The Effectiveness of Problem-Based Interactive Physics E-Module on High School Students' Critical Thinking

Abstract

This study aimed at analyzing the effectiveness of an interactive physics e-module (IPEM) to improve students' critical thinking skill (CTS). IPEM is a module that contains unstructured problems, physics phenomena in the form of animations, videos, examples, and CTS problems. This IPEM was presented in the blended problem-based learning (BPBL) model. The population consisted of all tenth grade students at SMAN 2 and SMAN 4 Singaraja and classes X1 and X4 in SMAN 2 Singaraja and SMAN 4 Singaraja were selected as the sample by using a random sampling technique. The study used a quasi-experiment one group pre-test and post-test design. Before the lesson was taught by using IPEM, the students were given a CTS pretest. At the end of the lesson, they were given the same test (post-test). The data were analyzed using a paired t-test. The results showed that the average students' cts before using IPEM was 22.7, falling into a poor category, and the results showed that the average students' cts before using IPEM was 59.1, falling into a medium category. The using a paired t-test result shows that there is a significant difference in the students' CTS before and after using the IPEM. The students' CTS after using IPEM is better than before using IPEM in learning process. That is why the IPEM in the BPBL model is effective to improve the students' CTS of high schools.