The Effect of Web-Assisted Problem Based Learning Model on Physics Conceptual Understanding of 10th Grade Students

Abstract

Physics learning requires a good students’ conceptual understanding. One of the efforts to shape students’ conceptual understanding is by using the right learning model. The purpose of this study is to determine the effect of Web-Assisted Problem Based Learning model on physics conceptual understanding of 10th grade high school students. The type of this research is quasi-experimental research. The research design was posttest only, non-equivalent control group design. The research was conducted on 10th grade students of SMA N 2 Yogyakarta, semester 2 academic year of 2017/2018. The sample in this research were 60 students. 30 students in the control class and 30 students in the experimental class. Based on the results of the Independent Sample t-Test analysis, it was found that there were differences in students’ conceptual understanding between the experimental class and the control class. The average ability to conceptual understanding in the experimental class was higher than the average in control class. From the average mentioned, we can see that students in the experimental class has reached the limit of minimum completeness criteria with the good category of students’ conceptual understanding. While the control class was still under the minimum completeness criteria which then categorized as less conceptual understanding students. The result of this research is, Web-Assisted Problem Based Learning Model is taking effect on physics conceptual understanding of 10th grade students of SMA N 2 Yogyakarta with a low size effect.