Efektivitas Model Problem Based Learning Berbantuan Simulasi Interaktif PhET terhadap Keterampiilan Berpikir Kritis dan Hasil Belajar IPA Siswa SMP Negeri 2 Galesong Selatan
DOI:
https://doi.org/10.29303/goescienceed.v7i4.2989Keywords:
Problem Based Learning, PhET Interactive Simulation, Critical Thinking, Keterampilan Berpikir Kritis, Hasil Belajar IPA.Abstract
Science learning requires learning experiences that encourage students to analyze problems, explore scientific phenomena, and construct understanding through active investigation. However, conventional learning activities may provide limited opportunities for students to develop critical thinking skills and achieve optimal learning outcomes, particularly when abstract scientific concepts are not supported by interactive learning resources. This study aimed to determine the effectiveness of implementing the Problem Based Learning (PBL) model assisted by PhET Interactive Simulation on the critical thinking skills and science learning outcomes of eighth-grade students at SMP Negeri 2 Galesong Selatan. The study employed a quantitative approach with a quasi-experimental design using a Pretest–Posttest Control Group Design. The sample consisted of 64 students divided into an experimental class and a control class, with 32 students in each class. Data were collected through pretest–posttest tests, observation sheets, and documentation. Data were analyzed descriptively and inferentially using normality tests, homogeneity tests, Independent Samples t-test, and Normalized Gain (N-Gain) analysis. The results showed that the mean critical thinking skill score in the experimental class increased from 48.62 to 84.87, while the control class increased from 47.95 to 73.41. The mean science learning outcome score in the experimental class increased from 50.31 to 86.25, whereas the control class increased from 49.84 to 74.18. The N-Gain analysis showed an improvement in critical thinking skills of 0.71 and science learning outcomes of 0.73 in the experimental class, both categorized as high, while the control class obtained N-Gain values of 0.49 and 0.51, respectively, categorized as moderate. The Independent Samples t-test yielded significance values of 0.000 for critical thinking skills and 0.001 for science learning outcomes (p < 0.05), indicating a statistically significant difference between the experimental and control classes. The findings indicate that the implementation of the Problem Based Learning model assisted by PhET Interactive Simulation was associated with improved critical thinking skills and science learning outcomes among eighth-grade students at SMP Negeri 2 Galesong Selatan.
References
Ariyana, Y., Pudjiastuti, A., Bestary, R., & Zamromi. (2020). Buku Pegangan Pembelajaran Berorientasi pada Keterampilan Berpikir Tingkat Tinggi. Direktorat Jenderal Guru dan Tenaga Kependidikan, Kementerian Pendidikan dan Kebudayaan.
Facione, P. A. (2020). Critical Thinking: What It Is and Why It Counts. Insight Assessment.
Fitriani. (2024). The effectiveness of PhET Interactive Simulation in improving students' conceptual understanding and science learning outcomes. Jurnal Pendidikan IPA Indonesia, 13(1), 54–65.
Hasba, B. R., Faradilah, N., Sidra, N., Iffah, A. N., & Amelia, A. (2026). Pengaruh model Discovery Learning berbantuan simulasi PhET terhadap minat dan hasil belajar fisika siswa SMA Muhammadiyah 9 Makassar pada materi gerak. Pendas: Jurnal Ilmiah Pendidikan Dasar.
Hasba, B. R., Faradilah, N., Sidra, N., Iffah, A. N., & Amelia, A. (2026). Pengaruh model Learning Cycle 5E terhadap pemahaman konsep siswa SMP Negeri 2 Galesong Selatan pada materi suhu dan kalor. Pendas: Jurnal Ilmiah Pendidikan Dasar, 11(03), 354–383.
Hmelo-Silver, C. E. (2022). Problem-based learning: What and how do students learn? Educational Psychology Review, 34(2), 563–582.
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Keputusan Kepala Badan Standar, Kurikulum, dan Asesmen Pendidikan Nomor 008/H/KR/2022 tentang Capaian Pembelajaran pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah pada Kurikulum Merdeka. Kemendikbudristek.
Mayer, R. E. (2021). Multimedia Learning (3rd ed.). Cambridge University Press.
OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. OECD Publishing.
Perkins, K. K., Adams, W. K., Dubson, M., Finkelstein, N. D., Reid, S., Wieman, C. E., & LeMaster, R. (2021). PhET: Interactive simulations for teaching and learning science. The Physics Teacher, 59(3), 174–176.
Rahmawati, N., Sari, D. P., & Handayani, R. (2023). Analysis of students' critical thinking skills in junior high school science learning. Jurnal Pendidikan Sains Indonesia, 11(2), 221–233.
Savery, J. R. (2021). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 15(1), 1–15.
Sugiyono. (2023). Metode Penelitian Kuantitatif, Kualitatif, dan R&D (Edisi 3). Alfabeta.
Susanti, A., Prasetyo, Z. K., & Lestari, D. (2023). The effect of Problem Based Learning on students' critical thinking skills in science learning. Jurnal Pendidikan IPA Indonesia, 12(3), 417–427.
Trianto. (2021). Model Pembelajaran Terpadu: Konsep, Strategi, dan Implementasinya dalam Kurikulum Merdeka. Bumi Aksara.
Uno, H. B. (2022). Model Pembelajaran: Menciptakan Proses Belajar Mengajar yang Kreatif dan Efektif. Bumi Aksara.
Wieman, C. E. (2022). Improving How Universities Teach Science: Lessons from the Science Education Initiative. Harvard University Press.
Widodo, A., & Riandi. (2022). Problem Based Learning to improve students' critical thinking skills in science learning. Jurnal Pendidikan IPA Indonesia, 11(4), 601–612.
Yuliati, L., & Fauziah, R. (2024). Implementation of Problem Based Learning assisted by PhET simulation to improve students' science learning outcomes. Jurnal Penelitian Pendidikan IPA, 10(2), 845–856.References must be the same as citations.
