The Impact of Formative Feedback-Based Educational Websites on Students' Problem-Solving Abilities in Hydrostatic Pressure

Abstract

In the context of physics education, it is imperative that educators prioritize the development of students' problem-solving abilities. Given the interdisciplinary nature of physics and its relevance to everyday life, students must possess robust problem-solving skills. However, conventional and uninspiring learning approaches have been shown to diminish students' interest and proficiency in problem-solving. In response to this challenge, a website based on formative feedback has been developed to enhance students' problem-solving abilities in hydrostatic pressure. This research employed the research and development method with the ADDIE model, involving two classes, to assess the developed media's validity, practicality, and effectiveness. The website has been tested and proven valid, practical, and effective. This is based on the testing of the website on students with pre-test and post-test, which resulted in significant outcomes (p 0.05), indicating a clear distinction between the control and experimental classes. Additionally, the N-gain scores in the experimental class showed that the website effectively enhances students' problem-solving skills. In contrast, the N-gain scores in the control class showed ineffective results. Therefore, the media is suitable for implementation in schools.