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Efektivitas Lembar Kerja Peserta Didik Berbasis Problem Based Learning Materi Hidrolisis Garam Terhadap Hasil Belajar Siswa SMA Fase F SMAN 1 Lembah Melintang

Introduction

Efektivitas lembar kerja peserta didik berbasis problem based learning materi hidrolisis garam terhadap hasil belajar siswa sma fase f sman 1 lembah melintang. Uji efektivitas LKPD berbasis Problem Based Learning pada hidrolisis garam tingkatkan hasil belajar siswa SMA. Studi di SMAN 1 Lembah Melintang buktikan peningkatan signifikan.

Abstract

This study was motivated by the low value oflearning outcomes of students in chemistry subjects, especially the material ofsalt hydrolysis and also never used Problem Based Learning-based LKPD onsalt hydrolysis material. This study aims to test how effective Problem Based Learning based LKPD on salt hydrolysis materialis on the learning outcomes of Phase F high school students SMAN 1 Lembah Melintang.  The type of research used is quasi experiments with a non-equivalent control group design.  The sampling technique usedpurposive sampling technique with two sample groups, namely class XI F3 as the control class and XI F4 as the experimental class. The control class was given treatment using teaching materials in the form of printed books with conventional learning models and in the experimental class was given treatment in the form of LKPD with Problem Based Learning learning models. The instrument used in this study was a written test question with a number of questions as many as 25 objective questions and 2 essay questions. In the research results of the independent sample t-test test with the help of the SPSS application shows the results that Thitung>Ttabel is 6.185>1.997 which means that there is a significant difference between the control class and the experimental class. So it can be concluded that the use of Problem Based Learning-based LKDP is proven effective in improving student learning outcomes on salt hydrolysis material at SMAN 1 Lembah Melintang.

Review

This study addresses a pertinent issue within chemistry education, specifically the persistent challenge of low student learning outcomes in complex topics like salt hydrolysis. The authors are commended for identifying this gap and proposing a novel intervention: the integration of Problem-Based Learning (PBL) principles into Student Worksheets (LKPD) within a specific high school context in Indonesia. The primary objective, to evaluate the effectiveness of this PBL-based LKPD on the learning outcomes of Phase F high school students, is clearly articulated and directly responds to the identified problem, providing a valuable contribution to pedagogical approaches in science education. The methodology employed is a quasi-experimental design with a non-equivalent control group, which is appropriate for evaluating educational interventions in real-world classroom settings where true randomization may not be feasible. The use of purposive sampling for selecting the control (XI F3) and experimental (XI F4) classes is acceptable, though it necessitates careful consideration of baseline equivalence between groups, which is not explicitly detailed but assumed for the t-test application. The differential treatment—conventional instruction with printed books for the control class versus PBL-based LKPD for the experimental class—establishes a clear comparison. The assessment instrument, comprising 25 objective and 2 essay questions, appears comprehensive for evaluating cognitive learning outcomes. The statistical analysis using an independent sample t-test via SPSS, yielding a significant result (t_hitung > t_tabel, 6.185 > 1.997), strongly supports the conclusion that the PBL-based LKPD is effective in improving student learning outcomes. While the study presents compelling evidence for the effectiveness of PBL-based LKPD, there are a few areas that could strengthen its impact and generalizability. The abstract could benefit from a brief description of the core features or structure of the PBL-based LKPD to provide readers with a better understanding of the intervention itself. Furthermore, while the t-test indicates a significant difference, reporting effect sizes would offer a more nuanced interpretation of the magnitude of the improvement. Future research could explore the long-term retention of knowledge, investigate students' perceptions of the PBL-based LKPD, or examine its transferability to other chemistry topics. Nevertheless, this study provides a valuable empirical basis for promoting the adoption of PBL-based instructional materials in high school chemistry.

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