Abstract
This study is aimed to determine the impact of the ticker timer experiment using Problem Based Learning (PBL) model on students’ cognitive and affective learning outcomes in Physics. The research used a quasi-experimental method which is conducted in one of the senior high schools in Semarang, Indonesia. The research subject for both experimental and control classes was chosen randomly from the population. The experimental class carried out the learning using the PBL model-based experiment and the control class implemented the Direct Instruction model. The cognitive and affective learning outcomes were collected through the test and the observation sheets. The data analysis used the t-test statistical method. The results showed that there were differences in cognitive learning outcomes between the control class and the experiment class (t count = 1.993> t table = 1.667). Based on the results of the observations also found differences in students' affective learning outcomes with the average value of the experimental class was 25 which is in the very good category and 23.21 for the control class which is in the good category. Based on the results of the discussion, it can be concluded that the PBL model-based experiment has a significant impact on students' cognitive and affective learning outcomes
Highlights
Learning Physics in high school emphasizes the importance of using a scientific approach because physics is a lesson that requires a lot of understanding instead of memorizing; it needs the procedures to accomplish a comprehensive and proper understanding of physics concepts (Sunal et al, 2016; Lutasari et al, 2019; Sarjono et al 2018)
The subject in this study involved 72 students which was divided into an experimental class and a control class
There are different results in the two samples after being given treatment, the experimental class has a better result than the control class
Summary
Learning Physics in high school emphasizes the importance of using a scientific approach because physics is a lesson that requires a lot of understanding instead of memorizing; it needs the procedures to accomplish a comprehensive and proper understanding of physics concepts (Sunal et al, 2016; Lutasari et al, 2019; Sarjono et al 2018). The physics learning can be executed through the experimental activities to increase students’ participation or activity during the learning process because in the practicum process students are involved in activities to obtain the data (Snetinová et al, 2018; Ogodo, 2019;) These studies focus on the data collection; it is crucial for the teachers to pay more attention on the learning outcomes related to the cognitive and affective aspects. (Zainuddin et al, 2020; Duda et al, 2019; 2018; Ogunleye et al, 2018; Aydogdu, 2015) It is crucial for the teachers for promoting the learning process focus on the cognitive aspect; other aspect related to the students’ affective is important to be considered. Based Learning (PBL) model on students’ cognitive and affective learning outcomes in Physics
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