Enhancing Students’ Conceptual Understanding of Buffer Solutions Through Peer-Led Problem-Based Learning

Irwanto IRWANTO; Yussi PRATIWI; Sistia Febyuli MANURUNG

doi:10.61707/0vm86663

Authors

Irwanto IRWANTO Ph.D; Universitas Negeri Jakarta, Department of Chemistry Education, Jakarta 13220, Indonesia
Yussi PRATIWI M.Sc.; Universitas Negeri Jakarta, Department of Chemistry, Jakarta 13220, Indonesia
Sistia Febyuli MANURUNG BEd; Universitas Negeri Jakarta, Department of Chemistry Education, Jakarta 13220, Indonesia

DOI:

https://doi.org/10.61707/0vm86663

Keywords:

Conceptual Understanding, Chemistry, Buffer Solutions, Peer-Led Problem-Based Learning

Abstract

This research seeks to assess the impact of peer-led problem-based learning on students’ comprehension of buffer solutions. Employing a quasi-experimental design, seventy-two 11th-grade students from a state high school in Bekasi, Indonesia participated, with 36 students in the experimental group receiving peer-led problem-based learning and the control group undergoing traditional instruction. The study was conducted between May and June 2023, utilizing pretest and posttest data collection, analyzed using t-tests. Findings indicated significantly higher conceptual understanding among students in the experimental group, with a mean post-conceptual test score of 87.93 (SD=6.27) compared to the pretest score of 69.52 (SD 6.83). The treatment effect in the experimental group, indicated by Cohen’s d value of 1.82, surpassed that of the control group, which had a Cohen’s d value of 1.46. Thus, peer-led problem-based learning emerged as a significant factor in enhancing students’ comprehension of buffer solutions.