Electrolyte and Non-Electrolyte Solutions: The Effectiveness of Project-based Learning on Students’ Analytical Thinking Ability

DOI

10.2991/978-2-38476-481-5_3How to use a DOI?

Keywords

Electrolyte and Non-electrolyte Solutions; Project-based Learning; Analytical Thinking Ability

Abstract

In 21st-century learning, lecturers encounter complex challenges in optimizing and developing learning processes that facilitate students’ analytical thinking abilities. This study aimed to investigate the effectiveness of project-based learning on students’ analytical thinking ability in studying electrolyte and non-electrolyte solutions. This quasi-experimental with pre-test and post-test design enrolled 118 students (77 female and 41 male) as a research sample, and they were drawn from two secondary schools (middle and high categories) in Yogyakarta, Indonesia. The data pre-and post-tests were collected using an analytical thinking test (14 items). The data was analyzed by using n-gain and independent t-test. The result showed that there was a significant difference in students’ analytical thinking, increasing students’ analytical thinking, and students’ analytical thinking on three indicators (differentiating, organizing, attributing) between experimental and control groups. The mean score for students’ analytical thinking ability on indicators are as follows differentiate (74.78), organize (62.21), and attribute (63.07). This finding revealed that intervention in teaching has significant influences on students’ analytical thinking ability. Thus, it can be concluded that project-based learning is effective in enhancing students’ analytical thinking ability. Thus, the use of project-based learning is highly recommended in chemistry learning because of its potential to develop students’ analytical thinking abilities.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Ermia Hidayanti
AU  - Senam
PY  - 2025
DA  - 2025/11/19
TI  - Electrolyte and Non-Electrolyte Solutions: The Effectiveness of Project-based Learning on Students’ Analytical Thinking Ability
BT  - Proceedings of the 9th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2022)
PB  - Atlantis Press
SP  - 14
EP  - 27
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-481-5_3
DO  - 10.2991/978-2-38476-481-5_3
ID  - Hidayanti2025
ER  -