Students’ Problem Solving Skills of Physics on the Gas Kinetic Theory Material

Wartono Wartono,Agus Suyudi,John Rafafy Batlolona

doi:10.11591/edulearn.v12i2.8424

Wartono Wartono, Agus Suyudi + Show 1 more

Open Access

https://doi.org/10.11591/edulearn.v12i2.8424

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Abstract

Some research aiming to improve problem-solving skills in physics by various learning models has been performed. So far, there is no comprehensive research that uses Inquiry-discovery learning model to improve problem solving skills (PSS) in physics with the aid of the PhET simulation in the material of kinetic theory of gases. This research aims to investigate the differences of PhET-aided Inquiry-discovery learning using a theoretical review on PSS in the material of kinetic theory of gases between the experimental class and control class. This research is a quasi-experimental study by a post-test only design. The data analysis was performed via a t-test. The analysis results showed students in the experimental get higher PSS class than those in the control class. Also, the students in the experimental class have the highest and lowest initial abilities which were still higher than the students in the control class. Hence, the inquiry-discovery learning model is recommended to enhance students’ physics PSS. The implication of this research is to provide information that students can be empowered by inquairy-discovey learning model in improving PSS. Therefore, it is expected that the next researchers can explore students’ PSS at each meeting in order to improve students’ learning outcomes.

Highlights

Many students face difficulties in problems solving of physics
321 technique, and it resulted in one control class that learned using the conventional approach and the other one for an experiment that learned using PhET-aided inquiry-discovery learning with the theoretical review
The data used in the normality and homogeneity test is the students’ test results from the previous material of kinetic theory of gasses

Summary

Introduction

Many students face difficulties in problems solving of physics. Such issues include the students’knowledge structure and the character of the problem [1,2]. Many students face difficulties in problems solving of physics. Problem-solving skills do not merely depend on students’ abilities to recall their knowledge and use a formula and to analyze systematic information and to make critical reflection [4,5]. As a product of science, physics closely relates to empirical and theoretical studies [7]. In learning physics, students are expected and required to perform practical activities (empirical studies) as efforts to process their temporary acquisition (first ideas) and make logical inference (draw conclusion from information/theoretical review) until they find a solution to the problem in the form of a physics principle [8]. A physics product should be able to be studied empirically and theoretically so Journal homepage: http://journal.uad.ac.id/index.php/EduLearn

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