PBL-SETS Effect on Student Conceptual Understanding of Sound Waves
DOI:
https://doi.org/10.26877/jp2f.v17i3.3987Keywords:
PBL, SETS, conceptual understandingAbstract
This study aims to analyze the effect of the Problem-Based Learning (PBL) model based on the Science, Environment, Technology, and Society (SETS) approach, as well as to assess improvements in conceptual understanding across each indicator for the topic of sound waves through the implementation of the SETS-based PBL model. Students’ understanding of physics concepts was determined using Effect Size (ES) and N-gain values for each conceptual understanding indicator. This study is a quasi-experimental study with a nonequivalent control group design. The sample consisted of 36 students in the experimental class and 36 students in the control class. The instrument used was a multiple-choice objective test comprising 17 items. The results showed an Effect Size of 0.781, indicating that the treatment effect was quite strong. The N-gain value in the experimental class falls into the moderate category (0.4337), which is higher than that of the control class (0.1926), which falls into the low category. The highest achievement was found in the interpretation and inference indicators, while the exemplification and classification indicators fell into the low category due to situational barriers to online learning during the month of Ramadan. These findings indicate that the application of the SETS-based PBL model is quite effective in helping students improve their understanding of physics concepts regarding sound waves, so the SETS-based PBL model can be implemented in other subjects as well.
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