The Application of Problem-Based Learning to Master the Concepts of Work and Energy in Physics
DOI:
https://doi.org/10.23960/jpf.v13i2.3Keywords:
Concept mastery, Problem-based learning, Work and energy, Model implementation, Critical thinking skillsAbstract
This research investigates the impact of the Problem Based Learning model on students’ understanding of work and energy concepts in physics. This research is a quasi-experimental study that was conducted at SMAN 1 Sumberejo in the odd semester of the SDW academic year 2024/2025 with the subjects of this study were students in class X Science, which were divided into two classes, one as an experimental class (PBL) and classical learning approach. The research method used was quasi-experimental with a non-equivalent pre-test post-test control group. Data were obtained through twenty multiple-choice items that met the criteria of validity, reliability, difficulty index, and discriminative index. Data analysis utilized normality tests, homogeneity tests, independent samples t-tests, and N-gain calculations using SPSS 25. The results showed that the experimental class achieved an average N-gain of 0.7 (high category), higher than the control class’s 0.4 (moderate category). These results imply that compared to traditional learning, PBL is able to improve students’ mastery of physics concepts. PBL reduces misconceptions about the role of work and energy, improves students' critical and analytical thinking skills, and promotes better connections between abstract concepts in physics and students' understanding of everyday life. The findings reveal that PBL supports the implementation of the Merdeka Curriculum by facilitating contextual learning experiences and strengthening students’ higher-order thinking skills.
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