Chemistry is often perceived by students as a difficult and abstract subject, leading to low motivation and engagement in the classroom. In higher education, the complexity of Basic Chemistry courses often results in student boredom and decreased academic performance.

To address these challenges, lecturers must implement innovative pedagogical strategies that can re-energize the learning environment. Two such strategies are the use of ice breaking activities and the provision of rewards to reinforce positive learning behaviors.

Ice breaking serves to reduce psychological barriers between students and the instructor, creating a more relaxed and conducive atmosphere for learning. Meanwhile, rewards act as external motivators that encourage students to participate more actively and strive for better results.

The objective of this research is to investigate the combined effect of these two strategies on the learning outcomes of chemistry students, specifically in the context of Basic Chemistry courses at Makassar State University.

Ice Breaking in Educational Settings

Ice breaking activities are short, engaging exercises designed to warm up a group and facilitate communication. According to Sasan et al. (2023), effective ice breaking can significantly impact student engagement by fostering a sense of community and reducing classroom anxiety.

Rewards and Motivation in Learning

The use of rewards is deeply rooted in behavioral psychology, where positive reinforcement is used to increase the frequency of desired behaviors. Reward systems have been shown to correlate positively with student learning motivation and subsequent academic achievement (Pertiwi, 2022).

This study employed a quantitative quasi-experimental design. The research was conducted at Makassar State University with chemistry students as the population. Purposive sampling was used to select two groups: an experimental group and a control group.

The experimental group received the intervention, which included ice breaking sessions at the beginning of each lecture and rewards (such as points or small tokens) for active participation. The control group followed the standard lecture method without these specific interventions.

Data collection involved a pre-test and a post-test to measure learning outcomes. The instrument used was a validated written chemistry test. Data were then analyzed using descriptive and inferential statistics, including t-tests to determine significant differences between the two groups.

The statistical analysis revealed a significant improvement in the learning outcomes of students in the experimental group. The mean post-test score for the experimental group was 79.74, while the control group achieved a mean of 73.03.

Inferential testing confirmed the significance of this difference, with t(33) = 4.854 and p < 0.001. The calculated effect size was 1.41, indicating a very large positive impact of the ice breaking and reward strategy on student achievement.

The findings support the hypothesis that integrating ice breaking and rewards can effectively enhance student performance in chemistry. By breaking the monotony of traditional lectures, students remained focused and motivated throughout the eight meetings of the intervention.

The ice breaking sessions helped students transition from their previous activities into the chemistry mindset, while the rewards created a competitive yet healthy environment where students felt their efforts were recognized and valued.

This study aligns with previous research suggesting that affective factors, such as mood and motivation, are critical determinants of cognitive success in challenging STEM subjects like chemistry.

In conclusion, the application of ice breaking and rewards significantly improves the learning outcomes of students in Basic Chemistry courses. These strategies effectively combat boredom and foster higher levels of student engagement.

It is recommended that lecturers in higher education consider incorporating brief interactive activities and motivational reinforcements to enhance the teaching-learning process. Future research could explore the long-term retention of knowledge under these pedagogical conditions.