Improving Cognitive Learning Outcomes in Chemistry through Google Forms and Paper-Based Assessment: A Classroom Action Research on Salt Hydrolysis

Abstract

This classroom action research investigated students’ cognitive learning outcomes in chemistry on the topic of salt hydrolysis through different instructional strategies and assessment media. The study involved Grade 11 students at UII High School, Yogyakarta, and followed the Kemmis and McTaggart classroom action research model. Discovery Learning with Google Forms was implemented in the first cycle, followed by the Teams Games Tournament model with paper-based assessment in the second cycle. Both cycles achieved good learning outcomes, while the paper-based assessment provided a more controlled evaluation environment by limiting students’ access to external information sources. The findings emphasize that assessment results should be interpreted by considering not only students’ scores but also the assessment conditions. Appropriate alignment of instructional strategies, assessment media, and supervision is therefore important for evaluating cognitive learning outcomes in chemistry education, particularly in conceptually demanding topics such as salt hydrolysis.