The Effects of Problem-Based Learning on Developing Collaborative Problem Solving and Learning Achievement towards Chemistry of Eleventh Grade Students
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Abstract
The objectives of this research were 1) to compare the mean scores of collaborative problem solving of eleventh grade students using Problem Based Learning (PBL) between pretest and posttest periods and between posttest and the set criteria of 1.36 (Advanced Level), and 2) to compare achievement in chemistry of eleventh grade students taught with Problem Based Learning (PBL) between pretest and posttest periods and between posttest and the set criteria of 70%. The sample of this study was one classroom of eleventh grade students at Sriracha School, the second semester, academic year 2020. The sample was selected based on a cluster sampling and the sample size was 40. Research instruments were Problem Based Learning (PBL) plans, Collaborative Problem Solving Test, and Achievement in Chemistry Test. Data were analyzed using statistics, including mean, standard deviation, dependent t-test, and t-test. The results of this research indicated that 1) the sample taught with Problem Based Learning (PBL) at posttest period had higher collaborative problem solving than a pretest period and higher than the set criteria of 1.36 with a statistical significance level of .05. 2) The sample taught with Problem Based Learning (PBL) at posttest period had higher academic achievement in chemistry than a pretest period and higher than the set criteria of 70% with a statistical significance level of .05.
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