Approaching Problem-Solving Skills of Momentum and Impulse Phenomena Using Context and Problem-Based Learning

Autor/inn/en	Yuberti; Latifah, Sri; Anugrah, Adyt; Saregar, Antomi; Misbah; Jermsittiparsert, Kittisak
Titel	Approaching Problem-Solving Skills of Momentum and Impulse Phenomena Using Context and Problem-Based Learning
Quelle	In: European Journal of Educational Research, 8 (2019) 4, S.1217-1227 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Problem Based Learning; Problem Solving; Physics; Skill Development; Science Process Skills; High School Students; Grade 10; Science Education; Science Instruction + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Problemlösen; Physik; Kompetenzentwicklung; Qualifikationsentwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	The industrial revolution era 4.0 has now become a major topic in every country. Various sectors respond quickly to this problem, including education. In response to this, there are several aspects of skills that students must master. One of them is problem-solving skills. One of the aspects that influence the students' problem-solving skills is the context and problem-based learning model. The purpose of this study is to describe the effect of the model on students' skills to solve physics problems. The research method used is a quasi-experimental research design with non-equivalent control group design. The data analysis technique used Independent Sample T-Test by PASW 18 with a significance 5%. Based on the results of the Independent Sample TTest can be concluded that there is an effect on the model that was applied with a significant gain of 0,00. The results showed that the context and problem-based learning (C-PBL) model affected the physics problem-solving skills. The C-PBL model is able to improve the students' physics problem-solving skills, communication skills, the students' confidence in learning, as well as improving students' understanding of physics lessons conceptually. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01