UIN SGDUIN SGD
JTK (Jurnal Tadris Kimiya)JTK (Jurnal Tadris Kimiya)Effective teaching strategies are critical in enhancing students attitudes toward chemistry and formal reasoning abilities, particularly for complex topics like acids and bases. Case-based learning has emerged as a promising alternative to traditional scientific learning methods. This study aims to compare the differences in attitudes toward chemistry and formal reasoning skills between students exposed to case-based learning and those undergoing scientific learning on acids and bases. A quasi-experimental design with a posttest-only control group was applied to 122 student of 11th grade science students in Yogyakarta, selected using simple random sampling. Data were collected through case-based essay questions and attitude questionnaires. Multivariate analysis (Hotellings Trace) assessed the differences between groups. The analysis revealed a significant difference (p = 0.000 < 0.05) in attitudes and formal reasoning skills between the two groups. Students in the case-based learning group demonstrated significantly better attitudes toward chemistry compared to those in the scientific learning group. These findings highlight the potential of case-based learning to enhance students engagement and reasoning skills in chemistry. By integrating case-based approaches into acid-base learning, teachers can adopt alternative methods to improve student outcomes. This study underscores the importance of diversifying teaching strategies to address the challenges of complex scientific topics effectively.
The study concludes that case-based learning is more effective than the scientific approach in improving students attitudes towards chemistry and formal reasoning abilities.The significant difference observed between the two groups, with students in the case-based learning group demonstrating better outcomes, highlights the potential of this method.Therefore, implementing a case-based approach is essential as an alternative method in chemistry education to enhance conceptual understanding, develop reasoning skills, and foster a positive attitude towards the subject.
Future research should investigate the long-term effects of case-based learning on students retention of acid-base concepts and their ability to apply this knowledge in novel situations. Additionally, studies could explore the optimal design of case studies for chemistry education, considering factors such as complexity, relevance to students lives, and alignment with learning objectives. Finally, research is needed to examine the effectiveness of case-based learning in diverse educational settings and with students of varying academic backgrounds, potentially incorporating technology-enhanced case studies to broaden accessibility and engagement. These investigations will contribute to a more comprehensive understanding of how to leverage case-based learning to improve chemistry education and prepare students for success in STEM fields.
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