The Effect of the REACT Learning Model on Students’ Learning Outcomes in Electrolyte and Nonelectrolyte Solutions

Abstrak

This study aimed to analyze the effect of the REACT (Relating, Experiencing, Applying, Cooperating, and Transferring) learning model on students’ learning outcomes in the topic of electrolyte and nonelectrolyte solutions in Phase F. A quantitative approach was employed using a quasi-experimental non-equivalent control group design. The sample consisted of 69 Grade 11 students, comprising 33 students in the experimental class who received REACT-based instruction and 36 students in the control class who received conventional instruction. The learning outcomes instrument consisted of a 20-item multiple-choice test administered as a pretest and posttest. The experimental class achieved a mean posttest score of 80,30, compared with 74,72 for the control class. The N-Gain score was 0,71 (high) for the experimental class and 0.63 (moderate) for the control class. An independent-samples t-test revealed a statistically significant difference between the two groups (p = 0,039 < 0,05). These findings indicate that students who received REACT-based instruction achieved higher learning outcomes than those in the control class within the context of this study. Practically, the REACT model can serve as an alternative approach to chemistry instruction by integrating real-life contexts, direct experiences, concept application, collaboration, and knowledge transfer in teaching electrolyte and nonelectrolyte solutions in Phase F.

Kata kunci

• Chemistry Education
• Electrolyte and Nonelectrolyte Solutions
• REACT learning model
• Subject Specific Pedagogy
• learning outcomes
• quasi-experimental