THE EFFECT OF PROBLEM-BASED LEARNING WITH EXPERIMENT ON STUDENTS' RESPONSES AND LEARNING OUTCOME IN THE REFLECTION AND REFRACTION CONCEPT LEARNING
Keywords:
Problem-Based Learning, Experiment, Students' responses, Students' learning outcomeAbstract
Background: In some previous studies, an inappropriate teaching and learning was one of the factors that caused many students' misconception in the concept of reflection and refraction. Moreover, the students' response was known as a factor that lead students to have a misconception, and lead to have a low learning outcome.
Aims: This study aimed to study the effect of using of Problem-Based Learning on the students' responses and learning outcome in learning the concept of light (reflection and refraction).
Methods: The posttest only control design was applied in this study. The MCQs test and questionnaires of response were implemented to 27 students of grade 8th after the learning activity by using Problem-Based Learning with experiment. The data gained by both MCQs test and questionnaire were statistically analyzed.
Results: About 74.07 % students had passed the minimum completeness criteria (KKM). Most of the students' responses agreed that learning via Problem-Based Learning with experiment was helpful to understand the learning concept and to gain a new idea to solve the problem. In addition, the percentage of influencing of students' response to the students' learning outcome was 11 %.
Conclusion: Teaching and learning via Problem-Based Learning with experiment had helped the students to get high learning outcome and good response. The results were also revealed that the students' response was one of affecting factors on the students' learning outcome.
Downloads
References
De Marrakech EN, de Kouba EN, ALGER A. Students Misconceptions about Light in Algeria. InProc. of SPIE Vol 2009 (Vol. 9666, pp. 96661F-1).
Langley D, Ronen M, Eylon BS. Light propagation and visual patterns: Pre-instruction learners' conceptions. Journal of Research in Science Teaching. 1997 Apr 1;34(4):399-424.
Kaewkhong K, Mazzolini A, Emarat N, Arayathanitkul K. Thai high-school students' misconceptions about and models of light refraction through aplanar surface. Physics Education. 2010 Jan;45(1):97.
Galili I, Bendall S, Goldberg F. The effects of prior knowledge and instruction on understanding image formation. Journal of research in science teaching. 1993 Mar 1;30(3):271-301.
Goldberg FM, McDermott LC. Student difficulties in understanding image formation by a plane mirror. The Physics Teacher. 1986 Nov;24(8):472-81.
Ronen M, Eylon BS. To see or not to see: the eye in geometrical optics-when and how?. Physics Education. 1993 Jan;28(1):52.
Watts DM. Student Conceptions of Light: A Case Study. Physics Education. 1985;20(4):183-87.
Syamsinar S. Pemahaman Konsep Siswa Kelas X SMA Negeri 9 Palu pada Materi Pembiasan Cahaya. Jurnal Pendidikan
Fisika Tadulako Online (JPFT). 2013 Jul 4;1(1).
Fauziah R, Yuliati L, Hidayat A. Identifikasi Pemahaman Konsep Pemantulan Siswa SMK. Pros. Semnas Pend. IPA
Pascasarjana UM. 2016;(1):457-461. Yager, R.E. The constructivist learning model. Science Teacher, 1991;58(6):52-57.
Maloney, D.P. Research on problem solving in physics. In D.L Gabel (Ed.), Handbook of research in science teaching and
learning. New York: Macmillian; 1994. p. 327-354.
Abou-Elhamd KA, Rashad UM, Al-Sultan AI. Applying problem-based learning to otolaryngology teaching. The Journal
of Laryngology & Otology. 2011 Feb;125(2):117-20.
Prayekti. Effects of Problem-Based Learning Model Versus Expository Model and Motivation to Achieve for Student's
Physics Learning Result of Senior High School at Class Xi. Journal of Education and Practice. 2016;17(1):30-37.
Hobden PA. The context of problem tasks in school physical science.
Gaigher E. Effects of a structured problem-solving strategy on and conceptual understanding of physics: A study in
disadvantaged South African Schools. Unpublished Ph. D Thesis. 2004. Retrieved:
Pretoria.http://upted.up.ac.za/thesis/aavailable/etd-02022006-160908. January, 10, 2014.
Watson E. Problem-Based Learning in Physics. Alberta Science Education Journal. 2016;44(2):34-42.
Azer SA. Problem-based learning in the fifth, sixth, and seventh grades: Assessment of students' perceptions. Teaching and
Teacher Education. 2009 Nov 30;25(8):1033-42.
Woltering V, Herrler A, Spitzer K, Spreckelsen C. Blended learning positively affects students' satisfaction and the role of
the tutor in the problem-based learning process: results of a mixed-method evaluation. Advances in Health Sciences Education. 2009 Dec 1;14(5):725.
Ääri RL, Elomaa L, Ylönen M, Saarikoski M. Problem-based learning in clinical practice: Employment and education as development partners. Nurse education in practice. 2008 Nov 30;8(6):420-7.
Spence L, Director UL. Problem based learning: Lead to learn, learn to lead. Problem based learning handbook. 2001.
Duron R, Limbach B, Waugh W. Critical thinking framework for any discipline. International Journal of Teaching and
Learning in Higher Education. 2006;17(2):160-6.
İnel D, Balım AG. Concept cartoons assisted problem based learning method in science and technology teaching and
students' views. Procedia-Social and Behavioral Sciences. 2013 Oct 21;93:376-80.
Liaw SY, Chen FG, Klainin P, Brammer J, O'Brien A, Samarasekera DD. Developing clinical competency in crisis event
management: An integrated simulation problem-based learning activity. Advances in Health Sciences Education. 2010 Aug
;15(3):403-13.
Belland BR. Portraits of middle school students constructing evidence-based arguments during problem-based learning:
The impact of computer-based scaffolds. Educational technology research and Development. 2010 Jun 1;58(3):285-309.
Ertmer PA, Glazewski KD, Jones D, Ottenbreit-Leftwich A, Goktas Y, Collins K, Kocaman A. Facilitating technology- enhanced problem-based learning (PBL) in the middle school classroom: An examination of how and why teachers adapt. Journal of Interactive Learning Research. 2009 Jan 1;20(1):35.
Lou SJ, Shih RC, Diez CR, Tseng KH. The impact of problem-based learning strategies on STEM knowledge integration
and attitudes: an exploratory study among female Taiwanese senior high school students. International Journal of
Technology and Design Education. 2011 May 1;21(2):195-215.
Hsu LL. Developing concept maps from problem"based learning scenario discussions. Journal of Advanced Nursing. 2004
Dec 1;48(5):510-8.
Ünal C, Özdemir ÖF. A Physics Laboratory Course Designed Using Problem-Based Learning for Prospective Physics
Teachers. European Journal of Science and Mathematics Education. 2013;1(1):29-33.
Lazarowitz R, Tamir P. Research on using laboratory instruction in science. Handbook of research on science teaching and
learning. 1994:94-130.
Lunetta VN. The school science laboratory: Historical perspectives and contexts for contemporary teaching. International
handbook of science education. 1998 Apr 30;1:249-64.
Norsaputra A, Johansyah J. The Effect of Students' Response in Using Problem Based Learning with Simulation Towards Students' Achievement (Light Concept). In Proceedings of the International Conference on Applied Science and Health 2017 (No. 1).
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Each author(s) agree to transfer all copyrights and assign YAYASAN ALIANSI CENDEKIAWAN INDONESIA THAILAND, the Publisher of Proceedings of the International Conference on Applied Science and Health, for the full term of exclusive copyright and any extensions or renewals of that terms thereof throughout the world, including but not limited to publish, disseminate, transmit, store, translate, distribute, sell, republish and use the Contribution and material contained therein in print and electronic form of the journal and in other derivative works, in all languages and any form of media of expression available now or in the future and to license or permit others to do so.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Proceedings of the International Conference on Applied Science and Health is an open access following Creative Commons License Deed – Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0). Users are allowed to copy and redistribute the material in any medium or format as well as remix, transform, and build upon the material with one condition--appropriate credit is given to the journal.
