Problem-Based Learning Approach with Supported Interactive Multimedia in Physics Course: Its Effects on Critical Thinking Disposition

Gunawan, Gunawan; Harjono, Ahmad; Herayanti, Lovy; Husein, Salahuddin

doi:10.17478/jegys.627162

Cited by 39 publications

(30 citation statements)

References 30 publications

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“…Information and Communication Technologies (ICT) have facilitated communication and permitted new forms of work and learning, overcoming the traditional constraints of time and space (Romero, 2015). The use of technology in visualizing abstract concepts has been widely investigated and the results have greatly assisted students to understand the concept, creativity, and critical thinking (Husein et al, 2019;Gunawan et al, 2019a;Widiyatmoko, 2018;Tang & Abraham, 2016). Learning is no longer between teachers and students since the application of technology now makes the mutual relationship more meaningful.…”

Section: Introductionmentioning

confidence: 99%

Gender Description on Problem-Solving Skills in Chemistry Learning Using Interactive Multimedia

Gunawan

Mashami²,

Herayanti³

2020

Journal for the Education of Gifted Young Scientists

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This study aimed to examine the effect of interactive multimedia on problemsolving skills based on gender. The sample was chemistry education students in IKIP Mataram that consisted of 10 males and females' students each. This study was pre-experimental research with a pretest-posttest one group design. Data collection was obtained by tests and interviews. The test of the problem-solving, in the form of the essay, was divided into three types, namely conceptual, algorithm, and conceptual-algorithm problems. Problem-solving was measured following the stages of Polya's problem-solving, namely understanding the problem, devising a plan, carrying out the plan, and looking back. The interview was conducted to gain more insight into their problem solving skill. Data were analyzed statistically using independent sample t-test and normalized gain scores (N-gain). The results of the analysis of the initial data obtained a significant value of 0.809, which indicated there was no difference between the problem-solving skills of male and female students. Meanwhile, the final data analysis obtained a significant value of 0.034 which means there was a difference between the problem-solving skills of the students. This furthermore showed that the use of interactive multimedia in chemistry learning increased the problem-solving skills of male better than the female. Moreover, male students' problem-solving skills were higher than the females in all types of problems and at all stages of problem-solving. Due to interactive multimedia, the conceptual understanding and learning motivation of students is enhanced.

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Section: Introductionmentioning

confidence: 99%

Gender Description on Problem-Solving Skills in Chemistry Learning Using Interactive Multimedia

Gunawan

Mashami²,

Herayanti³

2020

Journal for the Education of Gifted Young Scientists

Self Cite

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“…This causes difficulties in the learning process. The application of android-based technology in collaboration with experimental learning can help teachers to overcome difficulties in visualizing abstract concepts (Gunawan, Harjono & Herayanti, 2019).…”

Section: Introductionmentioning

confidence: 99%

Science activity for gifted young scientist: thermodynamics law experiment media based IoT

Liana¹,

Linuwih

Sulhadi

2020

Journal for the Education of Gifted Young Scientists

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In this research, thermodynamics law experiments media based IoT was developed and tested. The purpose of this research was to assess the effectiveness of media through a problem-based learning laboratory for gifted young scientists. This research is Research and Development with ADDIE (Analysis, Design, Develompment, Implementation, and Evaluation) models. The research subjects consisted of four expert validators, two teachers and one groups of 108 students in Senior High School 2 in Batang City, Indonesia. Data were gathered by using questionnaires, observation, and written test. The results of the Normalized-gain test were 0.79 for the experiment class and 0.41 and 0.30 for the control class. This media is easily assembled, based on digital, equipped with manuals and student worksheets. The validation results from the media experts 3.81 (Very Good), the results of the validation from the material experts 3.54 (Very Good) and the results of the physics teacher's responses covering all aspects of the material and multimedia 3.68 (Very Good). The results of the validation show that thermodynamic law experiment media based IoT is appropriate to be used as a medium for learning thermodynamics law.

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“…Research related to multimedia interactive regarding the results of studying in Spain (Bayraktar, Cosgun, & Altan, 2019) and in Bosnia (Dervic, Dapo, Mesic, & Dokic, 2019). Research related to multimedia interactive toward creative thinking in Indonesia (Djamas, Tinedi, & Yohandri, 2018;Gunawan, Harjono, Herayanti, & Husein, 2019). Research related to multimedia interactive of study results and creative thinking on the arthropod matter has yet to be done.…”

Section: Introductionmentioning

confidence: 99%

Interactive multimedia: Enhacing students’ cognitive learning and creative thinking skill in Arthropod material

Darmawan¹,

Redjeki²,

Widhorini³

2020

JPBI

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Interactive multimedia based on Adobe Director, as a learning medium, is important in optimizing students’ learning outcomes. This study aimed to develop interactive multimedia in Arthropod topic as a learning media based on Adobe Director in optimizing students’ cognitive learning outcomes as well as their creative thinking skills. This Research and Development (R & D) adopted Borg & Gall model. The validity of the media developed was assessed by material and media experts. The product trial was done by involving ten of X graders. The students' cognitive learning outcomes and creative thinking skills were measured using pretest and posttest. The data obtained were then analyzed using N-gain calculation. The results showed that the interactive multimedia based on Adobe Director was categorized as feasible (based on material expert) and very feasible (based on media expert). The N-gain scores of cognitive learning outcomes of C1, C2, C3, C4 were 0.70, 0.75, 0.71, and 0.56 respectively. Moreover, the N-gain scores of creative thinking skills were 0.55 (widening), 0.43 (connecting), and 0.73 (reorganizing). It can be concluded that the interactive multimedia based on Adobe Director developed is feasible and able to improve cognitive learning outcomes and students' creative thinking skills.

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Problem-Based Learning Approach with Supported Interactive Multimedia in Physics Course: Its Effects on Critical Thinking Disposition

Cited by 39 publications

References 30 publications

Gender Description on Problem-Solving Skills in Chemistry Learning Using Interactive Multimedia

Gender Description on Problem-Solving Skills in Chemistry Learning Using Interactive Multimedia

Science activity for gifted young scientist: thermodynamics law experiment media based IoT

Interactive multimedia: Enhacing students’ cognitive learning and creative thinking skill in Arthropod material

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