The use of broblem-based interactive video quizzes to improve students' chemical literacy on the topic of water pollution

Adhwa, Jauza Bahira (2025) The use of broblem-based interactive video quizzes to improve students' chemical literacy on the topic of water pollution. JIPI (Jurnal IPA dan Pembelajaran IPA), 9 (2). pp. 650-665. ISSN 2620-553X

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Abstract

INDONESIA : Penelitian ini didasarkan pada pentingnya literasi kimia siswa terkait isu pencemaran air melalui pembelajaran berbasis masalah (Problem-Based Learning/PBL) yang diintegrasikan dengan kuis video interaktif. Tujuan penelitian ini adalah untuk mendeskripsikan penggunaan kuis video interaktif berbasis masalah dan menganalisis peningkatan literasi kimia siswa pada topik pencemaran air. Desain penelitian yang digunakan adalah one-group pretest-posttest dengan subjek sebanyak 31 siswa kelas X dari salah satu sekolah menengah di Jawa Barat. Instrumen yang digunakan berupa tes literasi kimia yang mengukur aspek konten, konteks, proses, dan sikap terhadap pencemaran air. Hasil penelitian menunjukkan peningkatan N-Gain tertinggi pada indikator sikap (0,70), diikuti oleh konteks (0,65), konten (0,62), dan proses (0,58). Berdasarkan temuan ini, dapat disimpulkan bahwa penggunaan PBL yang terintegrasi dengan kuis video interaktif secara signifikan dapat meningkatkan literasi kimia siswa, dengan peningkatan tertinggi pada aspek sikap dan terendah pada aspek proses. ENGLISH : This study is grounded in the importance of students having chemistry literacy related to the issue of water pollution through problem-based learning (PBL) integrated with interactive video quizzes. The purpose of the research was to describe the use of problem-based interactive video quizzes and to analyze the improvement of students’ chemistry literacy on the topic of water pollution. The research design employed a one-group pretest-posttestwith 31 tenth-grade students from a secondary school in West Java as subjects. The instrument used was a chemistry literacy test measuring the aspects of content, context, process, and attitude toward water pollution. The results showed the highest N-Gain increase in the attitude indicator (0.70), followed by context (0.65), content (0.62), and process (0.58). Based on these findings, it can be concluded that the use of PBL integrated with interactive video quizzes can significantly improve students’ chemistry literacy, withthe highest improvement observed in the attitude aspect and the lowest in the process aspect.

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