47

International Journal of Learning, Teaching and Educational Research

Vol. 19, No. 5, pp. 47-77, May 2020
https://doi.org/10.26803/ijlter.19.5.4

Implementation of Problem-Based Learning

(PBL) Approach in Chemistry Instructional
with Context of Tofu Liquid Waste Treatment

Momo Rosbiono Kartamiharja, Wahyu Sopandi and Dini Anggraeni

Universitas Pendidikan Indonesia, Indonesia
https://orcid.org/0000-0001-6345-7399
https://orcid.org/0000-0002-1501-4064
https://orcid.org/0000-0002-8164-8807

Abstract. This research aims to determine the effectiveness of the

Problem-Based Learning (PBL) approach implementation in chemistry
instructional with the context of tofu wastewater treatment. This
research used mixed methods with concurrent embedded research
strategies and pre-experiment one-group pretest-posttest design. The
subject of this study consisted of one chemistry teacher as a presenter,
three teachers as observers, and 34 Class XI students in a High School
in Bandung Indonesia. The instruments were lesson plan evaluation
format, student worksheet evaluation format, students’ skill and
attitude observation format with a content-validated rubric, and test
items with the reliability coefficient of Kuder Richardson of 0.73. The
research findings indicated that the PBL instructional planning
strategy was classified as very good in terms of formulating learning
outcomes, learning material compilation, and evaluation tools. The
compilation of learning media and instructional stages were in good
categories. Students’ performance displayed in all stages of PBL from
problem identification to problem-solving was categorized as good.
The results also showed that students’ learning outcomes in
understanding the concepts of tofu wastewater treatment increased
from 50 (the average pre-test score) to 85 (post-test). The increase in
learning outcomes was categorized medium with the N-gain score of
0.67. Based on these findings and results, it can be concluded that
instructional with the PBL approach can improve students’ learning
processes and outcomes in chemistry learning.

Keywords: instruction; PBL; planning strategy; instruction

implementation; tofu liquid waste treatment

1. Introduction
In the 21st-century, learning is intended to help humans have some skills,
namely 1) thinking skills, 2) work skills, 3) skills in the use of technology,

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48

information and developing literacy, 4) social responsibility and competency

(Griffin & Care, 2015). Twenty-first-century skills can be obtained through
education. Education is a conscious and planned effort so that students actively
develop their potential (Depdiknas, 2003; Stivaktakis, 2017).

The sustainability of Indonesian education is accommodated by the

curriculum. The curriculum used is the 2013 curriculum with the principle of
learning in which students begin to find out and teachers are not the only
source of learning, meanwhile strengthening the use of scientific approaches
and communication information technology (Depdikbud, No. 22, 2016).
Therefore, an innovative learning approach that is formed through the flow of
constructivism is needed (Overton & Randles, 2013; Schell & Kaufman, 2015).
One learning approach that is following the learning principle above is the
Problem-Based Learning approach (Direktorat Pembinaan Sekolah Menengah
Atas, 2017). Problem-Based Learning (PBL) was introduced at Case W.
University School of Medicine in the United States around the 1950s (Üce &
Ateş, 2016). PBL has student-centered learning characteristics, where students
carry out learning independently, identify the problems they will be working
on and determine sources of information likes books, journals, internet, etc.
(Savery, 2006). PBL is also done based on scenarios and adjusted to realistic or
real problems which then makes students proficient in problem-solving and
group work (Gurses et al., 2015; Wijayanti & Wulandari, 2016). The PBL
approach has the characteristics of problem submission, an interdisciplinary
focus, official investigations, product production, as well as publication and
collaboration (Arends, 2012).

However, the use of PBL has not been optimized. The purpose of the PBL
approach still lacks in learning; although it is implemented, PBL syntaxes are
still not appropriate (Zulfaidhah, Palenewen & Hardoko, 2018). Tan Type, one
type of PBL, has 5 steps, namely, step (1) meeting the problem, step (2)
analyzing the problem and learning issues, step (3) discovery and reporting,
step (4) presenting solution and reflection, and step (5) summarizing,
integrating, and evaluating (Tan, 2003). The implementation of the PBL
approach provides positive results for students, including research results from
Aidoo, Pangaribuan and Pratiwi. In the research conducted by Aidoo, the
experimental group had a higher chemistry achievement (Aidoo, 2016) and
Pangaribuan (2016) found that students' mastery of concepts increased by
20.4%. In Pratiwi’s research, PBL was able to increase the percentage of
students which reached the minimum score on redox material by 81.25%
(Pratiwi, 2014). Viewed from the context of improving the quality of education,
PBL can be used to improve learning systems and improve the students’ ability
to solve problems (Sanjaya, 2006). Thus, learning with the PBL approach was
chosen by researchers because it was able to improve students’ performance
and understanding, help students understand problems in daily life, develop
students’ knowledge, help them to be responsible for their learning
(Wulandari, 2014).

To implement PBL, instructional planning is needed. Instructional planning is

a guide prepared by the teacher in the implementation of the learning process

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49

(Sanjaya, 2015). Instructional implementation plans refer to the content

standards and preparation of instructional strategies, including the
development of lesson plans and preparation of media, learning resources,
evaluation tools, and learning scenarios (Depdikbud, No. 23, 2016). In the
chemistry syllabus, class XI high school students are required to master the
concept of the colloidal system material which is quite tricky for students. For
example, there are students' misconceptions about the colloidal system
material, including distinguishing colloids, the concept of colloid making, the
nature of colloids, and colloids in life. Besides, students experience
misconceptions in the sub-concept of coagulation and confused with dialysis
and adsorbs. Thus, colloidal system material is quite difficult for students to
understand, one of which is in the coagulation sub material (Dj, Fitri & Dewata,
2015).

In this research, the chosen context is the handling of tofu liquid waste because
it contains colloidal particles that can pollute the environment, such as
increasing turbidity. These problems can be solved by coagulation, which is to
coagulate colloidal particles into more extensive and deposited particles to
reduce turbidity (Ramadhani & Moesria, 2013; Septiana, 2014; Wulandari, 2014;
Sudarmo, 2017; Puspasari, 2017). These problems can be used as a context in
PBL learning and know-how they affect the mastery of students' concepts in
the concept of colloidal systems, the nature of colloids (coagulation), and the
context of tofu wastewater treatment by condensation.

Based on the explanation above, this study aims to:

1. Know the effectiveness of the planning strategy or the design of the
Problem-Based Learning approach in instructional chemistry in the
context of tofu wastewater treatment.
2. Know students’ performance in the process of implementing the Problem-
Based Learning approach in learning with the context of tofu wastewater
treatment.
3. Identify students’ learning outcomes after carrying out chemistry
instruction using the Problem-Based Learning approach with the context
of tofu wastewater treatment.

2. Methods
In this study, the method used is Mixed Methods, a research method that
combines quantitative methods with qualitative methods (Creswell, 2009). The
research strategy is Concurrent Embedded with the One Group Pretest-Posttest
research design, where one selected group is measured and observed before
and after treatment (Ary, 2010).

This research was conducted at a high school in Bandung, Indonesia. The

selected research subjects were one chemistry teacher as a presenter, three
chemistry teachers as the observers, and 34 students of Class XI Mathematics
and Science (Chemistry). Participants are students who have learned the
concept of the heterogeneous and homogeneous mixture, the concept of

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50

solution, and the concept of the electrolyte solution. A description of the flow
in this study was explained as follows:

1. Preparation Stage
a. Identifying chemistry problems and chemistry learning which are quite
popular and can be solved through problem-based learning (PBL).
b. Analyzing Core Competency and Basic Competency according to
Curriculum 2013.
c. Conduct a PBL literature study.
d. Analyzing concepts, problems, and solutions to solve issues and
materials.
e. Making instructional tools (lesson plans and appendices).
f. Making an evaluation instrument that includes teacher performance
rubric, student worksheet evaluation sheet, attitude and performance
observation sheet, test items, and a validation sheet.
g. Validating learning tools and evaluation instruments, then revising if
there are improvements.
2. Implementation Stage
a. Pretest, to find out the initial abilities of students.
b. PBL treatment.
c. Posttest, to determine the learning outcomes of instructional using PBL.
3. Final Stage
a. Manging data of the pretest and posttest evaluation results in the form of
a written test.
b. Analyzing the results of research and discussion.
c. Make conclusions.

The four instruments used in this research were lesson plan evaluation format,
student worksheet evaluation format, students’ skill and attitude observation
format, and test items. The first three instruments were content validated by
chemistry education experts and the reliability test KR-20 (Kuder-Richardson-
20) was carried out on the fourth instrument with a value of 0.73 (high-
reliability category).

The lesson plan evaluation format was used to reveal the ability of chemistry
teachers in planning to learn using the PBL approach in the context of tofu
liquid waste management in high schools. The student worksheet evaluation
format was used to reveal the ability of high school students to carry out the
problem-solving stage for tofu liquid waste handling based on the PBL
instructional approach. Student attitude and performance observation sheets
were used to observe the attitudes and laboratory work skills of high school
students during PBL instruction in tofu liquid waste management. Test items
were used to reveal the basic concepts of colloid chemistry and the application
of high school students before (pre-test) and after (post-test) following PBL
learning in the treatment of tofu liquid waste.

The evaluation score for chemistry teachers and students during PBL
instruction in the management of tofu wastewater were categorized based on
the rules developed by Aqib (2009). The categories are divided into a very good

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51

category which was given for scores ranging from 86 to 100, good category for
scores ranging from 71 to 85, average category for scores ranging from 56 to 70,
bad category for scores ranging from 41 to 55, and very bad category for scores
less than 40.

Data analysis of the pretest and posttest scores was performed with N-gain
which is used to determine the quality of student learning outcomes
improvement before and after learning. N-gain can be calculated using the
following formula:

S posttest − S pretest
N-gain = (Meltzer, 2002)
S max − S pretest

Then, the criteria for classifying N-gain results were High for N-gain ≥ 0.7;
Medium for 0.7 > N-gain ≥ 0.3; and Low for N-gain < 0.3

3. Results and Discussion

The findings of research and discussion include validation of the PBL planning
strategy, students’ performance in the process of implementing the PBL
approach, and student learning outcomes after carrying out chemistry
instruction using the PBL approach in the context of tofu wastewater treatment.

Planning Strategy of Problem-Based Learning Approach in Chemistry

Instruction with the Context of Tofu Wastewater Treatment
The PBL instructional planning strategy is structured in the Instructional
Implementation Plan component. Table 2 shows the evaluation in the PBL
instructional planning strategy in the context of tofu wastewater treatment.

Based on Table 1, instructional planning strategies on each component of the

lesson plan in Tan type PBL instructional show an average score of 92.6. This
means that the instructional planning strategy has met the evaluation criteria
with very good categories. The detailed explanation for each component is as
follows.

Table 1: PBL Instructional Planning Evaluation Score

The score of Score
the validator Average (Scale Standard Score
Components assessed
(Scale 0 – 4) Score 0-100) Deviation Criteria
1 2 3
Learning Outcomes 4 3 4 3.7 92.5 0.6 VG
Learning Materials 4 4 4 4 100 0 VG
Instructional 4 4 4 4 100 0 VG
Strategies
Media and Learning 2 4 4 3.3 82.5 1.2 G
Resources
Instructional Steps 3 3 4 3.3 82.5 0.6 G
Learning Evaluation 4 4 4 4 100 0 VG

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52

The score of Score

the validator Average (Scale Standard Score
Components assessed
(Scale 0 – 4) Score 0-100) Deviation Criteria
1 2 3
Teaching Materials 3 4 4 3.7 92.5 0.6 VG

Student Worksheet 1 4 4 3 3.7 92.5 0.6 VG

Student Worksheet 2 4 4 3 3.7 92.5 0.6 VG

Student Worksheet 3 4 4 3 3.7 92.5 0.6 VG

Student Worksheet 4 4 4 3 3.7 92.5 0.6 VG

Evaluation of Skills 4 4 4 4 100 0 VG

Evaluation of Attitude 4 4 4 4 100 0 VG

Average 3.7 93.9 0.4 VG

VG: Very Good

Learning Outcomes (LO)

Learning outcomes planning falls into the very good category (scored 90). This
indicates that LO is following the required criteria, including learning
outcomes that reveal students' words, competencies (cognitive domain,
psychomotor, and affective) with operational verbs, chemistry content,
learning conditions, and the level of quality performed (Uno, 2010). LO has
been prepared following the demands of achieving High Order Thinking Skills
(HOTS) which includes the ability to analyze, evaluate, and create (C4-C6).
HOTS also requires critical and evaluative thinking, decision-making, and
problem-solving (Widana, 2017). Students can obtain these higher-order
thinking skills through learning with the PBL approach.

The learning outcomes formulation below is following the Tan type PBL syntax
where learning outcomes 1 is described from Tan type PBL step 1. Learning
outcomes 2-5 is described from step 2 while learning outcomes 6 and 7 are
described from 3. In addition, learning outcomes 8 is the elaboration of step 4,
and learning outcomes 9 is the elaboration of step 5. Besides, the cognitive
learning outcomes formulation in learning with the PBL approach must include
higher-order thinking skills. Learning outcomes on instructional are shown in
Table 2.

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53

Table 2: Learning Outcomes on PBL Instructional in the Context of Tofu

Wastewater Treatment
Steps of LO
Domain Level Learning Outcomes (LO)
PBL Tan No.
1. meeting Cognitive C2 Students can identify problems
the problem (identify) related to the context of tofu
wastewater treatment based on the
Affective A5 1 concept of colloidal systems and the
(creative) nature of colloids (coagulation) by
showing a creative attitude through
group discussion activities.
2. problem Cognitive C4 Students can analyze problems
analysis and (analyze) related to the context of tofu liquid
learning 2 waste by showing a creative attitude
issues Affective A5 through group discussion activities.
(creative)
Cognitive C6 Students can formulate problems
(formulate) related to the context of tofu liquid
3 waste by showing a critical attitude
Affective A5 through group discussion activities.
(Critical)
Cognitive C4 Students can explore solutions
(explore) related to the context of tofu liquid
4 waste by showing a creative attitude
Affective A5 through group discussion activities.
(creative)
Cognitive C6 Students can formulate appropriate
(formulate) solutions related to the context of tofu
5 liquid waste by showing a critical
Affective A5 attitude through group discussion
(critical) activities.
3. discovery Cognitive C6 Students can design experiments
and (design) related to the context of tofu waste by
reporting showing a cooperative attitude and
6
Affective A5 tolerance through group discussion
(cooperative and activities.
tolerance)
Psychomotor P3 Students can carry out experiments
(carry out) related to the context of tofu waste by
A5 7 showing a cooperative attitude
Affective through practicum activities and
(cooperative) group discussions.
4. solution Psychomotor P5 Students can present the results of
presentation (present) experiments related to the context of
and 8 tofu waste by showing
reflection Affective A5 communicative attitudes through
(communicative) presentations and group discussions.
5. overview, Cognitive C5 Students can evaluate solutions to
integration, (evaluate) problems related to the context of
and 9 tofu liquid waste by showing
evaluation Affective A5 communicative attitudes through
(communicative) presentations and group discussions.

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54

Cognitive competencies that will be achieved through learning outcomes are

C2, C4, C5, and C6. There is one formulation of learning outcomes at cognitive
level C2 (understanding), two formulas at level C4 (analyzing), one method at
level C5 (evaluating), and three formulations at level C6 (creating). Thus,
learning outcomes that have been prepared following the demands of
achieving higher-order thinking skills or HOTS which must include the ability
to analyze, evaluate, and create. HOTS also requires critical and evaluative
thinking, decision-making, and problem-solving. Students can obtain these
higher-order thinking skills through learning with the PBL approach (Widana,
2017).

Learning Materials
The planning of learning materials belongs to a very good category (scored
100). This indicates that learning material has met the required criteria, such as
containing relevant prerequisite material and core material consisting of facts,
concepts, principles, and procedures (Depdikbud, No. 21, 2016). The selected
prerequisite material is following the materials needed before learning. Then,
the selected core material is following the required concepts for problem-
solving to be done.

Some prerequisite concepts needed in studying tofu wastewater treatment

were the definition of waste, homogeneous and heterogeneous mixture,
electrolyte solution, and a dispersion system (true solution, colloid, and
suspension). The core concepts developed in handling tofu wastewater were
turbid tofu liquid waste (factual knowledge), colloidal system, colloidal
properties (coagulation), and precipitation reaction as conceptual knowledge.
Another core concept was tofu coagulation tofu liquid waste experiment with
tamarind coagulant as procedural knowledge.

Instructional Strategies
The planning of instructional strategies falls into the very good category
(scored 100). This indicates that the instructional strategy is following the
required criteria, such as containing models, approaches, and learning
methods. Therefore, the application of learning methods can realize the
learning process so that students can achieve learning outcomes that have been
planned (Depdikbud, No. 22, 2016). PBL steps used is a modified Tan type PBL
syntax, where the syntax is no longer only refers to the final results obtained by
students. Still, it refers to the process by students to get the final results
following the demands of the 2013 chemistry curriculum. Instructional models,
instructional approaches, and instructional methods in instructional strategies
are considered to be following the Tan type PBL learning plan.

Media and Learning Resources

The planning of media and learning resources falls into a good category (scored
83.2). This indicates that the media and learning resources are following the
required criteria, such as learning media that are used function as a tool for the
delivery of learning materials and learning resources in the form of books and
other learning resources that have been relevant (Depdikbud, No. 22, 2016).

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55

The media used are PowerPoint Templates (PPt) of tofu liquid waste handling
and worksheets. Those learning media are easy to use and can help students to
understand the learning material. Then, the learning resources used can help
students to find and determine solutions to problems for handling tofu liquid
waste.

Instructional Steps
The planning of instructional steps formulated by chemistry teachers falls into
a good category (scored 83.2). This indicates that the instructional steps are
following the required criteria, such as student-centered, includes three
activities (introduction, core, and closing), shows the expected achievement of
LO, and the time allocated is in accordance with the LO that need to be achieved
(Depdikbud, No. 22, 2016).

Instructional is designed for four meetings, each requires 2 x 45 minutes. The

first meeting is designed to present step 1 (identifying problems) and step 2
(analyzing and formulating problems) of the Tan type PBL stages. The second
meeting is designed to offer step 3 (designing problem-solution). While step 4
(implementing problem solution) is presented in the third meeting and step 5
(presenting, reporting, evaluating, and reflecting) is in the fourth meeting.

In the introduction activities, there are several steps, namely, 1) preparing

students psychologically and physically by greeting students, praying and
asking how students are doing, 2) giving apperception by asking questions that
link previous knowledge with the material to be learned, 3) motivating
students by providing phenomena in daily life related to teaching material, 4)
explaining learning objectives or essential competencies to be achieved from
learning and 5) explaining learning objectives or essential skills to be obtained
from education. All introduction stages are illustrated in the learning steps in
the lesson plan above (Depdikbud, No. 22, 2016).

After the introduction is the core activity which is carried out following the 5
steps of Tan type PBL. The description of the core activities with the Tan type
PBL step will be discussed in the following paragraphs. The core activities at
the first meeting are learning using step 1 and step 2, namely, students identify
between tofu liquid and solid waste that can be harmful to the environment.
After recognizing the problem that can emerge from the tofu wastewater,
students are guided to formulate one issue that will need a solution.

In the second meeting, students carry out learning using step 3 namely,
students design solutions to problems by determining one solution to be
employed and followed by designing experiments to solve problems with the
specified solutions.

Learning using step 4 is applied in the third meeting. Students implement

solutions to problems or solve problems through experiments from previous
experimental designs. The results of applying this problem help students to
find out whether the solution is used correctly and whether problem-solving is
successful.

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56

The core activity in the fourth meeting employs step 5 namely, students present
(report), evaluate, and reflect on problem-solving. Students report the results
of attempted problem solving through a presentation, then conduct an
evaluation and reflection on the resolution that has been applied.

After the core activities are finished, it ends with the closing activity. The steps
in the closing activity are evaluating the series of learning activities along with
the results obtained, providing feedback on the learning process and results,
and informing the plans for further learning activities (Tan, 2003; Depdikbud,
No. 22, 2016).

Learning Evaluation
Planning for learning evaluation falls into the very good category (scored 100).
This indicates that the learning evaluation is following the required criteria,
such as learning evaluation carried out at the end of the learning process which
includes the evaluation of attitude, skills, and knowledge, as well as the
evaluation methods and tools used are relevant to the aspects of attitudes,
skills, and experience (Depdikbud, No. 23, 2016).

Teaching Materials
The planning of teaching materials belongs to a very good category (91.6). This
indicates that the teaching material has met the required criteria, such as self-
instructional, self-contained, stand-alone, and user-friendly. Self-instructional
means that teaching material can be useful and used by students individually
and autonomous means teaching material that is compiled contains all content
or theory of subjects grouped in one competency unit and a dissertation with
sub-competencies. While stand-alone means that the teaching material that has
been prepared can stand alone and does not need support from other teaching
materials because the teaching material already includes all required subject
matter. Last, user-friendly means that teaching material that has been prepared
is easy to use by students through simple language as well as the easy and
general term (Lestari, 2013).

Student Worksheet
Worksheet planning falls into the very good category (91.6). This indicates that
the worksheets are following the primary elements required, such as a title,
competencies or learning outcomes-oriented, supporting information (such as
articles) availability, tasks or work steps availability, and reports that must be
done (Prastowo, 2011). The spreadsheets that have been prepared refer to
learning outcomes, subject matter, and Tan PBL steps. Thus, the questions in
the spreadsheet can guide students to achieve learning outcomes following the
PBL learning stages and can help students to solve the problem of handling
tofu liquid waste (Li & Du, 2015).

Skill Evaluation
Planning for the skill evaluation falls into the very good category (scored 100).
This indicates that skill evaluation is following the required criteria, such as the
skill evaluation used to measure the achievement following competencies or

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learning outcomes. The skill evaluation requires students to demonstrate

specific learning outcomes, as well as instruments used in the form of checklists
or rating scales (Ditjenpendas, 2015). The skills that emerge are students able to
carry out experiments and present the results of operations, and these skills are
must-have skills in the 21st century where students are required to have good
work and communication skills (Griffin & Care, 2015). Thus, through learning
with the PBL approach can help students to hone these skills.

Attitude Evaluation
Attitude evaluation planning falls into the very good category (scored 100).
This indicates that the attitude evaluation is following the required criteria in
which the evaluation is in line with the formulation of learning outcomes with
the evaluation technique that is suitable for attitude evaluation (Ditjenpendas,
2015). Attitudes that are expected to arise are creative, critical, cooperative,
tolerance, and communicative attitudes which are also skills that students
must-have in the 21st century (Griffin & Care, 2015). Thus, learning with the
PBL approach can help students to hone these attitudes.

Students’ Performance in the Process of Implementing Problem-Based

Learning Approaches with the Context of Tofu Wastewater Treatment
Students’ performance evaluation is assessed using the worksheet. In the
learning implementation, students are divided into six groups, so that the
evaluation of students’ performance is carried out for each group.

Step 1: Identifying Problems

In this step, students would be faced with problems. The problems that arise
would act as a stimulus to build and expand the realistic context that students
might face in the future (Tan, 2003). The following Table 3 shows the average
grade of students in step 1: identifying problems.

Table 3: Students’ Grades in Step 1: Identifying Problems

Group Score
1 83.3
2 91.7
3 91.7
4 91.7
5 91.7
6 83.3
Average score/standard 88.9/(4.3)
deviation

Based on Table 3, groups 1 and 6 scored 83.3 in the good category, groups 2, 3,
4, and 5 scored 91.7 with a very good category. The average score of students
in the step of identifying problems is 88.9, meaning that students can identify
problems very well. Therefore, it can be stated that the performance of students
in the step of identifying problems is classified as very good.

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Step 2: Analyzing and Formulating Problems

In the step of analyzing and formulating questions, students will analyze and
develop one issue related to tofu wastewater treatment that will be sought for
resolution. Students discuss the issues that arise and find information from
various sources, then determine one problem statement that will be asked for
resolution (Tan, 2003).

Table 4 below shows the average grade of students in step 2: analyzing and
formulating problems.

Table 4: Students’ Grades in Step 2: Analyzing Problems

Group Score
1 75
2 75
3 75
4 75
5 100
6 75
Average score/standard 79.2/10.2
deviation

Based on Table 4, groups 1, 2, 3, 4, and 6 scored 75 in the good category, while

group 5 scored 100 with a very good category. The average score of the group
in the step of analyzing and formulating problems is 79.2, meaning that
students can analyze and develop questions properly. So it can be concluded
that the students’ performance in the step of analyzing and formulating
questions is classified as useful.

Step 3: Designing Problem Solutions

After obtaining a problem statement, students will design a problem solution.

At this stage, students find solutions to problem-solving, then students are
guided to formulate problem-solving strategies from the solutions obtained,
finally, students in their groups report the problem-solving findings (Tan, 2003;
Lin, Taiwan, Liang, 2014). The following Table 5 shows the students’ average
grade in step 3: designing problem solutions.

Table 5: Students’ Grades in Step 3: Designing Problem Solutions

Group Score
1 84.8
2 97
3 88
4 91
5 91
6 97
Average/standard deviation 91.5/4.9

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59

Based on Table 4, group 1 scored 84.8 with the good category. Group 3 scored
88 with a very good grade, groups 4 and 5 scored 91 with the very good
category, while groups 2 and 6 scored 97 with the very good grade. The average
score of the group in the step of designing problem solutions is 91.5, meaning
that students can create problem solutions very well. So it can be concluded
that the students’ performance in the design step of problem solutions is
classified as very good.

Step 4: Implementing Solution

After formulating the problem solution and designing a test for problem-
solving, the next step is implementing the problem solution. At this stage,
students will conduct tests to solve problems that are carried out based on test
designs that have been made by students.

In this step, students are asked to answer six items, the answers to which are
poured into LKS-3. In the first item, students are asked to make a table of test
results, in items number 2-4, students are asked to explain the material and
ways used to solve problems. In contrast, items number 5 and 6 ask students to
explain the working principle of the method used for problem-solving.

All items asked in these LKS-3 were:

Item 1: Based on the experiments that you have done, make a table of observations of
tests that you have done! (Write the data before and after treatment)
Item 2: What materials are used in handling tofu wastewater?
Item 3: What is the substance called for handling tofu wastewater? What are the
ingredients?
Item 4: Handling of tofu liquid waste is based on one of the concepts of colloidal nature,
what is the method called? Explain!
Item 5: What is the working principle used for handling this liquid waste? Explain!
Item 6: How does tamarind coagulate colloidal particles in tofu wastewater? Write
down their chemical reaction!

Table 6 below is an example of students’ authentic answers to the six items.

Their answers are still in Indonesian. Therefore, the researchers translate
students’ answers into English in order to be easily understood.

Table 6: Authentic students’ answers to the Items in LKS-3

Items
Authentic Students’ Answers
Number
1 Group 4

2 Group 2

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60

Items
Authentic Students’ Answers
Number
3 Group 1

4 Group 6

5 Group 5

6 Group 4

Table 7 below summarizes the answers of each group to each of the items in the
student worksheet-3 (LKS-3)

Table 7: Students’ Answers to item 1 in LKS-3

Item 1: Based on the experiments that you have done, make a table of observations
of tests that you have done! (Write data before and after treatment)
Groups The Answer
Observation
No. Treatment of waste
turbidity precipitation
before the addition
1 turbid no precipitation
1, 2, 3, 4, 5, and 6 of tamarind
after the addition of there is
turbidity level
2 tamarind precipitation
decreases (clearer)
(white)

Based on Table 7, each group discusses their findings, then writes the results of
the test in tabular form. The maximum score for item number 1 is 4, with four
keywords of “turbid”, “no precipitation”, “turbidity level decreases”, and
“white precipitation”. All groups answered correctly and obtained a score of 4
by mentioning the four expected keywords.

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61

Just like the answer given to item 1, all groups gave the same answer to item 2,
that the chemical used to handle tofu liquid waste was tamarind seed powder.
The maximum score for item number 2 is 1, with one keyword, namely
tamarind seed powder. It turns out that all answers in each group are correct.

Likewise, all groups give the same answer to item 3, where the chemical
terminology given to tamarind seed powder is called "coagulant", the material
“functions to coagulate or precipitate colloids in tofu wastewater”. The
maximum score for item number 3 is 3, with three keywords, namely
Coagulant: its function is to thicken the colloids particle in tofu liquid waste.
It turns out that all answers in each group are correct.

Two types of answers are given to item 4. Students in groups 1, 2, 3, 5, and 6

answer, “the coagulation is the process of deposition or agglomeration of
colloidal particles.” The answer from group 4 is more complete, where
“coagulation was interpreted as the process of deposition or clumping of
colloidal particles through mixing colloids with chemicals that have different
electrical charges or by adding electrolytes”. The maximum score for item
number 4 is 4, with four keywords, namely “The method used is coagulation
which is the process of enlarging the size of colloidal particles (coagulation of
colloidal particles) by coagulants.” It turns out that all groups got a score of 3
because they could only put forward the three expected keywords.

Three types of answers are given to item 5, in which group 1 answers, “when
the negative charge from colloids mixes with the positive charge from the
electrolyte, a precipitation reaction occurs”. The answer from groups 2, 3, 5,
and 6 is that when colloids are mixed into the electrolyte, the negative charge
of the colloid will be bound by the positive ion charge of the electrolyte so that
the charge becomes neutral and causes deposition (coagulation). The answer of
group 4 stated that the meeting of the negative charge from the colloid and the
positive charge from the electrolyte makes the charge neutral and precipitation
occur. The maximum score for item number 5 is 6, with six keywords, namely
“The working principle used is coagulation in the presence of electrolytes,
that is if negatively charged colloids are mixed with an electrolyte solution,
then the positive ions from the electrolyte solution will be attracted by
negatively charged colloids, so the charge becomes neutral and causes
coagulation or settles.” Based on these criteria, groups 1 and 4 get a score of 4
because they can express four principles, while groups 2, 3, 5, and 6 get a score
of 5 because they can learn the 5 required criteria.

Four types of answers are given to item 6. The answer of group 1 is stated as
follows
Negatively charged colloids mixed with positive electrolytes Ca2+, Mg2+ and Fe3+
produce a precipitating reaction:
2OH-(aq) + Ca2+(aq) + H2O(Ɩ) → Ca (OH)2(s) + H2O(Ɩ)
2OH-(aq) + Mg2+(aq) + H2O(Ɩ) → Mg(OH)2(s) + H2O(Ɩ)
3OH-(aq) + Fe3+(aq) + H2O(Ɩ) → Fe(OH)3(s) + H2O(Ɩ)

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62

Groups 2, 4, and 5 answer that

The ions from tamarind Ca2+, Mg2+ and Fe3+ are drawn by negative colloids (OH-)
from tofu liquid waste, so that the charge will become neutral and form large lumps
and then precipitate. The chemical equation is:
2OH-(aq) + Ca2+(aq) + H2O(Ɩ) → Ca (OH)2(s) + H2O(Ɩ)
2OH-(aq) + Mg2+(aq) + H2O(Ɩ) → Mg(OH)2(s) + H2O(Ɩ)
3OH-(aq) + Fe3+(aq) + H2O(Ɩ) → Fe(OH)3(s) + H2O(Ɩ)

Groups 3 states that

The negative-charged colloid (tofu water waste) is mixed into the electrolyte solution,
the ions such as Ca2+, Mg2+, and Fe3+ contained in the tamarind seeds will be pulled
by the colloidal negative charge so that the charge becomes neutral. As a result, the
tofu liquid waste particles settle.
2OH-(aq) + Ca2+(aq) + H2O(Ɩ) → Ca (OH)2(s) + H2O(Ɩ)
2OH-(aq) + Mg2+(aq) + H2O(Ɩ) → Mg(OH)2(s) + H2O(Ɩ)
3OH-(aq) + Fe3+(aq) + H2O(Ɩ) → Fe(OH)3(s) + H2O(Ɩ)

Groups 6 provide answers that

The reaction equation is as follows:
2OH-(aq) + Ca2+(aq) + H2O(Ɩ) → Ca (OH)2(s) + H2O(Ɩ)
2OH-(aq) + Mg2+(aq) + H2O(Ɩ) → Mg(OH)2(s) + H2O(Ɩ)
3OH-(aq) + Fe3+(aq) + H2O(Ɩ) → Fe(OH)3(s) + H2O(Ɩ)

The maximum score for item number 6 is 8, with eight keywords as follows:
In the tamarind seeds contained metal ions Ca 2+, Mg2+ and Fe3+,
and tofu liquid waste are negatively charged colloid.
Negative colloids from tofu liquid waste will attract positive
ions from the tamarind seed solution so that the charge will
become neutral and form large lumps and then settle. The
equation for the reaction that occurs between Ca 2+, Mg2+, and Fe3+
ions, and OH- ions from negative colloids from tofu wastewater is
as follows:
2OH-(aq) + Ca2+(aq) + H2O(Ɩ) → Ca (OH)2(s) + H2O(Ɩ)
2OH-(aq) + Mg2+(aq) + H2O(Ɩ) → Mg(OH)2(s) + H2O(Ɩ)
3OH-(aq) + Fe3+(aq) + H2O(Ɩ) → Fe(OH)3(s) + H2O(Ɩ)

Based on these criteria, group 1 gets a score of 6, groups 2, 4, and 5 get a score
of 8, group 3 gets a score of 8, while group 6 gets a score of 4.

The following Table 8 shows the average grade of students in step 4:

implementing the problem solution. Based on table 8, group 6 scored 77 in the
good category. Group 1 scored 80.8 in the good category, group 4 composed
88.5 in the very good grade category, and groups 2, 3, and 5 scored 92.3 in the
very good category. The average score of the group in the step of implementing
the solution is 87.2, meaning that students can implement solutions to problems
well. Therefore, students’ performance in the step of implementing the problem
solution is quite good.

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63

Table 8: Students’ Grades in Step 4: Implementing Problem Solutions

Group Score
1 80.8
2 92.3
3 92.3
4 88.5
5 92.3
6 77
Average score/standard deviation 87.2/6.7

Step 5: Presenting (Reporting), Evaluating and Reflecting Problem

Resolution
In this step, students will present the results of problem-solving and then the
teacher will clarify or confirm the problem solving offered by students. Besides,
teachers will also confirm students' questions or doubts about solving
problems to avoid misconceptions. Each group members also evaluate how
they, as students, become problem solvers, independent students, and team
members (Tan, 2003; Machika & Abrahams, 2014). Table 9 below shows the
average grade of students in step 5: presenting (reporting) evaluating and
reflecting problem-solving.

Table 9: Students’ Score in Step 5: Presenting (Reporting) Evaluating and

Reflecting Problem Resolution
Group Score
1 70.7
2 85.4
3 80.5
4 83.0
5 75.6
6 70.7
Average score/standard deviation 77.7/6.3

Based on table 9, groups 1 and 6 scored 70.7 with sufficient category, group 5
scored 75.6 with good category, group 3 scored 80.5 with good category, groups
4 and 5 scored 83 and 85.4 respectively with a good category. The average score
of the group in the step of presenting (reporting), evaluating, and reflecting a
problem solution is 77.7, meaning that students do well in this category. So it
can be concluded that the students’ performance in the step of presenting
(reporting), evaluating, and reflecting on problem-solving classified as useful.

The following Table 10 shows the average score obtained by students in each
learning step with the Tan type PBL approach.

Table 10: Students’ Score in Step 1 - Step 5 Tan Type PBL Approach

Step Score
1 88.9
2 79.1
3 91.5

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64

4 87.2
5 77.7
Average score/standard deviation 84.9/6.1

Table 10 shows the average score of students’ performance in each learning step
with Tan type PBL is 84.9 which belongs to a good category. So that students’
performance in implementing the PBL approach in learning with the context of
tofu wastewater treatment can be classified in the good category.

Students’ Learning Outcomes after Carrying Out Chemistry Instructional

Using Problem-Based Learning Approach in the Context of Tofu Wastewater
Management
Learning outcomes are divided into three categories, namely cognitive,
affective, and psychomotor domains (Anderson & Krathwohl, 2001). Thus, the
evaluation of learning outcomes was carried out in all three fields with the
following explanation:

Students’ Learning Outcomes on Cognitive Aspects

Students’ cognitive learning outcomes (knowledge) are measured from the
results of students' pretest and posttest (appendix). The pretest and posttest
questions given are the same, the issues consist of eight items regarding the
meaning of tofu wastewater treatment in the form of multiple-choice questions.
The basic chemistry and technical concepts of tofu wastewater treatment that
are tested include the type of tofu waste, the stages of making tofu, the
formulation of the problem for investigating tofu waste handling, tofu liquid
waste handling by coagulation, the chemistry principle of adding alum or
tamarind into tofu liquid waste, chemical calculations, and steps of handling
tofu liquid waste.

Figure 1 below shows the results of the pretest regarding the context of tofu
wastewater treatment.

100
90
80
Pretest Value

70
60
50
40
30
20
10
0
PD5

PD12

PD19

PD26

PD33
PD1
PD2
PD3
PD4
PD6
PD7
PD8
PD9
PD10
PD11
PD13
PD14
PD15
PD16
PD17
PD18
PD20
PD21
PD22
PD23
PD24
PD25
PD27
PD28
PD29
PD30
PD31
PD32
PD34

Student Code

Figure 1: Students’ Pretest Score in the Context of Tofu Liquid Waste Management
Students’ pretest learning outcomes are still classified as a low category
because there are still many who have not yet reached the minimum score of
75. The average students’ pretest score in the context of tofu liquid waste

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65

handling is 50 which belongs to less or low category. The implementation of

the pretest aims to find out students' fundamental knowledge of the material
to be learned.

After the pretest, students are given treatment by giving knowledge about how
to handle tofu liquid waste using Tan's PBL approach. Instruction is carried out
four times, in the last meeting, posttest was held to find out students’ learning
outcomes in the context of tofu liquid waste handling with Tan type PBL
approach. Figure 2 below shows a graph of students' post-test scores.

100
90
80
Posttest Value

70
60
50
40
30
20
10
0
PD6

PD29
PD1
PD2
PD3
PD4
PD5
PD7
PD8
PD9
PD10
PD11
PD12
PD13
PD14
PD15
PD16
PD17
PD18
PD19
PD20
PD21
PD22
PD23
PD24
PD25
PD26
PD27
PD28
PD30
PD31
PD32
PD33
PD34
Student Code

Figure 2: Students’ Posttest Score in the Context of Tofu Liquid Waste

Management

Based on Figure 2, students’ posttest results are higher when compared to

pretest results. Overall, there is an increase in students’ learning outcomes,
wherein the posttest results there are 97% of students who have achieved
minimum scores (75), with an average posttest score of 85. 3 For more details,
the comparison of the pretest and posttest scores is illustrated in Figure 3
below.

100
90
80
70
60
Value

50
40
30
20
10
0
PD8

PD31
PD1
PD2
PD3
PD4
PD5
PD6
PD7

PD9
PD10
PD11
PD12
PD13
PD14
PD15
PD16
PD17
PD18
PD19
PD20
PD21
PD22
PD23
PD24
PD25
PD26
PD27
PD28
PD29
PD30

PD32
PD33
PD34

Pretest Posttest Student Code

Figure 3: Comparison of Students’ Pretest and Posttest Score in the Context of

Handling the Tofu Liquid Waste

Based on Figure 3, there is an increase in students' cognitive learning outcomes

after carrying out learning with the PBL approach. The growth shows that
students understand the learning material easier when using the PBL
approach.

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66

The improvement of students’ learning outcomes before (pretest) and after

learning (posttest) was tested with N-gain using Microsoft Excel 2016. This test
is used to find out how the influence of the PBL approach on improving
students’ cognitive learning outcomes after learning.

Based on the test results obtained, the average score of N-gain of the students’
learning outcomes is 0.67, and there is an increase in students’ learning
outcomes between pretest and posttest with the medium category. Thus, it can
be concluded that learning with the Tan type problem-based learning (PBL)
approach can improve students’ cognitive learning outcomes. Therefore, the
quality of understanding of the chemical concepts in PBL can be achieved well
when the teacher functions as a facilitator (Isa et al., 2015; Li & Chen, 2018).

Students’ Learning Outcomes on Affective Aspects

The evaluation of students’ learning outcomes on affective (attitude) and
psychomotor (skills) is carried out by the teacher to the group of students
during the learning process using the attitude and skill observation sheet
instrument. The attitudes and skills observed are based on 21st-century skills
needed by students, including thinking skills and skills in the use of
technology, information, and literacy (Griffin & Care, 2015). The attitudes
observed are creative, critical, cooperative, tolerant, and communicative, while
the observed skills are the students' skills when conducting experiments. Thus,
the belief that arises from PBL learning demands the empowerment of
combinatorial thinking following Hidayati et al. (2019).

Table 11 shows the indicators of competency assessed.

Table 11: Indicators of Competency in Attitude Aspects being Assessed

Attitude Aspects
Evaluation Criteria
Assessed
1. Finding and detailing the adverse effects of tofu solid and
liquid waste
2. Finding ideas about problems related to the context of tofu
liquid waste management
Creativity 3. Looking for problem-solving solutions associated with the
meaning of tofu wastewater treatment from various
references
4. Finding several problem-solving solutions related to the
context of tofu wastewater treatment
1. Determining which waste is dangerous and will be dealt
with and resolved (between liquid waste and solid waste)
2. Determining a formulation of the problem related to the
context of handling tofu wastewater to be resolved
3. Comparing the predicted solutions to issues that can be
Critical used to treat tofu liquid waste
4. Determining one tofu liquid waste management solution
that is suitable for solving the problem from the results of
the investigation

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67

1. Actively involved in designing experiments on tofu liquid

waste management
2. Finding a way to overcome differences of opinion in
designing experiments on tofu liquid waste management
Cooperation
3. Actively involved in conducting experiments on tofu liquid
waste management
4. Conducting experimental tasks in handling tofu wastewater
according to the agreement made
1. Listening to the opinions of friends of the group without
interrupting the conversation when giving ideas about the
design of the experiment in handling tofu liquid waste
2. Receiving advice from friends when designing an
Tolerance experiment in treating tofu wastewater
3. Appreciating the inappropriate views of group friends
when designing experiments on treating tofu wastewater
4. Accepting if getting criticism about ideas when designing
experiments dealing with tofu liquid waste
1. Presenting the results of tofu wastewater treatment
experiments verbally
2. Providing opinions and suggestions to other groups
regarding the results of the tofu liquid waste treatment
experiment
3. Delivering orally the results of the evaluation of problem
Communicative
solutions related to the context of tofu liquid waste
handling
4. Being active in the Question and Answer activity, both in
presenting the results of experiments and in evaluating
problem solutions related to the meaning of tofu
wastewater treatment

Table 12 shows the average score of attitude for each group of students.

Table 12: Results of Evaluation of Students’ Attitude Aspect s

Attitudes Aspects Assessed Average
Group Creativity Critical Cooperation Tolerance Communicative
1 75 100 100 100 75 90
2 75 100 100 100 100 95
3 75 100 100 100 100 95
4 75 100 100 100 75 90
5 100 100 100 100 100 100
6 100 100 100 100 75 95
Average/StDev 83.3/12.9 100/0.0 100/0.0 100/0.0 87.5/13.7 94.2/3.8
Category G VG VG VG VG VG
G = Good; VG = Very Good

Based on Table 12, groups 1, 2, 3, and 4 scored 75 with good category, while
groups 5 and 6 scored 100 with a very good category. This means that groups
1, 2, 3, and 4 have been able to think creatively to find and elaborate the
negative impacts of solid and tofu liquid waste. Besides, they are able to find
solutions to problems related to the context of handling tofu liquid waste and
wastewater treatment. However, the group has not been able to find the idea

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68

for the problem related to the meaning of tofu wastewater treatment

completely. As for groups 5 and 6, they have been able to do all the indicators
for creative attitude.

In the critical attitude evaluation, all groups received a score of 100 with a very
good category. Meaning that all groups were able to think critically to
determine which waste is dangerous and would be dealt with and resolved
(between liquid waste and solid waste). Besides, they were also able to find one
formulation of the problem related to the context of tofu liquid waste
management. Finally, they can compare some of the predicted problem
solutions that can be used for tofu liquid waste treatment and determine a fluid
tofu waste management solution that is suitable for problem-solving.

In the evaluation of cooperation attitude, all groups received a score of 100 with
a very good category. Meaning that all groups were able to work together to be
actively involved in designing a trial for tofu wastewater treatment. In
addition, they can also look for ways to overcome differences of opinion in
designing a trial for tofu wastewater treatment and were actively engaged in
conducting experiments in handling tofu liquid waste. Finally, they were able
to conduct experimental tasks in handling tofu liquid waste following the
agreements made.

In the evaluation of tolerance, all groups received a score of 100 with a very
good category. Meaning that all groups were able to tolerate each other among
fellow students in the group or with other groups. Students can listen to group
peers' opinions without interrupting when giving ideas about the design of the
experiment. They can accept the views of groupmates, value inappropriate
opinions from group friends, and take criticism of their ideas when designing
experiments on liquid waste treatment tofu.

In the communicative attitude evaluation, groups 1, 4, and 6 scored 75 with a

good category, while groups 2, 3, and 5 scored 100 with the very good category.
This means that groups 1, 4, and 6 have been able to present verbally. They
were also able to present the results of the tofu wastewater treatment
experiment verbally as well as providing opinions and suggestions to other
groups regarding the results of the tofu liquid waste treatment experiment. In
addition, they can verbally submit the evaluation results of problem solutions
related to the context of tofu liquid waste handling. The group has not been
able to be active in the question and answer activities, both in presenting the
results of the experiment and in evaluating problem solutions related to the
context of tofu liquid waste management. As for groups 2, 3, and 5, they have
been able to do well in all indicators for communicative attitudes.

The average score of students’ attitudes in the implementation of learning is

94.2, with a very good category. Thus, students’ learning outcomes on aspects
of view can be classified in the very good category. Then, the score of students’
learning outcomes in aspects of skills is 92.7 while students’ learning outcomes
in aspects of expertise included in the category are very good.

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69

Students’ Learning Outcomes on Psychomotor Aspects

The psychomotor aspect to be evaluated is the students’ skill when conducting
experiments and presenting the results of operations. The evaluation of skills
is carried out by the teacher to the student group by using the instrument
observation sheet. The following Table 13 shows the results of the skills
evaluation for each group of students.

Table 13: Results of the Skills Evaluation

Psychomotor Group Score
Aspects Evaluation Criteria
1 2 3 4 5 6
Assessed
Prepare Check the integrity of the
equipment 3 3 3 3 3 3
equipment
Prepare Check the completeness of
the chemicals 3 3 3 3 3 3
chemicals
Prepare 500 mg tamarind
3 3 3 3 3 3
seed powder appropriately
Measure 20 mL of distilled
water with a measuring 3 3 2 3 2 2
Preparing
glass
coagulant seeds
Separate the solid tamarind
of tamarind
powder which is insoluble
with teabag paper, and put 3 3 3 3 2 3
the filtrate into another
beaker.
Preparing tofu Measure 50 mL of tofu
liquid waste liquid waste with a 3 3 3 3 3 3
measuring glass
Mixing the Stir the mixture of tofu
coagulant of liquid waste and tamarind
tamarind seeds seed solution with a
2 3 3 2 3 2
with tofu liquid magnetic stirrer for 1 minute
waste (500 rpm), and 2 minutes
(100 rpm)
Leave the mixture for
3 3 3 3 3 3
stirring for 30 minutes
Record the observations in
the observation table 3 3 3 3 3 3

Tidy up the Wash the equipment used 2 2 3 2 3 3

equipment and Return the equipment that
chemicals has been used to its original 3 3 3 3 3 3
place
Clean the laboratory table
2 2 3 3 2 2
that has been used
Dispose the experimental
results in the container 3 3 3 3 3 3
provided
Present reports on the
3 3 3 3 3 3
results of operations

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70

Psychomotor Group Score

Aspects Evaluation Criteria
1 2 3 4 5 6
Assessed
Present a report following predetermined
on the results of formats
an experiment Actively involved in-class
2 2 2 2 2 1
discussion
Present, answer and ask
3 3 3 3 3 3
questions politely
Total score 44 45 46 45 44 43

Score (Scale 100) 91.7 93.8 95.8 93.8 91.7 89.6

Average 92.7
Category VG VG VG VG VG VG
VG: Very Good

Based on Table 13, group 1 scored 91.7 with a very good grade, meaning that
group 1 has fulfilled the indicators of skills aspects very well. Even so, group 1
did not do the stirring as they should, not optimal when washing tools and
cleaning the laboratory table. Group 1 presented the results of the experiment
following the format, quite actively involved in the discussion, and polite when
giving the results of the analysis.

Group 2 scored 93.8 with a very good category, meaning group 2 has fulfilled
the skill aspect indicators very well. Even so, group 2 was not optimal when
washing tools and cleaning laboratory tables. Then, group 2 presented the
results of the experiment following the format, quite actively involved in the
discussion, and polite when giving the results of the analysis.

Group 3 scored 95.8 with a very good category, meaning group 3 has fulfilled
the skill aspect indicators very well. Even so, group 3 did not measure aqua
distillation using a measuring cup carefully. Then, group 3 presented the
results of the experiment according to the format, quite actively involved in the
discussion, and polite when giving the results of the analysis.

Group 4 scored 93.8 with a very good category, meaning group 4 has met the
skill aspect indicator very well. Even so, group 4 did not do the stirring as they
should and was not optimal when washing the appliance. Then, group 4
presented the results of the experiment according to the format, quite actively
involved in the discussion, and polite when giving the results of the analysis.

Group 5 scored 91.7 with a very good category, meaning that group 5 has
fulfilled the skill aspect indicators very well. Even so, group 5 did not take
measurements of the aqua distillation using a measuring cup carefully, did not
separate the solids of tamarind seed powder, which did not dissolve with
teabag paper correctly and was not optimal when cleaning the laboratory table.
Then, group 5 presented the results of the experiment following the format,
quite actively involved in the discussion and polite when giving the results of
the analysis.

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71

Group 6 scored 89.6 with a very good category, meaning that group 6 has
fulfilled the skill aspect indicators very well. Even so, group 6 did not take
measurements of the aqua distillation using a measuring cup carefully, did not
do the stirring as they should, and was not optimal when cleaning the
laboratory table. Then, group 6 presented the results of the experiment
according to the format, and was polite when giving the results of the test, but
was less active in the discussion activities.

The average score of students in the element of skills is 92.7 which means that
students’ learning outcomes on the aspect of skills when conducting
experiments and presenting the results of operations on tofu wastewater
treatment with Tan type PBL approach belongs to the very good category.
Thus, the equipment of chemical analysis is becoming more modern, so the
involvement of technology in learning chemistry must be a concern to be
integrated so that instructional becomes engaging (JrCrews, 2017).

4. Conclusion
This research developed problem-based learning by taking the context of tofu
wastewater treatment. This mixed methods research explored how the quality
of the planning of problem-based learning, students’ performance in
implementing steps of problem-based learning, and the effect of problem-
based learning on cognitive, affective, and psychomotor learning outcomes.
The results of this study and their discussion show that problem-based learning
in the context of tofu wastewater treatment can improve the quality of
processes and students’ learning outcomes in chemistry subjects. This research
proved that the learning outcomes of students’ cognitive, affective, and
psychomotor aspects can be improved through problem-solving activities that
are close to students' daily lives. In this study, problem-based learning in the
context of tofu wastewater treatment applied the concept of chemistry essence
about colloids. In contrast to chemistry instruction in general, problem-based
learning requires students to simultaneously master the basic concepts of
colloids and at the same time apply them in solving the problem of handling
tofu liquid waste. In planning this problem-based learning, teachers and
students trace information on handling tofu wastewater that is feasible in the
industry. To obtain the feasibility of work procedures on an instruction scale,
the teacher performs an optimization test in the laboratory. By conducting
optimization tests in the laboratory, there are still difficulties for most teachers
in schools, given the lack of cultural attitude and scientific culture as well as
the limited availability of chemistry laboratory facilities in schools. From the
time allocation used, this problem-based learning in handling tofu wastewater
requires 4 meetings (2 x 45 minutes each). The amount of time allocation is quite
a lot to study the overall colloidal material in which the curriculum is only 6
meetings. Thus, problem-based learning by taking the context of tofu
wastewater treatment will be difficult to be implemented by teachers in
general. This happens because the teacher will find it difficult to manage the
time for students to learn all the colloidal material. Therefore, further research
is needed so that problem-based learning by taking the context of tofu

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72

wastewater treatment can be carried out in a shorter time allocation while still
providing the same quality of learning processes and outcomes.

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APPENDIX

TEST ITEMS

1. The tofu making process may produce solid waste and liquid waste which
have a negative impact on the environment. Solid waste can pollute the soil,
where the soil gets dirty and creates an unpleasant odor. While tofu liquid
waste is usually discharged directly into the river so that it pollutes the river,
such as increasing water turbidity, increasing contamination of viruses and
bacteria, reducing the level of dissolved oxygen in the water, and affecting
the water ecosystem.
Based on the above reading, the waste with a higher negative impact on the
environment is ....
A. tofu solid waste because it can pollute the soil, increase virus and
bacterial contaminants, and cause unpleasant odors
B. tofu solid waste because it can pollute the soil, reduce oxygen levels in
the air, and cause unpleasant odors
C. tofu liquid waste because it can reduce water turbidity, reduce oxygen
levels in the air, and cause unpleasant odors
D. tofu liquid waste because it can increase turbidity, increase
contamination of viruses and bacteria, and reduce levels of dissolved
oxygen in the water
E. both tofu wastes have the same level of pollution

2. Consider the following stages of the tofu making process:

washing soybean filtering soybean

soaking
winnowing coagulate soybean
soybean porridge
soybean juice

The tofu making process will produce several types of waste, based on your
analysis, waste that has more potential to pollute the environment is ...
A. soybean skin from winnowing soy
B. soybean wash water
C. soaking water from soybean
D. tofu pulp from filtering soybean porridge
E. water from coagulating soybean juice

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76

3. A student tries to analyze tofu liquid waste. The waste has turbid physical
characteristics, turbidity can occur due to the presence of colloidal particles
in the tofu liquid waste. This liquid waste is usually directly discharged into
water such as rivers without prior handling so that it can pollute the river.
The most appropriate formulation of the problem if you want to research
tofu liquid waste so as not to pollute the river is ...
A. What will happen to humans if they consume river water that is
contaminated with tofu liquid waste?
B. What are the physical characteristics of river water that has been polluted
by tofu liquid waste?
C. How do you deal with the turbidity of tofu liquid waste due to the
presence of colloidal particles in tofu liquid waste?
D. Why does tofu liquid waste contain colloid particles?
E. How to recognize the characteristics of colloidal particles present in tofu
liquid waste and other wastes?

4. Tofu liquid waste contains colloidal particles which can cause turbidity so it
must be handled first before being discharged into water. The way to
handle tofu liquid waste through the coagulation process is ....
A. filtering colloidal particles
B. enlarging the size of colloidal particles
C. absorbing charge by the surface of colloidal particles
D. maintaining colloidal stability
E. absorbing static electricity charges by colloidal particles

5. One way to handle tofu liquid waste is to add alum. The purpose of adding
alum is to ...
A. eliminate odor in tofu liquid waste
B. make the temperature of tofu liquid waste become room temperature
C. kill bacteria in tofu liquid waste
D. coagulate colloidal particles in tofu liquid waste
E. make tofu liquid waste immediately drinkable

6. In addition to alum, tofu liquid waste management can be done by using

natural ingredients, such as tamarind. Tamarind has positively charged
metal ions, while tofu liquid waste is a negative colloid. In what ways do
tamarind seeds and alum handle the tofu liquid waste?
A. Coagulation with the presence of electrolytes
B. Coagulation by mixing different colloid loads
C. Filtration of negative colloids with positive ions
D. Adsorption of positive charges by colloids
E. Negative colloidal electrophoresis towards the pole of the positive
electric charge

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77

7. Following are the steps for handling tofu liquid waste with tamarind:
1) Put 50 mL of tofu liquid waste into a 100 mL beaker.
2) Mix the mixture of tofu liquid waste and tamarind seed powder using a
magnetic stirrer for 1 minute (500 rpm) or 2 minutes (100 rpm).
3) Put the tamarind seed solution into a beaker containing tofu liquid
waste
4) Weigh the 500 mg tamarind seed powder and add 20 mL of distilled
water.
The correct arrangement for handling tofu liquid waste with tamarind is ...

A. 1-2-3-4
B. 1-3-2-4
C. 1-3-2-4
D. 1-4-2-3
E. 1-4-3-2

8. A student takes a sample of 50 mL of tofu liquid waste to be handled using

tamarind seeds and moringa seeds. So that the following results are
obtained:

Tamarind Seed Decrease in Moringa Seed Decrease in

Content Turbidity (%) Content Turbidity (%)

250 mg / 50 70.59 250 mg / 50 64.91

mL tofu liquid mL tofu liquid
waste waste
500 mg / 50 76.47 500 mg / 50 66.67
mL tofu liquid mL tofu liquid
waste waste

Based on the table, the most effective coagulants and their content are ...

A. 250 mg of tamarind seeds / 50 mL of tofu liquid waste

B. 500 mg tamarind seeds / 50 mL tofu liquid waste
C. 250 mg moringa seeds / 50 mL tofu liquid waste
D. 500 mg moringa seeds / 50 mL tofu liquid waste
E. tamarind seeds are not more effective than moringa seeds

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