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Development of Problem-Based Learning (PBL) Chemistry Modules to Provide Students’ Numeracy-Literacy Skills in Materials of Colligative Property Solutions

Chemistry in Education · Vol. 14 No. 2 (2025) · pp. 42–52

DOI
10.15294/chemined.v14i2.30807
ISSN
2252-6609, 2502-6852
Published
2025-12-11
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

Education is one aspect that needs to be improved in building quality Human Resources (HR). Life in the 21st century requires important skills that must be mastered by everyone, especially students, in order to face existing challenges. Numeracy literacy is part of the basic literacy in 21st-century skills that must be possessed. This study aims to develop a PBL-based chemistry learning module to equip students with numeracy literacy skills on the topic of colligative properties of solutions. The difference lies in the content of the developed module, the material, and the abilities studied, where no previous similar research has examined the development of a PBL-based chemistry learning module to equip students with numeracy literacy skills on the topic of colligative properties of solutions. In this module, PBL syntax is used as a guide in the implementation of learning (material descriptions, case studies, and formative tests of numeracy literacy), and numeracy literacy becomes a reference for the content to be included in the module. The method used in this study is the Research and Development (R&D) method. The development research conducted refers to the 4D model according to Thiagarajan, which consists of Define, Design, Development, and Dissemination. A small-scale trial involved 8 students from class XII MIPA with the criteria of having studied the colligative properties of solutions. A large-scale trial involved 36 students of class XII-E as the experimental class and 36 students of class XII-D as the control class, selected using a purposive sampling technique with consideration from the teacher. The results are: 1) the module is declared feasible with the results of media and material validity of 100% (very valid) and the results of readability and implementation getting a percentage of 92% (very good); 2) the module is declared quite effective with classical learning completion in class XII-E of 50%; and 3) the module received a positive response from teachers and students with a teacher response value of 93% and a student response value of 78%. Based on these results, it can be concluded that the PBL-based chemistry learning module is feasible and quite effective for use in chemistry learning, especially the colligative properties of solutions.

Keywords

Collaboration network of the authors

40 authors · 209 co-authorship links · 10 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
  • Sultan Idris Education University
  • Universitas Bhayangkara Surabaya
  • State University of Makassar
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Sri HaryaniAffiliation unknown9
Endang SusilaningsihState University of Semarang9
Nanik WijayatiState University of Semarang9
Woro SumarniState University of Semarang8
Sri Susilogati SumartiState University of Semarang8
Sudarmin SudarminAffiliation unknown7
Sri NurhayatiAffiliation unknown6
Kasmadi Imam SupardiState University of Semarang5
Harjono HarjonoAffiliation unknown4
Agung Tri PrasetyaState University of Semarang3
Sigit PriatmokoState University of Semarang3
Cepi KurniawanState University of Semarang3
Aisyah Mohamad SharifSultan Idris Education University2
Muhamad TaufiqState University of Semarang2
Sarwi SarwiAffiliation unknown2
Edy CahyonoState University of Semarang2
Tri SuminarAffiliation unknown2
Hartono HartonoAffiliation unknown2
Haryono HaryonoUniversitas Bhayangkara Surabaya2
Nuni WidiartiAffiliation unknown2
Amroeni RosyadaAffiliation unknown2
Lisdiana LisdianaAffiliation unknown2
Sigit SaptonoState University of Semarang2
Farid AhmadiAffiliation unknown2
Wiyanto WiyantoState University of Semarang2
S. W. OngSultan Idris Education University1
N A RahimSultan Idris Education University1
T. T. LeeSultan Idris Education University1
Suzaliza MustafarSultan Idris Education University1
Mohamad Saufi RosmiSultan Idris Education University1
M. Z. MahmoodSultan Idris Education University1
Ramlawati RamlawatiState University of Makassar1
Sri KadarwatiState University of Semarang1
Endang SusiloningsihAffiliation unknown1
Nikmatun HasanahAffiliation unknown1
Ferida Noni Chr TefnaiAffiliation unknown1
Ani Saul HidayahAffiliation 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">Development of Problem-Based Learning (PBL) Chemistry Modules to Provide Students’ Numeracy-Literacy Skills in Materials of Colligative Property Solutions</dc:title>
	<dc:creator xml:lang="en">Tutus Martiana</dc:creator>
	<dc:creator xml:lang="en">Wardani, Sri</dc:creator>
	<dc:creator xml:lang="en">Nuswowati, Murbangun</dc:creator>
	<dc:subject xml:lang="en">Module</dc:subject>
	<dc:subject xml:lang="en">Problem-Based Learning</dc:subject>
	<dc:subject xml:lang="en">Colligative Properties of Solutions</dc:subject>
	<dc:subject xml:lang="en">Numeracy Literacy Skills</dc:subject>
	<dc:description xml:lang="en">Education is one aspect that needs to be improved in building quality Human Resources (HR). Life in the 21st century requires important skills that must be mastered by everyone, especially students, in order to face existing challenges. Numeracy literacy is part of the basic literacy in 21st-century skills that must be possessed. This study aims to develop a PBL-based chemistry learning module to equip students with numeracy literacy skills on the topic of colligative properties of solutions. The difference lies in the content of the developed module, the material, and the abilities studied, where no previous similar research has examined the development of a PBL-based chemistry learning module to equip students with numeracy literacy skills on the topic of colligative properties of solutions. In this module, PBL syntax is used as a guide in the implementation of learning (material descriptions, case studies, and formative tests of numeracy literacy), and numeracy literacy becomes a reference for the content to be included in the module. The method used in this study is the Research and Development (R&amp;amp;D) method. The development research conducted refers to the 4D model according to Thiagarajan, which consists of Define, Design, Development, and Dissemination. A small-scale trial involved 8 students from class XII MIPA with the criteria of having studied the colligative properties of solutions. A large-scale trial involved 36 students of class XII-E as the experimental class and 36 students of class XII-D as the control class, selected using a purposive sampling technique with consideration from the teacher. The results are: 1) the module is declared feasible with the results of media and material validity of 100% (very valid) and the results of readability and implementation getting a percentage of 92% (very good); 2) the module is declared quite effective with classical learning completion in class XII-E of 50%; and 3) the module received a positive response from teachers and students with a teacher response value of 93% and a student response value of 78%. Based on these results, it can be concluded that the PBL-based chemistry learning module is feasible and quite effective for use in chemistry learning, especially the colligative properties of solutions.</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>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<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/30807</dc:identifier>
	<dc:identifier>10.15294/chemined.v14i2.30807</dc:identifier>
	<dc:source xml:lang="en">Chemistry in Education; Vol. 14 No. 2 (2025): Chemistry in Education; 42-52</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/30807/7516</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Chemistry in Education</dc:rights>
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