Enhacing Students' Chemical Representation Ability Through Nearpod-Assisted Problem-Based Learning on Electrolysis Cell Material

Peningkatan Kemampuan Representasi Kimia Mahasiswa Melalui Pembelajaran Berbasis Masalah Berbantuan Nearpod Pada Materi Sel Elektrolisis

Abstract

This study aims to show an increase in students’ chemical representation ability by integrating Nearpod-assisted Problem-Based Learning (PBL) in electrolysis cell material and describe student activities and their ability to complete worksheets. This study used a pre-experimental method with a one-group pretest- posttest design and involved second-semester students in the basic Chemistry 2 courses. The results showed that the improvement in chemical representation ability was in the moderate category (N-Gain: 0.68), learning activities were carried out very well (88.86%), and the student’s ability to complete worksheets was also classified as high (average score: 89.52). These findings indicate that integrating PBL and Nearpod is an effective, innovative approach to improving students’ chemical representation ability, especially in abstract electrolysis cell material, by encouraging active participation and a more meaningful understanding of concepts.