Experimental Study: The Effect of Problem-Based Learning on Students' Chemistry Learning Outcomes in Thermochemistry Concepts
Abstract
Purpose of the study: This study aims to determine the effect of the Problem-Based Learning model on students’ chemistry learning outcomes, specifically on thermochemistry concepts, by comparing the performance of students taught using problem-based learning and those taught using conventional learning methods.
Methodology: This study used a quasi-experimental method with a nonequivalent control group design. The sample was selected using purposive sampling. Data were collected using multiple-choice test instruments. Data analysis techniques included Liliefors normality test, Fisher homogeneity test, and t-test at a significance level of 0.05.
Main Findings: The results showed that there was a significant difference in learning outcomes between students taught using the Problem-Based Learning model and those taught using conventional methods. Students in the experimental group demonstrated higher achievement in thermochemistry concepts compared to the control group after the learning process.
Novelty/Originality of this study: This study provides new insights by applying an experimental design to specifically examine the effect of Problem-Based Learning on thermochemistry learning outcomes. It integrates contextual problem-solving with conceptual understanding, offering a more meaningful learning approach and contributing to the development of innovative chemistry teaching strategies.
References
T. Sumual, H. Lumapow, and V. Rotty, “The role of human capital investment in improving the quality of human resources (HR) in education in the digital era,” Asian J. Eng. Soc. Heal., vol. 3, no. 11, pp. 2520–2528, 2024, doi: 10.46799/ajesh.v3i11.449.
S. Arifin, M. Isa Ansori, and H. Buyung Aulia Safrizal, “Human resources in the era of globalization employee challenges in improving the quality of human resources in the era of globalization,” J. Ilm. Manaj. Kesatuan, vol. 11, no. 3, pp. 1457–1466, 2023, doi: https://jurnal.ibik.ac.id/index.php/jimkes/article/view/2286.
B. Al-Ajmi and A. Ambusaidi, “The level of scientific argumentation skills in chemistry subject among grade 11th students: The role of logical thinking,” Sci. Educ. Int., vol. 33, no. 1, pp. 66–74, 2022, doi: 10.33828/sei.v33.i1.7.
M. Jamil, T. B. Bokhari, and Q. Zia, “Qualitative content analysis for critical thinking and skill development: A case of chemistry curriculum,” J. Asian Dev. Stud., vol. 13, no. 1, pp. 147–155, Feb. 2024, doi: 10.62345/jads.2024.13.1.12.
R. Laelandi, A. Widodo, and S. Sriyati, “Depth of science learning materials in schools and student concept mastery,” J. Penelit. Pendidik. IPA, vol. 8, no. 3, pp. 1470–1478, 2022, doi: 10.29303/jppipa.v8i3.1706.
S. Rahmah and A. H. Lubis, “Problem posing as a learning model to improve primary school students’ mathematics learning outcomes in gayo lues,” J. Indones. Prim. Sch., vol. 1, no. 4, pp. 93–104, 2024.
R. R. T. Agustina, A. Afadil, S. Rahmawati, and V. M. A. Tiwow, “Learning difficulties and students’ ability level during pandemic covid-19 on the subject of thermochemistry,” J. Akad. Kim., vol. 12, no. 1, pp. 26–31, 2023, doi: 10.22487/j24775185.2023.v12.i1.pp26-31.
M. A. Barus and J. Purba, “Development of problem-based integrated student worksheets (LKPD) in thermochemistry class XI high school,” J. Multidisiplin Indones., vol. 4, no. 3, pp. 212–229, 2025, doi: 10.58344/jmi.v4i3.2244.
D. T. K. Ng, C. Xinyu, J. K. L. Leung, and S. K. W. Chu, “Fostering students’ AI literacy development through educational games: AI knowledge, affective and cognitive engagement,” J. Comput. Assist. Learn., vol. 40, no. 5, pp. 2049–2064, 2024, doi: 10.1111/jcal.13009.
E. Byusa, E. Kampire, and A. R. Mwesigye, “Game-based learning approach on students’ motivation and understanding of chemistry concepts: A systematic review of literature,” Heliyon, vol. 8, no. 5, p. e09541, 2022, doi: 10.1016/j.heliyon.2022.e09541.
A. Suradika, H. I. Dewi, and M. I. Nasution, “Project-based learning and problem-based learning models in critical and creative students,” J. Pendidik. IPA Indones., vol. 12, no. 1, pp. 153–167, 2023, doi: 10.15294/jpii.v12i1.39713.
K. Smith et al., “Principles of problem-based learning (PBL) in STEM education: Using expert wisdom and research to frame educational practice,” Educ. Sci., vol. 12, no. 10, pp. 1–20, 2022, doi: 10.3390/educsci12100728.
M. S. J. Maftuh, U. S. Lawal, M. Ade, A. V. Lama, and A. F. Adzim, “Understanding learning strategies: A comparison between contextual learning and problem-based learning,” Educ. J. Educ. Learn., vol. 01, no. 01, pp. 54–65, 2023, doi: 10.61987/educazione.v1i1.496 Understanding.
M. Mahrusillah and M. A. Ahmad, “Contextual learning strategy : Theoretical analysis and implementation of student-centered learning,” J. Pendidik. dan Pemikir. Islam eISSN, vol. 5, no. 2, pp. 513–534, 2025, doi: 10.31869/ruhama.v4i1.2605.1.
A. Abdurahman, A. Asfahani, N. Sudarwati, F. Warwer, and A. Asrijal, “The influence of problem-based learning model on students’ learning outcomes,” AIP Conf. Proc., vol. 2733, no. 1, pp. 247–255, 2023, doi: 10.1063/5.0140515.
N. F. Aristin, K. P. Hastuti, D. Arisanty, S. Adyatma, and C. Donna, “Effectiveness of problem-based learning models to improve learning outcomes of geography in the new normal learning era,” J. Educ. Learn., vol. 17, no. 4, pp. 623–632, Nov. 2023, doi: 10.11591/edulearn.v17i4.20834.
I. Arifiani, L. NurulH, and S. Rahmawan, “Problem based learning (PBL) learning model for increasing learning motivation in chemistry subject: Literature review with bibliometric analysis,” ASEAN J. Sci. Educ., vol. 4, no. 1, pp. 17–30, 2025, doi: https://www.ejournal.bumipublikasinusantara.id/index.php/ajsed/article/view/523.
D. Wahyudiati, “Critical thinking skills and scientific attitudes of Pre-service chemistry teachers through the implementation of problem-based learning model,” J. Penelit. Pendidik. IPA, vol. 8, no. 1, pp. 216–221, 2022, doi: 10.29303/jppipa.v8i1.1278.
M. A. P. Nugraha, J. S. V. Sinolungan, R. Nur, S. Nuridah, N. Nofirman, and D. Cahyono, “Conceptual analysis of problem-based learning model in improving students critical thinking skill,” J. Educ. Res., vol. 4, no. 2, pp. 466–473, 2023, doi: 10.37985/jer.v4i2.185.
B. J. Que, I. H. Kusnadi, R. M. P. Silalahi, A. A. Rahman, and A. Kurniawan, “The effect of deep dialogue/critical thinking model on students’ conceptual understanding ability,” J. Innov. Educ. Cult. Res., vol. 3, no. 3, pp. 422–431, 2022, doi: 10.46843/jiecr.v3i3.130.
M. Arsyad, S. Guna, and S. Barus, “Enhancing chemistry education through problem-based learning: Analyzing student engagement, motivation, and critical thinking,” Int. J. Curric. Dev. Teach. Learn. Innov., vol. 2, no. 3, pp. 110–117, Jul. 2024, doi: 10.35335/curriculum.v2i3.178.
R. Safitri, S. Hadi, and W. Widiasih, “Effect of the problem based learning model on the students motivation and learning outcomes,” J. Penelit. Pendidik. IPA, vol. 9, no. 9, pp. 7310–7316, 2023, doi: 10.29303/jppipa.v9i9.4772.
G. Nicholus, C. M. Muwonge, and N. Joseph, “The role of problem-based learning approach in teaching and learning physics: A systematic literature review,” F1000Research, vol. 12, pp. 1–23, 2023, doi: 10.12688/f1000research.136339.2.
Q. Zhuo, D. Wang, H. Xu, W. Liu, and L. Gao, “Pore structure and permeability of filter cake in coal slurry filtration,” Int. J. Coal Prep. Util., vol. 42, no. 2, pp. 155–170, Feb. 2022, doi: 10.1080/19392699.2019.1585830.
R. Rafia, A. Maulidiyah, H. Haeruddin, and M. Jamhari, “The effect of critical thinking ability and learning motivation on IPAS learning outcomes,” J. Reviu Pendidik. Dasar J. Kaji. Pendidik. dan Has. Penelit., vol. 11, no. 1, pp. 12–22, 2025, doi: 10.26740/jrpd.v11n1.p12-22.
H. K. Indriyani, D. Purwaningsih, and W. Khaokhajorn, “The effects of problem-based learning on critical thinking, motivation, and learning utcomes in Indonesia: A systematic review,” J. Pendidik. MIPA, vol. 12, no. 1, pp. 1–7, 2022, doi: 10.23960/jpmipa.v26i3.pp1750-1777.
D. Y. Asiamah, J. Ekow, M. Amoah, K. A. Hayford, and E. K. Dorman, “Exploring alternative conceptions and learning challenges in thermochemistry: Evidence from ghanaian shs students,” Eur. J. Basic Appl. Sci., vol. 12, no. 1, pp. 1–14, 2025, doi: 10.5281/zenodo.17217282.
D. M. Condong et al., “STEM-integrated problem-based learning as a cognitively aligned framework for enhancing critical thinking in thermochemistry,” Jambura J. Educ. Chem., vol. 8, no. 1, pp. 120–128, 2026.
C. K. Assuah, G. K. Mantey, and L. Osei, “The effect of think-pair-share learning on junior high school students’ achievement in algebraic expressions: Pre-test-post-test non-equivalent control group design,” Asian J. Probab. Stat., vol. 20, no. 2, pp. 46–55, 2022, doi: 10.9734/ajpas/2022/v20i2418.
B. H. Mukti, “Methods in health research: Probability and non-probability sampling,” Heal. Sci. Int. J., vol. 3, no. 2, pp. 220–234, 2025, doi: 10.71357/hsij.v3i2.64.
L. Vankelecom, T. Loeys, and B. Moerkerke, “How to safely reassess variability and adapt sample size? A primer for the independent samples t test,” Adv. Methods Pract. Psychol. Sci., vol. 7, no. 1, pp. 1–20, 2024, doi: 10.1177/25152459231212128.
S. Sundararajan, “Hypothesis Testing,” 2025, pp. 113–141. doi: 10.1007/978-981-99-0353-5_4.
A. Triyono, R. H. Nuary, N. Permatasari, Y. Yuni, and T. Wibowo, “The level of effectiveness of TPS and conventional methods judging from students’ geometry learning results using the N-Gain test,” AlphaMath J. Math. Educ., vol. 10, no. 1, p. 125, 2024, doi: 10.30595/alphamath.v10i1.21530.
C. Stroumpouli and G. Tsaparlis, “Chemistry students’ conceptual difficulties and problem solving behavior in chemical kinetics, as a component of an introductory physical chemistry course,” Chem. Teach. Int., vol. 4, no. 3, pp. 279–296, 2022, doi: 10.1515/cti-2022-0005.
P. Karuru, Muta’allim, Suparjo, A. F. Setiawan, and S. Junaida, “Improving students’ higher order thinking skills through a question and answer method,” RETORIKA J. Ilmu Bhs., vol. 9, no. 3, pp. 340–349, 2023, doi: https://ejournal.warmadewa.ac.id/index.php/jret.
M. Hala, A. Prof, and N. Xhomara, “The impact of inquiry-based learning on problem-solving skills and conceptual knowledge building,” Psychol. Educ., vol. 59, no. 2, pp. 909–921, 2022, [Online]. Available: www.psychologyandeducation.net
J. Zajda, “The Impact of Motivation on Students’ Engagement and Performance,” 2023, pp. 127–138. doi: 10.1007/978-3-031-42895-1_9.
K. Al-Said, “Influence of teacher on student motivation: Opportunities to increase motivational factors during mobile learning,” Educ. Inf. Technol., vol. 28, no. 10, pp. 13439–13457, 2023, doi: 10.1007/s10639-023-11720-w.
I. Apriyanti, Leginem, and S. Rahayu, “Efforts to Improve Student Learning Outcomes through the Problem Based Learning Model in Islamic Education Learning at SD Negeri 104325 Kampung Manggis,” J. Indones. Prim. Sch., vol. 1, no. 2, pp. 61–68, Jun. 2024, doi: 10.62945/jips.v1i2.346.
A. Islamiati, Y. Fitria, E. Sukma, Yaswinda, E. Fitria, and S. T. Oktari, “The influence of the problem based learning (PBL) model and learning style on the thinking abilities,” J. Penelit. Pendidik. IPA, vol. 10, no. 4, pp. 1934–1940, 2024, doi: 10.29303/jppipa.v10i4.6219.
Copyright (c) 2026 Sony Hidayat, Olaitan Abiodun Josiah
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Journal of Chemical Learning Innovation is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- 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 this journal.
- 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 and earlier and greater citation of published work.
.png)
.png)
