The effectiveness of chemistry learning strategy in improving students’ learning process and achievement

Abstract

This research aimed at describing and explaining the implementation results of learning strategy for senior high school chemistry based on starter experiment approach. This research was part of research and development conducted simultaneously in two different schools in the form of pre-experiment. Two chemistry teachers and 52 students were involved in this study. Mix methods consisted of observation and test were used to collect data. This study involved two topics of senior high school chemistry, namely Atomic Structure and Electron Configuration. This research focused on examining the effectiveness of learning process and learning achievement of students. The effectiveness of learning process was viewed from the involvement of students in learning obtained by observation techniques. The student learning achievement was viewed from the number of students achieving the minimum criteria of mastery learning set out by the schools. The result of this research revealed that learning process undergoes effectively which can be seen from students’ participation in learning, such as observing the starter experiment, promoting questions, discovering concepts, and applying concept to solve problems. In general, it can be stated that more than 90% students achieved the minimum standard of mastery learning set out by the schools.