Description of the Level of Student Understanding in the Chemistry Learning Planning Course through Teaching Module Products in the Context of Project-Based Learning

Abstract

This study aims to describe the level of understanding of prospective teacher students in the subjectChemistry Learning Planning through teaching module products in the context of project-based learning. The method used is quantitative descriptive with descriptive statistical analysis techniques. A total of 28 teaching modules were designed byProspective teacher students are assessed using an assessment rubric with six main assessment indicators, namely:Learning Objectives, Teaching Materials, Activity Steps, Media and Learning Resources, Student Worksheets (LKPD) and Learning Assessments.The results show that most students have a high level of understanding, especially in formulating learning objectives., materials, media, and learning assessments, while the activity steps and LKPD aspects are in the moderate category. These findings indicate the effectiveness of the project approach in assessing students' conceptual and applicative understanding. In addition, the project approach also provides implications for curriculum development and learning strategies in higher education.