Muhammad Hadeli(1,
), Sanjaya Sanjaya(2), Abdul Rachman Ibrahim(3), Andi Suharman(4), Eka Ad'hiya(5), Diah Kartika Sari(6)
| 
Country:
(1) Universitas Sriwijaya, Indonesia
(2) Universitas Sriwijaya, Indonesia
(3) Universitas Sriwijaya, Indonesia
(4) Universitas Sriwijaya, Indonesia
(5) Universitas Sriwijaya, Indonesia
(6) Universitas Sriwijaya, Indonesia
Corresponding Author
), Sanjaya Sanjaya(2), Abdul Rachman Ibrahim(3), Andi Suharman(4), Eka Ad'hiya(5), Diah Kartika Sari(6)
| Country:
(1) Universitas Sriwijaya, Indonesia
(2) Universitas Sriwijaya, Indonesia
(3) Universitas Sriwijaya, Indonesia
(4) Universitas Sriwijaya, Indonesia
(5) Universitas Sriwijaya, Indonesia
(6) Universitas Sriwijaya, Indonesia
Corresponding Author
10.23960/jpmipa/v23i4.pp1376-1381
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Copyright (c) 2022 Muhammad Hadeli, Sanjaya Sanjaya, Abdul Rachman Ibrahim, Andi Suharman, Eka Ad'hiya, Diah Kartika Sari
This study aims to determine the effectiveness of the main group elemental chemistry textbooks based on problem based learning in improving student learning outcomes. The design of this study was a quasi-experiment with one group pretest-posttest design. The participants in this study were sixth year chemistry education students at Universitas Sriwijaya for the 2021/2022 academic year. Test instruments was implied in this research and analyzed using statistics with N-gain data. The results showed that problem-based learning teaching materials for chemistry education students were categorized as very effective with a high level of N-gain
Keywords: chemistry textbooks, problem-based learning, chemistry learning outcomes.