Pembelajaran Berbasis Masalah Berbantuan Simulasi Pada Alat Ukur Listrik
DOI:
https://doi.org/10.24036/jeve.v2i1.74Kata Kunci:
PBL, Simulasi PhET, Hasil belajar kognitif, Pendidikan kejuruan, Alat ukur ListrikAbstrak
Pembelajaran alat ukur listrik di sekolah menengah kejuruan masih menghadapi kesenjangan antara penguasaan konsep dan kemampuan menerapkan prosedur pengukuran. Peserta didik perlu memahami fungsi, pemasangan, serta interpretasi hasil amperemeter dan voltmeter melalui pengalaman pemecahan masalah yang terarah. Penelitian ini bertujuan membandingkan hasil belajar kognitif peserta didik yang mengikuti pembelajaran berbasis masalah berbantuan simulasi Physics Education Technology (PhET) dengan pembelajaran konvensional.
Penelitian menggunakan eksperimen semu dengan nonequivalent control group design. Subjek berjumlah 72 peserta didik kelas X Teknik Instalasi Tenaga Listrik di SMKN 1 Sumatera Barat yang terbagi sama ke dalam kelas eksperimen dan kelas kontrol. Data dikumpulkan melalui tes pilihan ganda 25 butir pada pretest dan posttest. Analisis mencakup statistik deskriptif, uji Shapiro-Wilk, Levene's test, dan independent-samples t-test pada taraf signifikansi 0,05.
Hasil pretest menunjukkan bahwa varians kedua kelas homogen (F = 0,009; p = 0,923) dan kemampuan awal tidak berbeda signifikan, t(70) = 0,448, p = 0,656. Rata-rata posttest kelas eksperimen mencapai 81,22 dengan ketuntasan 66,7%, sedangkan kelas kontrol mencapai 69,78 dengan ketuntasan 38,9%. Uji t menunjukkan perbedaan signifikan, t(70) = 4,057, p < 0,001, dengan selisih rata-rata 11,44 poin, interval kepercayaan 95% sebesar 5,82–17,07, dan ukuran efek d = 0,96. Disimpulkan bahwa integrasi masalah autentik, penyelidikan kelompok, dan simulasi PhET berkaitan dengan hasil belajar kognitif serta proporsi ketuntasan yang lebih tinggi pada konteks penelitian ini.
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