Abstract
This study discusses the implementation of problem-based learning (PBL) assisted by physics education technology (PhET) as a virtual laboratory to improve the critical thinking skills of high school students on dynamic electrical materials. The purposes of this research were to obtain the profile of students' critical thinking skills and the implementation of PBL assisted by PhET in senior high schools. This research method was a preliminary study with a qualitative descriptive analysis, written tests, student response questionnaires, and teacher interviews. The finding of students' critical thinking skills was categorized into three levels (low, moderate, and high). There are seventeen students in the low category, fifty-three students in the moderate category, and thirty students in the high category. The conclusion of this study revealed that students' critical thinking skills at the senior public school Surabaya were in the moderate category, and training questions were needed to improve students' critical thinking skills
Highlights
Physics is one of the natural science branches, which studies the formulas and theories in nature, including scientific events experienced by humans
Finding - This research aims to find out the effect of the problem-based learning model with physics education technology (PhET) media on the student's physics results
Can be concluded that there is an effect of a problem-based learning model with PhET media on the student's physics results
Summary
Physics is one of the natural science branches, which studies the formulas and theories in nature, including scientific events experienced by humans. Physics itself is part of the Natural Sciences, which have an empirical nature. Everything studied in physics results from observations about natural phenomena and natural phenomena (Rahayu, 2017). According to Depdiknas (2003), the purpose of physics subjects for senior high school is to mastery the knowledge, concepts, and principles of physics and have knowledge of scientific skills and attitudes. From the objectives listed above, it can be seen that the physics learning process in secondary schools should be carried out with methods. Concepts, and principles, but students must have scientific skills and attitudes. One of the skills in question is critical thinking skills
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