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Magwilang, E. B. “Teaching Chemistry In Context: Its Effects On Students’ Motivation, Attitudes and Achievement in Chemistry,” International Journal of Learning, Teaching and Educational Research, 15 (4). 2016.

has been cited by the following article:

Article

The Effect of Context-Based Chemistry Learning on Student Achievement and Attitude

1Chemistry Education, Master’s Programme, Yogyakarta State University, Yogyakarta 55281 INDONESIA

2Departement of Chemistry Education, Faculty of Matematics and Natural Sciences, Yogyakarta State University, Yogyakarta 55281 INDONESIA


American Journal of Educational Research. 2018, Vol. 6 No. 6, 836-839
DOI: 10.12691/education-6-6-37
Copyright © 2018 Science and Education Publishing

Cite this paper:
Ahmad Nurkholis Majid, Eli Rohaeti. The Effect of Context-Based Chemistry Learning on Student Achievement and Attitude. American Journal of Educational Research. 2018; 6(6):836-839. doi: 10.12691/education-6-6-37.

Correspondence to: Ahmad  Nurkholis Majid, Chemistry Education, Master’s Programme, Yogyakarta State University, Yogyakarta 55281 INDONESIA. Email: ahmad.nurkholis2016@student.uny.ac.id

Abstract

Many countries have implemented context-based learning in the last 20 years. Through this context-based learning, students are taught learning materials that are relevant to everyday life. This research is an experimental research with posttest only design. The purpose of this study was to examine the effect of context-based learning on student achievement and attitudes on acid-base material. The result of the research shows that there is an influence of context-based chemistry learning on student achievement and attitude.

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