Makassar – A study conducted by Sugiarti, Reni Dian Nitami, Hardin, and Islawati from Universitas Negeri Makassar found that the Project-Based Learning (PjBL) model significantly improves students’ learning interest and academic achievement in acid–base chemistry at SMAN 2 Makassar during the 2024/2025 academic year. The research was published in the International Journal of Scientific Multidisciplinary Research (IJSMR) in 2026.
Acid–base chemistry is widely recognized as one of the most challenging topics in secondary-level chemistry because it involves abstract and multi-representational concepts. Many students struggle to connect observable phenomena with symbolic and microscopic representations, which often leads to misconceptions and low academic performance.
To address this challenge, the researchers implemented a project-based instructional approach that actively involved students in experiments, investigations, collaboration, and presentations. This student-centered learning environment enabled learners to construct knowledge through meaningful experiences rather than passive instruction.
The study used a one-group pretest–posttest quantitative design involving eleventh-grade chemistry students at SMAN 2 Makassar. Students completed an initial assessment and interest questionnaire before the intervention and a posttest after participating in project-based learning activities.
The results showed a substantial improvement in students’ learning interest. The average interest score increased from 37.60 percent before instruction to 83.22 percent after the implementation of Project-Based Learning. Approximately 70 percent of students achieved a high level of improvement in learning interest.
Academic performance also improved across all indicators of acid–base learning. According to the results presented on pages 7–8 of the study, students’ ability to identify acid–base properties increased from 43.3 percent to 90 percent. Their ability to calculate hydrogen and hydroxide ion concentrations improved from 33.3 percent to 73.3 percent, while their ability to design indicator experiments increased from 20 percent to 63.3 percent.
Similar improvements were observed in calculating pH values, analyzing titration data, and interpreting titration curves. Overall, all students demonstrated learning gains, with 56.7 percent categorized as high improvement and 43.3 percent as moderate improvement.
The findings confirm that Project-Based Learning creates more engaging and meaningful classroom experiences. By involving students directly in experimentation and problem-solving activities, the model helps learners better understand abstract chemistry concepts.
The study also highlights a strong relationship between learning interest and academic achievement. Students who showed higher engagement during project-based activities tended to achieve better conceptual understanding and improved performance.
For teachers, the results provide evidence that Project-Based Learning can serve as an effective instructional strategy for complex chemistry topics. The model also supports the development of essential twenty-first-century competencies such as critical thinking, creativity, and collaboration.
For schools and policymakers, the research reinforces the importance of adopting innovative student-centered learning approaches to improve science education quality at the secondary level.
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