Mahendra, Daffa (2025) EFEKTIVITAS PEMBELAJARAN FISIKA BERBASIS MASALAH BERBANTUAN VIDEO INTERAKTIF DAN POWERPOINT TERHADAP PENINGKATAN BERPIKIR KRITIS SISWA. S1 thesis, Universitas PGRI Madiun.
![[img]](https://eprint.unipma.ac.id/style/images/fileicons/text.png) |
Text
COVER.pdf Download (795kB) |
|
Text
ABSTRAK.pdf Download (212kB) |
|
Text
BAB I.pdf Download (236kB) |
|
Text
BAB II.pdf Download (371kB) |
|
Text
BAB III.pdf Restricted to Repository staff only Download (431kB) |
|
Text
BAB IV.pdf Restricted to Repository staff only Download (369kB) |
|
Text
BAB V.pdf Download (181kB) |
|
Text
DAFTAR PUSTAKA.pdf Download (207kB) |
|
Text
LAMPIRAN.pdf Restricted to Repository staff only Download (13MB) |
Abstract
Daffa Mahendra. 2025. The Effectiveness of Problem-Based Physics Learning Assisted by Interactive Video and PowerPoint on Students' Critical Thinking Improvement. Undergraduate Thesis. Physics Education Study Program, Faculty of Teacher Training and Education, Universitas PGRI Madiun. Advisors (I) Dr. Tantri Mayasari, S.Pd., M.Pd., (II) Farida Huriawati, S.Si., M.Si. The motivation for this research stemmed from the consistently low performance of students in critical thinking within physics learning, especially on the subject of Work and Energy. The unsatisfactory results from the PISA assessment and direct classroom observations underscore the urgent need for more innovative instructional approaches. This research primarily aimed to investigate the effectiveness of implementing the Problem-Based Learning (PBL) approach, integrated with interactive video and PowerPoint media, in improving students’ critical thinking skills. The study adopted a quantitative approach with a quasi-experimental design, involving a total of 76 tenth-grade students divided into two experimental classes. Data collection methods included HOTS-oriented pretests and posttests, classroom observations, and instrument validation. The data were analyzed using N-Gain and two-way ANOVA statistical tests. The results indicated that interactive video media proved to be more effective than PowerPoint in enhancing students’ critical thinking capabilities. The N-Gain score for the interactive video group was categorized as moderately effective (0.5165), whereas the PowerPoint group fell into the less effective category (0.2288). The two-way ANOVA results indicated a significant effect of the type of instructional media, as well as an interaction between the media and students’ critical thinking levels, on learning outcomes (p < 0.05). In conclusion, the appropriate use of interactive media within a problem-based learning framework can significantly foster students’ critical thinking development. Keywords: critical thinking, interactive video, PowerPoint, problem-based learning
| Item Type: | Thesis/Skripsi/Tugas Akhir (S1) |
|---|---|
| Kata Kunci: | berpikir kritis, video interaktif, media pembelajaran PowerPoint, problem-based learning, critical thinking, interactive video, learning media |
| Subjects: | L Education > L Education (General) Q Science > Q Science (General) Q Science > QC Physics T Technology > T Technology (General) |
| Divisions: | Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Fisika |
| Depositing User: | DAFFA MAHENDRA DAFFA |
| Date Deposited: | 30 Aug 2025 03:10 |
| Last Modified: | 30 Aug 2025 03:10 |
| URI: | http://eprint.unipma.ac.id/id/eprint/4708 |
Actions (login required)
 |
View Item |
