Implementation of computer-based tutorial problem solving to improve student's understanding of dynamics topics

Abstract

This research aims to determine the effectiveness of the computer-based tutorial problem solving that have been developed previously. The computer-based tutorial problem solving developed contains multiple-choice questions with feedback. This research uses mixed methods with embedded experimental design. The data in this study are quantitative data and qualitative data. The quantity of data obtained from the scores of students' pretest and posttest results. Qualitative data obtained from all activities during the learning process. The subjects of this research consisted of 46 students majoring in physics . The results showed that the average pretest score of students is 30.4 and the average posttest score is 71.9. The d-effect size was calculated to determine the effect of computer-based tutorial problem solving on students' conceptual understanding. The value of d-effect size is 2.1 and is categorized as very high. To determine the increase in students' conceptual understanding based on the pretest and posttest scores calculated using N-gain. N-gain value obtained 0.6 is included in the medium criteria. This research concludes that learning with computer-based tutorial problem solving can improve students' conceptual understanding of particle dynamics.