The Effectiveness of the Problem-Based Learning with Google Classroom (PBL-GC) Model in Enhancing High School Students' Scientific Literacy on Newton's Laws

Cahyo Sunu Widagdo; Nur Iva Wulansari; Sapdo Utomo

doi:10.20527/bipf.v13i3.23776

The Effectiveness of the Problem-Based Learning with Google Classroom (PBL-GC) Model in Enhancing High School Students' Scientific Literacy on Newton's Laws

Cahyo Sunu Widagdo, Nur Iva Wulansari, Sapdo Utomo

Abstract

Students' misconceptions about Newton's Laws are still common, even though these laws can be applied in everyday life. This study aims to determine the effect of the Problem-Based Learning model assisted by Google Classroom (PBL-GC) in improving the scientific literacy skills of high school students. The PBL-GC Learning Model provides material through an e-learning platform or Learning Management System, accompanied by practicums to enhance student understanding. The learning materials provided in PBL-GC are quite varied, fostering students' curiosity about Newton's laws. Measurement of achievement is carried out by classifying students' scientific literacy levels based on pre-test and post-test work. In addition, analyses were carried out using normality tests, paired sample t-tests, and N-Gain. The study obtained an N-Gain test value of 0.3592, which is classified as moderate. Students' scientific literacy regarding Newton's laws I and III tends to increase from a conceptual to a multidimensional understanding. In contrast, students' scientific literacy regarding Newton's laws II tends to be at the functional level. These results indicate that PBL-GC is effective in improving scientific literacy skills. The findings imply that this blended learning model can be a practical strategy for physics educators to address misconceptions, although specific concepts like Newton’s Second Law may require additional interventions.

Keywords

Newton’s law; PBL-GC; Scientific literacy

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References

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DOI: http://dx.doi.org/10.20527/bipf.v13i3.23776