Enhancing Conceptual Understanding and Essential Learning Skills in Chemistry through Micro Project-Based Learning (MPBL) Model

Abstract

Active engagement in project-based learning (PBL) has been recognized as a means to foster students' learning outcomes and higher-order thinking skills across various disciplines. However, the implementation of PBL in K-12 classrooms often encounters challenges, primarily due to the lengthy and structured PBL cycle. As an alternative approach, micro-project-based learning (MPBL) advocates for the principles and mechanisms of PBL while compressing the learning cycle into shorter periods. This study aimed to investigate the impact of MPBL on students' conceptual understanding and their essential learning skills in chemistry classes at the upper secondary level. A single-group pretest-posttest research design was employed, involving 63 students who received the MPBL instruction. Data were collected and analyzed through knowledge tests, and surveys assessing essential learning skills. The findings revealed that after the intervention, students’ conceptual understanding and essential learning skills significantly enhanced. This study provides valuable insights into pedagogical innovations in chemistry education and teaching practices within chemistry classrooms.