM learning in chemistry lesson: Perspectives from high school and vocational school chemistry teachers. Journal of Technology and Science Education, 14(2), 418. https://doi.org/10.3926/jotse.2356
Huangfu, Q., Luo, Z., Cao, Y., & Wu, W. (2023). The relationship between error beliefs in chemistry and chemistry learning outcomes: A chain mediation model investigation. Chemistry Education Research and Practice, 24(4), 1262–1275. https://doi.org/10.1039/d3rp00108c
Ijirana, I., & Nadjamuddin, L. (2019). Time series study of problem solving ability of Tadulako University students using metacognitive skill based learning model. International Journal of Emerging Technologies in Learning (IJET), 14(21), 227. https://doi.org/10.3991/ijet.v14i21.11684
Kampamba, R. (2021). Teaching and learning of chemistry: The hybridity of third space approach. Interdisciplinary Journal of Education Research, 3(2), 74–83. https://doi.org/10.51986/ijer-2021.vol3.02.08
Kampamba, R. (2023). First-year university students’ experiences in learning threshold concepts of acids-bases chemistry. IJOTE, 11(1), 18–30. https://doi.org/10.52950/te.2023.11.1.002
Kanapathy, S., Lee, K., Sivapalan, S., Mokhtar, M., Zakaria, S., & Zahidi, A. (2019). Sustainable development concept in the chemistry curriculum. International Journal of Sustainability in Higher Education, 20(1), 2–22. https://doi.org/10.1108/ijshe-04-2018-0069
Kharolinasari, R., Mulyani, S., VH, E., & Indriyanti, N. (2023). Teachers and students needs analysis for the development of subject specific pedagogy (SSP) blended learning based on multiple representations. Jurnal Penelitian Pendidikan IPA, 9(7), 5322–5328. https://doi.org/10.29303/jppipa.v9i7.3600
Khatimah, M., & Chisbiyah, L. (2024). Fostering engagement and learning outcomes: A comparative analysis of ethnochemical and STEM-based pedagogies for chemistry learning in vocational high schools. Jurnal Pendidikan Sains, 12(1), 1–6. https://doi.org/10.17977/jps.v12i12024p001
Li, X., Guo, Y., Mwongela, S., & Kirberger, M. (2023). Incorporating virtual problem-based learning in instrumental chemistry during the COVID-19 pandemic. COVID, 3(12), 1733–1745. https://doi.org/10.3390/covid3120120
Linkwitz, M., & Eilks, I. (2022). An action research teacher’s journey while integrating green chemistry into the high school chemistry curriculum. Sustainability, 14(17), 10621. https://doi.org/10.3390/su141710621
Miatun, A., Ulfah, S., & Khusna, H. (2023). Pelatihan penggunaan Liveworksheets sebagai salah satu media pembelajaran inovatif bagi guru sekolah menengah kejuruan. Gervasi: Jurnal Pengabdian Kepada Masyarakat, 7(2), 975–984. https://doi.org/10.31571/gervasi.v7i2.5728
Nababan, T., Pratiwi, L., & Nugraha, A. (2023). The effect of computational-based learning media using the STAD type cooperative model on student learning outcomes and motivation on the subject of intermolecular forces. International Journal on Research in STEM Education, 5(1), 85–94. https://doi.org/10.33830/ijrse.v5i1.1590
Nagarajan, S., & Overton, T. (2019). Promoting systems thinking using project- and problem-based learning. Journal of Chemical Education, 96(12), 2901–2909. https://doi.org/10.1021/acs.jchemed.9b00358
Nurulia, G., & Qomariyah, N. (2022). Pengembangan e-LKPD berbasis learning cycle 5E materi sistem pencernaan untuk meningkatkan keterampilan proses terintegrasi peserta didik kelas XI SMA. Berkala Ilmiah Pendidikan Biologi (BioEdu), 11(2), 285–293. https://doi.org/10.26740/bioedu.v11n2.p285-293
Paristiowati, M., Rahmawati, Y., Fitriani, E., Satrio, J. A., & Putri Hasibuan, N. A. (2022). Developing preservice chemistry teachers’ engagement with sustainability education through an online project-based learning summer course program. Sustainability, 14(3), 1783. https://doi.org/10.3390/su14031783
Putri, D., & Susantini, E. (2021). Penerapan e-LKPD berbasis strategi KWL plus pada materi archaebacteria dan eubacteria untuk melatihkan keterampilan metakognitif peserta didik. Berkala Ilmiah Pendidikan Biologi (BioEdu, 10(2), 367–375. https://doi.org/10.26740/bioedu.v10n2.p367-375
Ridwan, A., & Rahmawati, Y. (2021). Integration of a socio-critical and problem-oriented approach in chemistry learning for students’ soft skills development. MIER Journal of Educational Studies Trends & Practices, 33–41. https://doi.org/10.52634/mier/2017/v7/i1/1443
Safitri, A., & Rahayu, Y. (2022). Pengembangan e-LKPD berbasis guided inquiry pada materi transpor membran untuk melatihkan keterampilan berpikir kritis. Berkala Ilmiah Pendidikan Biologi (BioEdu), 11(3), 549–556. https://doi.org/10.26740/bioedu.v11n3.p549-556
Şen, Z. (2015). Applied drought modeling, prediction, and mitigation. Elsevier.
Siahaan, R., Sitorus, M., & Silaban, S. (2021). The development of teaching materials oriented to critical thinking skills for chemistry class XI high school. Jurnal Pendidikan Kimia, 13(1), 60–68. https://doi.org/10.24114/jpkim.v13i1.24145
Soncini, A., Visintin, E., Matteucci, M., Tomasetto, C., & Butera, F. (2022). Positive error climate promotes learning outcomes through students’ adaptive reactions towards errors. Learning and Instruction, 80, 101627. https://doi.org/10.1016/j.learninstruc.2022.101627
Valdez, J., & Bungihan, M. (2019). Problem-based learning approach enhances the problem solving skills in chemistry of high school students. Journal of Technology and Science Education, 9(3), 282. https://doi.org/10.3926/jotse.631
Vogelzang, J., Admiraal, W., & Driel, J. (2021). Scrum methodology in context-based secondary chemistry classes: Effects on students’ achievement and on students’ perceptions of affective and metacognitive dimensions of their learning. Instructional Science, 49(5), 719–746. https://doi.org/10.1007/s11251-021-09554-5
Wardani, L., Mulyani, B., Ariani, S., Yamtinah, S., Masykuri, M., Ulfa, M., & Shidiq, A. (2023). Effect of an ethnochemistry-based culturally responsive teaching approach to improve cognitive learning outcomes on green chemistry material in high school. Jurnal Penelitian Pendidikan IPA, 9(12), 11029–11037. https://doi.org/10.29303/jppipa.v9i12.5532
License
Copyright (c) 2025 Herianto, Okta Suryani
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
