Makassar – A recent study from Universitas Negeri Makassar reveals that social interaction among students plays a major role in improving chemistry learning outcomes, particularly in buffer solution topics that are widely considered difficult at the secondary school level. The research, conducted by Sugiarti and Islawati, found that students with higher levels of social interaction consistently achieved better academic performance than students who were less active in classroom discussions and collaborative activities.
The study was published in the 2026 edition of the International Journal of Scientific Multidisciplinary Research (IJSMR). Conducted at SMA Hang Tuah Makassar, the research involved 67 eleventh-grade science students and focused on understanding how communication and collaboration among students influence conceptual understanding in chemistry learning.
Buffer solution material was selected because it is regarded as one of the most challenging chemistry topics for students. The subject requires learners to understand calculations, chemical symbols, and abstract scientific concepts simultaneously. Previous studies cited in the research also showed that misconceptions in buffer solution topics remain high among students, affecting overall academic achievement.
According to the researchers, chemistry education in many schools is still dominated by conventional teaching approaches where students passively receive information from teachers. Such learning environments often fail to encourage students to actively build their own understanding through discussion and collaborative problem-solving.
Sugiarti from Universitas Negeri Makassar explained that learning becomes more meaningful when students are actively involved in communication and interaction during classroom activities. Students who discuss ideas, ask questions, and solve problems together tend to develop stronger conceptual understanding.
The study used a quantitative quasi-experimental approach. Researchers measured students’ levels of social interaction using a Likert-scale questionnaire, while chemistry learning outcomes were assessed through multiple-choice tests related to buffer solution concepts. The learning process was conducted over four classroom meetings.
The findings revealed that most students fell into the moderate social interaction category, while others were categorized as high or low interaction groups. However, clear differences emerged in academic achievement between these groups.
Students with high levels of social interaction achieved an average score of 86.90. Those in the moderate interaction category obtained an average score of 76.60, while students with low social interaction recorded the lowest average score at 74.43. Statistical analysis confirmed that these differences were scientifically significant.
The research indicates that students who actively engage in discussions and group collaboration understand complex chemistry concepts more effectively. They are more willing to exchange ideas, ask questions, and help peers solve difficult problems during learning activities.
In contrast, students with lower social interaction levels tended to be passive during classroom sessions. They participated less frequently in discussions, showed lower confidence in expressing opinions, and had fewer opportunities to clarify misunderstandings.
The study also found that the influence of social interaction remained significant regardless of the instructional model used in class. This means that interaction among students had a stronger impact on learning outcomes than the teaching method itself.
According to Islawati from Universitas Negeri Makassar, social interaction should not be viewed merely as casual communication but as an essential mechanism for constructing knowledge. Through interaction, students build understanding collectively and improve their scientific reasoning skills.
The findings reinforce the principles of social constructivism theory, which argues that knowledge develops through interaction within social environments. In learning contexts, students do not simply absorb information from teachers but actively construct understanding through communication with peers.
The research also highlights the importance of collaborative learning in science education. Group activities encourage students to explain ideas, evaluate solutions, and solve problems together. These processes help reduce misconceptions and deepen understanding of abstract chemistry concepts.
In Indonesia’s education context, the findings are considered highly relevant for improving science learning quality in schools. Chemistry is often perceived as difficult because learning activities focus heavily on memorization and formulas rather than interaction and conceptual exploration.
The researchers recommend that teachers create more interactive classroom environments where students feel encouraged to communicate, collaborate, and participate actively. Activities such as group discussions, collaborative projects, classroom presentations, and joint problem-solving exercises are viewed as effective strategies for improving academic achievement.
Beyond academic performance, social interaction also supports the development of communication skills, teamwork, and critical thinking abilities among students. These competencies are increasingly important in modern education systems that emphasize creativity and active participation.
Although the study was limited to one school and focused only on buffer solution material, the findings provide strong evidence that classroom social interaction significantly affects learning success. The researchers believe future studies involving larger and more diverse student populations could further strengthen understanding of the relationship between interaction and academic achievement.
Sugiarti and Islawati emphasized that effective chemistry learning should not rely solely on content delivery. Teachers also need to build supportive learning environments that encourage students to actively interact so complex scientific concepts can be understood more easily and meaningfully.
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