THE EFFECT OF PROBLEM-BASED LEARNING WITH EXPERIMENT ON STUDENTS’ RESPONSES AND LEARNING OUTCOME IN THE REFLECTION AND REFRACTION CONCEPT LEARNING

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

THE EFFECT OF STUDENTS' RESPONSE IN USING PROBLEM BASED LEARNING WITH SIMULATION TOWARD STUDENTS' ACHIEVEMENT (LIGHT CONCEPT)

Background: In many circumstances, students’ alternative conception on light concepts have encountered in previous studies. One of the causes factor is the lack of students’ response, and it may allow student to have a low achievement. According to Educational Unit Level Curriculum (KTSP), an active learning such as Problem Based Learning (PBL) can help students meet high achievement. In addition, learning through simulation is also increased students’ response. Aims: Based on rationale of this study, we concern to see the effect of students’ response toward students’ achievement in learning physics through PBL with simulation. Methods: There were 27 grades eighth students had been involved as participants. This study had been conducted by posttest only control design, and quantitative analysis had been used to analyze the data. Twenty items of questioner of students’ response, and twenty item of posttest of light concept had been applied to gather data. Results: Our findings revealed that students who have learned by PBL with simulations have shown a great response with score 76.37 %. The students’ achievements have exceeded the minimum completeness criteria (KKM) with the score 73.15 > 70. However, the correlation of students’ response towards students’ achievement is very low with the correlation value = 0.1801.Moreover, it merely 3.2 % of students’ achievement is influenced by learning trough PBL with simulations. Conclusion: In short, leaning through PBL with simulation allows students to have a great response, but they aren’t giving a significant effect to the students achievement, and it should be another factor that we missed. &nbsp