Pengaruh Integrasi Problem Based Learning dan Simulasi PhET terhadap Kemampuan Berpikir Kritis Siswa Pada Materi Fluida Statis

Alfia Al Inaya; I Wayan  Gunada; Muh. Makhrus

doi:10.70115/cahaya.v4i3.764

Authors

Alfia Al Inaya Universitas Mataram
I Wayan Gunada Universitas Mataram
Muh. Makhrus Universitas Mataram

DOI:

https://doi.org/10.70115/cahaya.v4i3.764

Keywords:

kemampuan berpikir kritis, fluida statis, pembelajaran fisika, Problem Based Learning, simulasi PhET

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh model Problem Based Learning (PBL) berbantuan simulasi PhET terhadap kemampuan berpikir kritis peserta didik pada materi fluida statis. Penelitian menggunakan pendekatan kuantitatif dengan jenis kuasi eksperimen dan desain Non-equivalent Control Group Design. Populasi penelitian adalah seluruh peserta didik kelas XI MIPA SMA Negeri 1 Gunungsari Tahun Ajaran 2025/2026. Sampel ditentukan melalui purposive sampling, yaitu kelas XI-C sebagai kelas eksperimen dan XI-F sebagai kelas kontrol, masing-masing 32 peserta didik. Data dikumpulkan menggunakan tes uraian kemampuan berpikir kritis yang telah melalui pengujian validitas, reliabilitas, tingkat kesukaran, dan daya pembeda. Pada kelas eksperimen, PhET digunakan sebagai media eksperimen virtual terutama pada tahap penyelidikan PBL untuk memanipulasi variabel, menguji prediksi, dan memperoleh bukti. Hasil penelitian menunjukkan rata-rata posttest kelas eksperimen sebesar 80,00, lebih tinggi daripada kelas kontrol sebesar 71,77. Uji t menghasilkan signifikansi 0,001 < 0,05. Nilai N-gain kelas eksperimen sebesar 0,6545 dan kelas kontrol sebesar 0,4495, keduanya kategori sedang. Temuan menunjukkan bahwa PBL berbantuan PhET memberikan peningkatan kemampuan berpikir kritis yang lebih tinggi dibandingkan pembelajaran konvensional. Secara praktis, integrasi ini dapat menjadi alternatif pembelajaran fisika yang mendorong peserta didik mengidentifikasi masalah, menyelidiki hubungan antarvariabel, mengevaluasi bukti, dan menjelaskan solusi. Penelitian selanjutnya perlu menguji penerapan pada materi dan konteks sekolah yang berbeda serta melaporkan ukuran efek secara lengkap.

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