Development of a Contextual Problem-Based Learning Worksheet Using the Haze Phenomenon to Enhance Understanding of Gas Laws among Chemistry Education Students
DOI:
https://doi.org/10.30998/mpnem260Keywords:
Contextual learning, problem-based learning, student worksheet, haze phenomenon, gas lawsAbstract
Understanding gas laws in physical chemistry often challenges students due to their abstract nature. The recurring haze phenomenon in South Sumatra provides a relevant environmental context to connect theory to daily life. This study aimed to develop a contextual Problem-Based Learning (PBL) student worksheet (LKM) using the haze phenomenon to improve students’ understanding of gas laws in Chemistry Education at Sriwijaya University. The research applied the ADDIE development model combined with Tessmer’s formative evaluation, including expert review, one-to-one, small-group, and field testing. Expert validation of content, design, pedagogy, and PBL aspects yielded an average Aiken’s V of 0.902 (high validity), and reliability analysis showed Cronbach’s α = 0.796, indicating good internal consistency. The worksheet’s practicality reached 97% in the one-to-one trial and 96% in the small-group trial, both categorized as very practical. Field testing revealed a pretest mean of 77.24 and a posttest mean of 98.62, with an N-gain of 0.94 (94.14%) and a paired t-test of t = -7.109, p < 0.001, confirming significant improvement in students’ conceptual understanding. These findings suggest that integrating local environmental issues through contextual PBL worksheets fosters meaningful learning, reflective thinking, and environmental awareness in physical chemistry education.
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