The Role of Collaborative Learning Based STSE in Acid Base Chemistry: Effects on Students’ Motivation

Abstract

Designing learning environment that leads on the improvement of students' motivation becomes crucial for chemistry teachers. The objective of this research was to investigate the effects of collaborative learning-based Science, Technology, Society, and Environment (STSE) towards students' motivation in acid base chemistry lesson. A pre-test post-test non-equivalent control group design was adopted in this quasi-experimental research. Two classes who enrolled in science programme from a public senior high school in Sleman Regency, Yogyakarta, Indonesia were used as the research sample of this study. Through cluster random sampling, one group was devoted as experimental class (N=30) receiving collaborative learning based STSE while the other one as control class (N=32) taught by traditional teaching. A Chemistry Motivation Scale (CMS) was administered as data collection tool of students' motivation before and after the teaching intervention. These data were analysed using descriptive statistics, Mann Whitney U, Kruskal Wallis, and Wilcoxon tests. The findings of this research revealed that there was significantly difference of students' motivation among experimental and control classes. This difference was occurred in favour of experimental class. Moreover, the data of students' motivation on experimental class signified a higher improvement than the control class. Thus, it can be highlighted that collaborative learning based STSE has an effect in improving students' motivation. The result of this study recommends to implement collaborative learning based STSE since it is promising in order to promote students' motivation in learning chemistry.

Effectiveness of Science-Technology-Society (STS) approach on students’ learning outcomes in science education: Evidence from a meta-analysis

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Examining the Effects of Supervised Laboratory Instruction on Students’ Motivation and Their Understanding of Chemistry

“…The use of higher-order thinking skills, minds-on laboratory activities [28] and enquiry-type laboratory work [29] have also been shown to provide high-school students with an enhanced understanding of acid-base concepts and develop positive attitudes towards chemistry learning in comparison to teacher-centred instruction. Priyambodo et al [30] highlighted the role of collaborative learning in improving the motivation for learning acidbase chemistry among senior high-school students. Consequently, our SLI teaching was designed with pre-laboratory activities, minds-on laboratory activities and group reflections.…”

Virtual Chemistry Laboratory in Blended Online Learning Mode: The Influence on Students’ Motivation and Achievement

“…Recent studies have been implemented varied treatments as an effort to improve students' motivation in learning chemistry, e.g., info technology in chemistry (Zhikina & Portjanskaya, 2007); problem-based learning (Demirel & Turan, 2010); home experiments (Gendjova, 2007); distance learning technologies (Abakumova et al, 2016); Hermann whole brain teaching (Bawaneh et al, 2011); inquiry-based teaching (Pečiuliauskienė & Belakoz, 2019); and collaborative learning based Science, Technology, Society, and Engineering (Priyambodo et al, 2021). Those studies have been focused on using technology and students-centred learning paradigm.…”