Abstract
The traditional methods of teaching chemistry are no longer sufficient for talent development in the 21st century. Although project-based learning can address this issue, time constraints often limit its effectiveness. This study introduces micro project-based learning (MPBL) as an educational intervention, aligning with PBL principles but requiring less time. The research explores the impact of MPBL on students academic performance and scientific attitudes in high school chemistry. The experiment involved implementing MPBL in experimental group (n=35) and traditional method in control group (n=35), utilizing pre-test, post-test, and modified version TOSRA test for quantitative analysis, and a semi-structured interview for qualitative analysis. The results indicate that MPBL has a positive influence on academic performance and scientific attitudes, demonstrating its effectiveness in high school chemistry education.
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