Enhancing Students’ Conceptual Understanding of Buffer Solutions Through Peer-Led Problem-Based Learning

This research seeks to assess the impact of peer-led problem-based learning on students’ comprehension of buffer solutions. Employing a quasi-experimental design, seventy-two 11th-grade students from a state high school in Bekasi, Indonesia participated, with 36 students in the experimental group receiving peer-led problem-based learning and the control group undergoing traditional instruction. The study was conducted between May and June 2023, utilizing pretest and posttest data collection, analyzed using t-tests. Findings indicated significantly higher conceptual understanding among students in the experimental group, with a mean post-conceptual test score of 87.93 (SD=6.27) compared to the pretest score of 69.52 (SD 6.83). The treatment effect in the experimental group, indicated by Cohen’s d value of 1.82, surpassed that of the control group, which had a Cohen’s d value of 1.46. Thus, peer-led problem-based learning emerged as a significant factor in enhancing students’ comprehension of buffer solutions.