Ignatian Pedagogy (IP) is a learning paradigm that aims and facilitates students to find the depth of meaning of the subject matter they learn in personal and community life. IP helps students discover the meaning of the material they learn. Research has been conducted on learning by applying PI through a reflective writing project-based learning model. Reflective writing within Ignatian Pedagogy (IP) framework helps learners understand concepts, connect with new knowledge, and make that knowledge beneficial to the community. The study uses qualitative methods to analyze: (1) the understanding of learners' concepts towards chemistry after working on project-based chemistry and (2) Students' perception about meaningful chemistry learning through project-based. The results of the analysis of writing and reflection of learners boil down to the formation of meaningful learning experiences for learners. The results show (1) students can understand the concept of chemistry and have good scientific writing skills, with the average scores being 83 and 78.18, respectively; (2) student reflection contained PI values, namely context, experience, reflection, action, and evaluation. The results of the analysis of students' writings and reflections led to the formation of a meaningful learning experience for students.

Implementation of the ignatian pedagogy paradigm (IPP) through project-based method in high school chemistry learning

Fall 2022 abstracts, posters, and presentations will launch in mid-September.

ACS Fall 2022

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.