Pembelajaran Berbasis Masalah Berbantuan Simulasi pada Alat Ukur Listrik
DOI:
https://doi.org/10.24036/jeve.v2i1.74Keywords:
PBL, Simulasi PhET, Hasil belajar kognitif, Pendidikan kejuruan, Alat ukur ListrikAbstract
Pembelajaran alat ukur listrik di SMK memerlukan kegiatan yang menghubungkan pemahaman konsep dengan pemecahan masalah pengukuran. Penelitian ini bertujuan membandingkan hasil belajar kognitif peserta didik yang mengikuti pembelajaran berbasis masalah (PBL) berbantuan simulasi Physics Education Technology (PhET) dengan pembelajaran konvensional. Penelitian menggunakan eksperimen semu dengan nonequivalent control group design pada 72 peserta didik kelas X Teknik Instalasi Tenaga Listrik di SMKN 1 Sumatera Barat, masing-masing 36 peserta didik pada kelas eksperimen dan kelas kontrol. Data diperoleh melalui tes pilihan ganda 25 butir dan dianalisis menggunakan statistik deskriptif, Shapiro-Wilk, Levene’s test, dan independent-samples t-test. Pretest menunjukkan kemampuan awal tidak berbeda signifikan, t(70) = 0,448, p = 0,656. Pada posttest, kelas eksperimen memperoleh rata-rata 81,22 dengan ketuntasan 66,7%, sedangkan kelas kontrol memperoleh rata-rata 69,78 dengan ketuntasan 38,9%. Uji t terhadap skor posttest menunjukkan perbedaan signifikan, t(70) = 4,057, p < 0,001, dengan selisih rata-rata 11,44 poin dan interval kepercayaan 95% sebesar 5,82–17,07. Kecenderungan data menunjukkan capaian kognitif dan proporsi ketuntasan lebih tinggi pada kelas PBL berbantuan PhET
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