Problem-based Interactive Physics E-Module in Physics Learning Through Blended PBL to Enhance Students' Critical Thinking Skills
Abstract
Problem-based interactive physics e-modules (Probinphys), accessed online, were chosen as an alternative method for enhancing high school students’ CTS. This study analyzed the efficacy of the Probinphys E-Module in enhancing high school students’ CTS and described student responses toward the Probinphys E-Module through the Blended-Problem Based Learning (blended-PBL) model. The Probinphys e-module was efficient in enhancing CTS if there was a significant enhancement in student CTS and the minimum average N-gain was in the moderate or consistent category. Student responses toward the Probinphys e-module were in the high category. This research applied one group pretest and posttest group design, involving 79 students in three groups from grade eleven. Before and after learning with the Probinphys E-Module, the three groups of students were given the same CTS test. The collected data were analyzed using Paired-Test, normalized gain (N-gain), and ANOVA. The results show that using the Probinphys e-module in blended PBL efficiently enhances students’ CTS, as indicated by the average N-gain for the three groups in the high category. The average N-gain is the same at 0.5 for the three groups or consistently. Student response toward the Probinphys e-module in blended-PBL is very high.
Keywords
Full Text:
PDFReferences
Arends, R. I. (2007). Learning to Teach, McGraw Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020.
Aufa, M. N., Rusmansyah, Hasbie, M., Jaidie, A., & Yunita, A. (2021). The Effect of Using e-module Model Problem Based Learning (PBL) Based on Wetland Environment on Critical Thinking Skills and Environmental Care Attitudes. Journal of Research in Science Education, 7(3), 400-407
Brookfield, S. D. (2017). Becoming a critically reflective teacher. New York: John Wiley & Sons.
Dejene, W. (2020). Conceptions of teaching & learning and teaching approach preference: Their change through preservice teacher education program. Cogent Education, 7(1).
Ennis, R. H. (2015). The nature of critical thinking: outlines of critical thinking dispositions and abilities.
Fraenkel, J. R., & Wallen, N. E. (2012). How to design and evaluate research in education (7th ed.). New York: McGraw-Hill.
Griffin, P. & Care, E. (2015). Assesment and teaching of 21st century skills: Methods and approach. New York: Springer
Hake, R. (1999). Analyzing Change/ Gain Score. Indiana: Indiana University.
Hill, M., Sharma, M. D., & Johnston, H. (2015). How Online Learning Modules can Improve The Representational Fluency and Conceptual Understanding of University Physics Students. European Journal of Physics, 36(045019), 1-20.
Hold, P., Erol, S., Reisinger, G., & Sihn, W. (2017). Planning and evaluation of digital assistance systems. Procedia Manufacturing, 9, 143–150.
Hopfenbeck, T. N., Lenkeit, J., El Masri, Y., Cantrell, K., Ryan, J., & Baird, J. A. (2018). Lessons learned from PISA: A systematic review of peer-reviewed articles on the programme for international student assessment. Scandinavian Journal of Educational Research, 62(3), 333–353. h
Hussin, W. N. T. W., Harun, J., & Shukor, N. A. (2018). Problem Based Learning to Enhance Students Critical Thinking Skill via Online Tools. Asian Social Science, 15(1), 14-23.
Ismiyati, Festiyed, & Hamdi. (2019). Validity of physics learning module based on problem based learning to improve students metacognitive skills. Journal of Physics: Conference Series, 1185(1).
Isna, R., Masykuri, M., & Sukarmin. (2017). Achievement of Learning Outcome After Implemented Physical Modules Based on Problem Based Learning. Journal of Physics: Conference Series.
Iwung, K., & Nugraha, A. R. (2022). Develop-ment of Webtoon-Based Physics E-Modules in Work and Energy Topics on Students’ Critical Thinking Skills. Journal of Teaching and Learning Physics, 7(1), 63-71
Jatmiko, B., Prahani, B. K., Munasir, S., Wicaksono, I., Erlina, N., & Pandiangan, P. (2018). The comparison of OR-IPA teaching model and problem based learning model effectiveness to improve critical thinking skills of pre-service physics teachers. Journal of Baltic Science Education, 17(2), 300.
Lim, B. C. Y., Liu, L. W. L., and Choo, C. H. (2020). “Investigating the effects of interactive e-book towards academic achievement”. Asian Journal of University Education, 16(3), 78-88.
Liu, C. X., Ouyang, W. W., Wang, X. W., Chen, D., & Jiang, Z. L. (2020). Comparing hybrid problem-based and lecture learning (PBL+ LBL) with LBL pedagogy on clinical curriculum learning for medical students in China: a meta-analysis of randomized controlled trials. Medicine, 99(16).
Mason, J. (2017). Qualitative researching. London:Sage Publication.
Masruro, S., Sudibyo, E., Purnomo, T. (2021). Profile of Problem Based Learning to Improve Students’ Critical Thinking Skills. International Journal of Recent Educational Research, 2(6), 682-699
Misbah, M., Mahtari, S., Wati, M., & Harto, M. (2018). Analysis of Students’ Critical Thinking Skills in Dynamic Electrical Material. Kasuari: Physics Education Journal (KPEJ), 1(2), 103-110.
Mundilarto, M., & Ismoyo, H. (2017). Effect of problem-based learning on improvement physics achievement and critical thinking of senior high school student. Journal of Baltic Science Education, 16(5), 761-780.
Myers, C. (2017). Law professors’ existential online lifeworlds: An hermeneutic phenomenological study. Kansas State University.
Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors. New York: John Wiley & Sons.
Ng, O. L., Ting, F., Lam, W. H., & Liu, M. (2020). Active learning in undergraduate mathematics tutorials via cooperative problem-based learning and peer assess-ment with interactive online whiteboards. The Asia-Pacific Education Researcher, 29(3), 285–294.
Oliveras, B., Márquez, C., & Sanmartí, N. (2013). The use of newspaper articles as a tool to develop critical thinking in science classes. International Journal of Science Education, 35(6),885–905.
Owen, S., Palekahelu, D., Sumakul, T., Sekiyono, E., & White, G. (2017). Systematic educational change and teacher skill-building in developed and developing countries: the importance of teacher peer learning groups. Teacher Development, 1–17.
Pebriyanti, D., Sahidu, H., & Sutrio, S. (2015). Efektifitas model pembelajaran perubahan konseptual untuk mengatasi miskonsepsi fisika pada siswa kelas X SMAN 1 Praya Barat tahun pelajaran 2012/2013. Jurnal Pendidikan Fisika Dan Teknologi, 1(2), 92–96.
Pelawi, H. S., & Sinulingga, K. (2016). Pengaruh model PBLd an motivasi belajar terhadap hasil belajar peserta didik di kelas X SMA swasta sinar husni. Jurnal Pendidikan Fisika, 5(1), 32-37.
Perdana, F. A., Sarwanto, S., Sukarmin, S., & Sujadi, I. (2017). Development of e-module combining science process skills and dynamics motion material to increasing critical thinking skills and improve student learning motivation senior high school. International Journal of Science and Applied Science: Conference Series, 45–54.
Pursitasari, I. D., & Permanasari, A. (2013). Model Integrated Problem Solving Based Learning Pada Perkuliahan Dasar-Dasar Kimia Analitik. Jurnal Ilmu Pendidikan, 18(2).
Puspitasari, D. (2019). Development of student worksheets based on problem based learning in static fluid. Proceeding of the First International Graduate Conference (IGC), 379–385.
Rachman, A., Sukrawan, Y., & Rohendi, D. (2019). Penerapan model blended learning dalam peningkatan hasil belajar menggambar objek 2 dimensi. Journal of Mechanical Engineering Education, 6(2), 145–152.
Riani, E. D., Sadia, I. W., & Swasta, I. B. J. (2014). Pengaruh Model Pembelajaran Sains Teknologi Masyarakat (Stm) Dalam Pembelajaran Biologi Bermuatan Karakter Terhadap Keterampilan Berpikir Kritis dan Kemampuan Pemecahan Masalah Siswa SMA. Jurnal Pendidikan Dan Pembelajaran IPA Indonesia, 4(1).
Rillero, P., & Camposeco, L. (2018). The iterative development and use of an online problem-based learning module for preservice and inservice teachers. Interdisciplinary Journal of Problem-Based Learning, 12(1), 14-23.
Rosnanda, D., Sarwanto, & Aminah, N. S. (2017). Pengembangan Modul Pembelajaran Berbasis Masalah Pada Materi Litosfer Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa SMP. Jurnal Inkuri, 6(3), 141–152.
Rubini, B., Septian, B., & Permana, I. (2019). Enhancing critical thinking through the science learning on using interactive problem based module. Journal of Physics: Conference Series, 1157(2).
Salari, M., Roozbehi, A., Zarifi, A., & Tarmizi, R. A. (2018). Pure PBL, Hybrid PBL and Lecturing: which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing course? BMC Medical Education, 18(1),1–15.
Saminan, N. F., Gani, A., & Safitri, R. (2016). Peningkatan keterampilan berpikir kritis dan sikap ilmiah siswa dengan menggunakan model cooperative inquiry labs (CIL) pada materi suhu dan kalor. Jurnal Pendidikan Sains Indonesia, 4(1).
Santrock, J. W. (2017). Educational psychology. McGraw-Hill Education.
Saputro, A. D., Atun, S., Wilujeng, I., Ariyanto, A., & Arifin, S. (2020). Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking Using Problem-Based Learning. European Journal of Educational Research, 9(2), 765–773.
Sari, W. P., Hidayat, A., & Kusairi, S. (2018). Keterampilan berpikir kreatif siswa sma dalam pembelajaran project based learning (pjbl) pada materi fluida statis. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 3(6), 751–757.
Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. In Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 9(2), 5–15.
Serevina, V., Astra, I., & Sari, I. J. (2018). Development of E-Module Based on Problem Based Learning (PBL) on Heat and Temperature to Improve Student’s Science Process Skill. Turkish Online Journal of Educational Technology-TOJET, 17(3), 26-36.
Shurygin, V. Y., & Krasnova, L. A. (2016). Electronic Learning Courses as a Means to Activate Students’ Independent Work in Studying Physics. International Journal of Environmental and Science Education, 11(8), 1743–1751.
Sholeha, J. J., Copriady, R., & Rasmiwetti. (2019). A The Development of E-Module Based on Problem Based Learning for the Main Topic of Electrolyte and Non- Solvent.Applied Electrolyte Science and Technology, 2(2).
Siew, N. M., & Mapeala, R. (2016). The effects of problem-based learning with thinking maps on fifth graders’ science critical thinking. Journal of Baltic Science Education, 15(5), 602-616.
Sugiyono. (2012). Metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Sujanem, R. (2012) Pengembangan Modul Fisika Kontekstual Interaktif Berbasis Web untuk Meningkatkan Pemahaman Konsep dan HasilBelajar Fisika Siswa SMA di Singaraja. Jurnal Nasional Pendidikan Teknik Informatika (JANAPATI), 1(2), 103-117
Sujanem, R. (2017). Pengaruh Model Problem-Based Hybrid Learning terhadap Keterampilan Berpikir Kritis Siswa SMAN 1 Singaraja. Prosiding Seminar Nasional Pendidikan Sains PPs Unesa Tahun 2017, E1135-E1142
Sujanem, R., Poedjiastuti, S., & Jatmiko, B. (2018). The Effectiveness of problem-based hybrid learning model in physics teaching to enhance critical thinking of the students of SMAN. Journal of Physics: Conference Series.
Sujanem, R., Suwindra, I. N. P., & Suswandi, I. (2020). The Effectiveness of problem-based interactive physics E-module on high school students’ critical thinking. Journal of Physics: Conference Series.
Sulaiman, F., & Elnetthra, F. E. (2014). Integrated PBL approach: findings towards physics students’ critical thinking. International Journal for Innovation Education and Research, 2(2), 75-81.
Sulaiman, F. (2013). The Effectiveness of PBL online on physics students’ creativity and critical thinking: a case study at Universiti Malaysia Sabah. International Journal of Education and Research, 1(3), 1–18.
Sulasih, S., Sarwanto, S., & Suparmi, S. (2018). Physics learning with metacognitive approach through problem based learning (PBL) and reciprocal learning (RL) model viewed from students’ critical thinking skill. International Journal of Pedagogy and Teacher Education, 2, 9–77.
Tan, S., & Shen, Z. (2017). Hybrid problem-based learning in digital image processing: a case study. IEEE Transactions on Education, 61(2), 127–135.
Triyono, M. B. (2015). The indicators of instructional design for e-learning in indonesian vocational high schools. Procedia - Social and Behavioral Sciences, 204, 54–61.
Vong, S. A., & Kaewurai, W. (2017). Instructional model development to enhance critical thinking and critical thinking teaching ability of trainee students at regional teaching training center in Takeo province, Cambodia. Kasetsart Journal of Social Sciences, 38(1), 88–95.
Yew, E. H. J., & Goh, K. (2016). Problem-Based Learning: An Overview of its Process and Impact on Learning. Health Professions Education, 2(2), 75–79.
Zekri, Z., Ganefri, G., & Anwar, M. (2020). Pengembangan Modul Pembelajaran Berbasis Proyek pada Mata Pelajaran Simulasi dan Komunikasi Digital SMK. Pedagogi: Jurnal Ilmu Pendidikan, 20(1), 33–42.
Refbacks
- There are currently no refbacks.
