Pengaruh Problem Based Learning Berbantuan Simulasi Scratch terhadap Aktivitas dan Hasil Belajar Fisika Siswa SMA

Abstract

This study aims to determine the effect of a Problem-Based Learning model assisted by Scratch simulations on students’ learning activities and outcomes in the subject of temperature and heat. The study employed a quantitative approach using a Posttest-Only Control Group Design. The population was analyzed using the Games-Howell test to compare class means. Sampling was conducted using purposive sampling, comprising two 11th-grade Science classes at Ambulu State High School as the experimental and control groups. Data were collected through learning activity observation sheets and achievement tests, then analyzed using the Independent Samples T-test. The results of the study indicate that the PBL model assisted by Scratch simulation has a significant effect on student learning activities with a significance value of 0.004 (p < 0.05), but does not have a significant effect on learning outcomes with a significance value of 0.142 (p > 0.05). Nevertheless, the average learning outcomes of the experimental class (76.08) were higher than those of the control class (72.17), suggesting that Scratch simulations can serve as an alternative interactive learning medium in physics education.