THE EFFECTIVENESS OF ACID-BASE LEARNING USING ARABIC JAWI CHEMISTRY MODULES ON IMPROVING STUDENT LEARNING OUTCOMES IN ISLAMIC BOARDING SCHOOLS

Abstract

This study was motivated by low learning outcomes among students in acid-base material, attributable to ineffective learning resources and a learning process oriented toward the teacher as the primary source of instruction. Chemistry instruction in Islamic boarding schools requires innovative learning resources to support an effective learning process and improve student learning outcomes. This study aims to assess the effectiveness of the Arabic Jawi chemistry module on students' learning outcomes in acid-base chemistry and to examine their responses to the learning process. This study employed a pre-experimental one-group pretest-posttest design. The sample consisted of 27 students XI IPA at a modern boarding school in Banda Aceh City. Data were collected using tests and questionnaires. The effectiveness of the module was assessed using the N-Gain Score, a paired-samples t-test, and an effect-size test. The research results yielded an N-Gain score of 0.60, which is categorized as high, thereby supporting the alternative hypothesis (Ha). The effect size score was 0.91, classified as highly effective. The students demonstrated a high level of interest (86.75%) in the learning process. Therefore, it was concluded that the Arabic Jawi chemistry module is highly effective in improving students' acid-base learning outcomes at the boarding school.