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The Effect of Problem-Based Learning with A Culturally Responsive Teaching Approach on Understanding the Concept of Acids and Bases

Chemistry in Education · Vol. 14 No. 2 (2025) · pp. 29–41

DOI
10.15294/chemined.v14i2.30369
ISSN
2252-6609, 2502-6852
Published
2025-12-11
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

Chemistry learning on acid-base material needs to be associated with the local cultural context to make it more meaningful for students. This study aims to determine the effect of problem-based learning with the CRT approach on the understanding of acid-base concepts. One of the implementations is done through the activity of identifying pH in batik coloring waste as part of the local culture around SMA Negeri 1 Juwana. The research used a quasi-experimental design with a Nonequivalent Control Group Design model. The research subjects were grade XI students, with grade XI-4 as the experimental class that received treatment in the form of problem-based learning with the CRT approach, and grade XI-5 as the control class with problem-based learning without the CRT approach. The results showed that problem-based learning with the CRT approach had a significant effect on the understanding of the acid-base concept. This is demonstrated by the results of statistical tests that show a significant difference in concept understanding between the experimental and control classes. The influence of problem-based learning with the CRT approach, based on the effect size test value, is 0.778 (medium category). Based on this, the CRT approach in the PBL model is proven to have an effective impact on students' understanding of the acid-base concept.

Keywords

Collaboration network of the authors

40 authors · 153 co-authorship links · 13 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • Universiti Teknologi MARA
  • University of Bremen
  • National University of Malaysia
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Woro SumarniState University of Semarang6
Nanik WijayatiState University of Semarang6
Sri WardaniAffiliation unknown5
Endang SusilaningsihState University of Semarang5
Antonius Tri WidodoAffiliation unknown4
Dian Sri AsmorowatiAffiliation unknown4
Agung Tri PrasetyaState University of Semarang3
Murbangun NuswowatiState University of Semarang3
Sri HaryaniAffiliation unknown3
Ida Iryani KristantiAffiliation unknown3
Siti Muslimah WidyastutiAffiliation unknown3
Kasmadi Imam SupardiState University of Semarang2
Sarwi SarwiAffiliation unknown2
Devy LestariAffiliation unknown2
Kasmui KasmuiState University of Semarang2
Harjono HarjonoAffiliation unknown2
Sri MursitiAffiliation unknown2
Sudarmin SudarminAffiliation unknown2
Sharipah Ruzaina Syed ArisUniversiti Teknologi MARA2
Fatimah KhoiriyahAffiliation unknown2
Siti Herlina DewiState University of Semarang1
Muhammad Firdaus ImaduddinUniversity of Bremen1
Isnaini Putri SalimnahState University of Semarang1
Sri NurhayatiState University of Semarang1
Lilia Ellany MohtarNational University of Malaysia1
Sri KadarwatiState University of Semarang1
R. N. AiniAffiliation unknown1
S. SaptoriniAffiliation unknown1
Endang SusiloningsihAffiliation unknown1
Nikmatun HasanahAffiliation unknown1
Ferida Noni Chr TefnaiAffiliation unknown1
Ani Saul HidayahAffiliation unknown1
Harjono HarjonoState University of Semarang1
Melly RihmahwatiState University of Semarang1
Thomas Calvin -Affiliation unknown1
Salsabil Zhafirah OktavianiAffiliation unknown1
Afifa Ayu ZahronadaAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/chemined/oai, first harvested 5 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">The Effect of Problem-Based Learning with A Culturally Responsive Teaching Approach on Understanding the Concept of Acids and Bases</dc:title>
	<dc:creator xml:lang="en">Putri, Felia Annisa</dc:creator>
	<dc:creator xml:lang="en">Sumarti, Sri Susilogati</dc:creator>
	<dc:creator xml:lang="en">Harjono</dc:creator>
	<dc:subject xml:lang="en">Problem Based Learning</dc:subject>
	<dc:subject xml:lang="en">CRT</dc:subject>
	<dc:subject xml:lang="en">Acid Base</dc:subject>
	<dc:subject xml:lang="en">Conceptual Understanding</dc:subject>
	<dc:description xml:lang="en">Chemistry learning on acid-base material needs to be associated with the local cultural context to make it more meaningful for students. This study aims to determine the effect of problem-based learning with the CRT approach on the understanding of acid-base concepts. One of the implementations is done through the activity of identifying pH in batik coloring waste as part of the local culture around SMA Negeri 1 Juwana. The research used a quasi-experimental design with a Nonequivalent Control Group Design model. The research subjects were grade XI students, with grade XI-4 as the experimental class that received treatment in the form of problem-based learning with the CRT approach, and grade XI-5 as the control class with problem-based learning without the CRT approach. The results showed that problem-based learning with the CRT approach had a significant effect on the understanding of the acid-base concept. This is demonstrated by the results of statistical tests that show a significant difference in concept understanding between the experimental and control classes. The influence of problem-based learning with the CRT approach, based on the effect size test value, is 0.778 (medium category). Based on this, the CRT approach in the PBL model is proven to have an effective impact on students' understanding of the acid-base concept.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-12-11</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/chemined/article/view/30369</dc:identifier>
	<dc:identifier>10.15294/chemined.v14i2.30369</dc:identifier>
	<dc:source xml:lang="en">Chemistry in Education; Vol. 14 No. 2 (2025): Chemistry in Education; 29-41</dc:source>
	<dc:source>2252-6609</dc:source>
	<dc:source>2502-6852</dc:source>
	<dc:source>10.15294/chemined.v14i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/chemined/article/view/30369/7512</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Chemistry in Education</dc:rights>
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