Building The Character of Pre-Service Teachers through The Learning Model of Problem-Based Analytical Chemistry Lab Work

S. Haryani, A. T. Prasetya, H. Bahron


This research aims to apply and find out the characteristics of Problem-Based Instrumental Analysis of Chemistry Lab Work Learning Model (IACLLM) which is able to build the characters, improve the conceptual mastery and the ability of problem solving. The research using experimental quasy with 2 student groups of pre service chemistry teachers as the subjects of the research applied the treatment of problem-based IACLLM for the experimental class and lab work learning with standard lab work procedure in control class. Conceptual mastery was measured using essay test; problem solving skills were measured using assessment of problem solving reports, presentation of the results, and kit making products; whereas the emerged characters were observed during the learning process. The result of this research showed that problem-based IACLLM had open-ended problem characteristic, had produced local material kit, and characters were observed in every stage of problem-based learning model. The implementation of the model could improve the spectrometric and electrometric conceptual mastery, the problem solving skills on a very good level and also some characters were developing during learning process, including religious, discipline, honest, curious, creative, critical, cooperative, communicative, independent, and able to appreciate other peoples opinions and achievements, leadership, democracy, and able to be thorough and careful, and hardworking.


IACLLM; teacher characteristics; problem-based lab

Full Text:



Adami, G. (2006). A New Project-Based Lab For Undergraduate Environmental and Analytical Chemistry. Journal of Chemical Education, 83(2), 253-256.

Aisyah, A.R. (2014). The Implementation of Character Education through Contextual Teaching and Learning at Personality Development Unit in The Sriwijaya University Palembang. International Journal of Education and Research, 1(2), 203-214.

Akcay, B. (2009). Problem-based Learning in Science Education. Journal of Turkish Science Education, 6(1), 26-36.

Arends, R. I. (2004). Learning to Teach. 5th Ed. Boston: McGraw Hill.

Bilgin, I., enocalk, E., & Szbilir, M. (2009). The Effects of Problem-Based Learning Instruction on University Students Performance of Conceptual and Quantitative Problems in Gas Concepts. Eurasia Journal of Mathematics, Science & Technology Education, 5(2), 153-164.

Chan, J. Y., & Bauer, C. F. (2016). Learning and Studying Strategies Used by General Chemistry Students with Different Affective Characteristics. Chemistry Education Research and Practice, 17(4), 675-684.

Cooper, M. M., & Sandi-Urena, S. (2009). Design and Validation of An Instrument to Assess Metacognitive Skillfulness in Chemistry Problem Solving. Journal Chemistry Education, 86(2), 240-245.

Demirel, M., & Dagyar, M. (2016). Effects of Problem-Based Learning on Attitude: A Metaanalysis Study. Eurasia Journal of Mathematics, Science & Technology Education, 12(8), 2115-2137.

Downing, K. (2010). Problem-Based Learning and Metacognition. Asian Journal Education & Learning, 1(2), 75-96.

Ferreira, M. M., & Trudel, A. R. (2012). The Impact of Problem-Based Learning (PBL) on Student Attitudes Toward Science, Problem-Solving Skills, and Sense of Community in The Classroom. Journal of Classroom Interaction, 47(1), 23-30.

Fogarty, R. (1997). Problem-Based Learning and Multiple Intelligences Classroom. Melbourne: Hawker Brownlow Education.

Gunter, T., & Alpat, S. K. (2017). The Effects of Problem-Based Learning (PBL) on The Academic Achievement of Students Studying Electrochemistry. Chemistry Education Research and Practice, 18(1), 78-98.

Hackathorn, J., Solomon, E. D., Blankmeyer, K. L., Tennial, R. E., & Garczynski, A. M. (2011). Learning by Doing: An Empirical Study of Active Teaching Techniques. Journal of Effective Teaching, 11(2), 40-54.

Haryani, S., Prasetya, A.T., & Wardani, S. (2010). Peningkatan Metakognisi Mahasiswa Calon Guru Kimia melalui Simulasi Laboratorium Virtual Berbasis Masalah pada Materi HPLC. Proceeding Himpunan Kimia Indonesia.

Haryani, S. (2011). Praktikum Kimia Analitik Instrumen Berbasis Masalah pada Spektrometri UV-Vis untuk Meningkatkan Metakognisi Calon Guru. Laporan Penelitian.

Hicks, R. W., & Bevsek, H. M. (2011). Utilizing problem-Based Learning in Qualitative Analysis Lab Experiments. Journal of Chemical Education, 89(2), 254-257.

Jalil, P. A. (2006). A Procedural Problem in Laboratory Teaching: Experiment and Explain, or Vice-Versa?. Journal of Chemical Education, 83(1), 159-163.

Kelly, O. C., & Finlayson, O. E. (2007). Providing Solutions through Problem-Based Learning for The Undergraduate 1st Year Chemistry Laboratory. Chemistry Education Research and Practice, 8(3), 347-361.

Mataka, L. M., & Kowalske, M. G. (2015). The Influence of PBL on Students Self-Efficacy Beliefs in Chemistry. Chemistry Education Research and Practice, 16(4), 929-938.

McDonnell, C., OConnor, C., & Seery, M. K. (2007). Developing Practical Chemistry Skills by Means of Student-Driven Problem Based Learning Mini-Projects. Chemistry Education Research and Practice, 8(2), 130-139.

Nakhleh, M. B. (1992). Why Some Students Dont Learn Chemistry: Chemical Misconceptions. Journal Chemical Education, 69(3), 191-196.

Popham, J. W. (1995). Classroom Assessment: What Teachers Need to Know. Nedham Hights: Allyn and Bacon.

Sandi-Urena, S., Cooper, M., & Stevens, R. (2012). Effect of Cooperative Problem-Based Lab Instruction on Metacognition and Problem-Solving Skills. Journal of Chemical Education, 89(6), 700-706.

Tan, O. S. (2003). Problem-Based Learning Innovation. Singapore: Thomson Learning.

Tandogan, R. O., & Orhan, A. (2007). The Effects of Problem-Based Active Learning in Science Education on Students Academic Achievement, Attitude and Concept Learning. Online Submission, 3(1), 71-81.

Tosun, C., & Senocak, E. (2013). The Effects of Problem-Based Learning on Metacognitive Awareness and Attitudes Toward Chemistry of Prospective Teachers with Different Academic Backgrounds. Australian Journal of Teacher Education, 38(3), 4-9.


  • There are currently no refbacks.