Implementing a Constructionist Project-Based Learning Approach to Enhance Chemistry Learning Achievement in Eleventh Grade Students

Chemistry plays a vital role in our daily lives. However, student engagement in this subject has been traditionally low, leading to poor academic performance. Project-Based Learning (PBL) has emerged as a promising solution to this issue. Despite this, there has been limited research investigating PBL within a constructionist learning environment. This study aims to implement a constructionist PBL approach to enhance students' learning achievements in chemistry. The study involved 15 eleventh-grade students selected through convenience sampling. A constructionist PBL approach was implemented, and data on students' learning achievements in chemistry were collected using pre- and post-tests. Data were analyzed using a paired t-test. The findings indicate that the constructionist PBL approach significantly improved the students' learning achievement in chemistry (p < 0.05). Moreover, the application of this approach in the study markedly enhanced the learning achievements of the Grade 11 students. This educational approach not only supports the generation of self-knowledge but also fosters the development of critical thinking skills, which are crucial for constructing knowledge.