Chemistry Learning Outcomes through Project-Based Learning with Themed Electrolyte Test Kits

Chitra Arti  Maharani

doi:10.47239/bfywrv25

Authors

Chitra Arti Maharani SMAN 1 Giri, Banyuwangi, East Java, Indonesia

DOI:

https://doi.org/10.47239/bfywrv25

Keywords:

chemistry education, electrolyte test kit, Google Sites, learning outcomes, project-based learning

Abstract

This study describes the implementation of project-based learning (PjBL) integrated with Google Sites for teaching the electrical conductivity of electrolyte and non-electrolyte solutions during a blended distance-learning and limited face-to-face period. The participants were 66 Grade X science students at SMAN 1 Giri in the 2021/2022 academic year, comprising 33 students in Class X MIPA 4 and 33 in Class X MIPA 5. Students worked in small groups to design, construct, test, document, and present themed electrolyte test kits made from accessible materials, while Google Sites functioned as a digital portfolio for project evidence. The study used a descriptive qualitative approach supported by project scores, post-test results, student responses, and documentation. The mean project scores were 89.06 for X MIPA 4 and 89.84 for X MIPA 5. Mean post-test scores were 82.58 and 81.29, with mastery rates of 93.94% and 84.85%, respectively. The learning design enabled students to continue practical chemistry activities during distance learning while exercising voice, choice, ownership, collaboration, and creativity. However, because the study did not report a pretest or comparison group, the findings should be interpreted as evidence of successful implementation and high post-intervention attainment rather than as a causal estimate of improvement. The results support the use of low-cost project work and digital portfolios as complementary strategies for contextual chemistry learning.

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