Team-Based Project Design for Environmental Chemistry and Entrepreneurship Learning

Abstract

The aims of this study are to develop a learning design an integrated learning Environmental Chemistry-Entrepreneurial Education (EC-EE) and to investigate its impact on students’ motivation in learning Environmental Chemistry. The development procedure adopted ADDIE model with five phases. The products including learning design and learning tools were validated by three experts before performing simulation and trials in a small group teaching. The field trial was carried out using a pre-experimental method using one group pretest and posttest design involving 30 students of chemistry education study program Faculty of Teacher Training and Education. The techniques of data collection used were mixed methods by combining qualitattive and quantitative research. The results of data analysis where t count (22.396) > t table (2.045) and probability value (0.000) < 0.05 can be interpreted that H0 is rejected and H1 is accepted. The results of the N-Gain percentage is 81.6% which means that the interpretation category has a high effectiveness value. It can be concluded that the implementation of integrated EC-EE design with applying TBP model in the material of waste management, processing and utilization has an effect on students' motivation in learning environmental chemistry. The implementation of the integrated EC-EE learning design was very enjoyable, meaningfull and usefull for the students. Its reasonable because with integrating entrepreneurship into environmental chemistry courses, they can apply their knowledge in solving real problems in local community, build collaboration with many people, as well as they can train their creativity to produce innovative entrepreneurial products.