Efektivitas Model Problem Based Learning Berbantuan Simulasi Interaktif PhET terhadap Keterampiilan Berpikir Kritis dan Hasil Belajar IPA Siswa SMP Negeri 2 Galesong Selatan

Abstract

Science learning requires learning experiences that encourage students to analyze problems, explore scientific phenomena, and construct understanding through active investigation. However, conventional learning activities may provide limited opportunities for students to develop critical thinking skills and achieve optimal learning outcomes, particularly when abstract scientific concepts are not supported by interactive learning resources. This study aimed to determine the effectiveness of implementing the Problem Based Learning (PBL) model assisted by PhET Interactive Simulation on the critical thinking skills and science learning outcomes of eighth-grade students at SMP Negeri 2 Galesong Selatan. The study employed a quantitative approach with a quasi-experimental design using a Pretest–Posttest Control Group Design. The sample consisted of 64 students divided into an experimental class and a control class, with 32 students in each class. Data were collected through pretest–posttest tests, observation sheets, and documentation. Data were analyzed descriptively and inferentially using normality tests, homogeneity tests, Independent Samples t-test, and Normalized Gain (N-Gain) analysis. The results showed that the mean critical thinking skill score in the experimental class increased from 48.62 to 84.87, while the control class increased from 47.95 to 73.41. The mean science learning outcome score in the experimental class increased from 50.31 to 86.25, whereas the control class increased from 49.84 to 74.18. The N-Gain analysis showed an improvement in critical thinking skills of 0.71 and science learning outcomes of 0.73 in the experimental class, both categorized as high, while the control class obtained N-Gain values of 0.49 and 0.51, respectively, categorized as moderate. The Independent Samples t-test yielded significance values of 0.000 for critical thinking skills and 0.001 for science learning outcomes (p < 0.05), indicating a statistically significant difference between the experimental and control classes. The findings indicate that the implementation of the Problem Based Learning model assisted by PhET Interactive Simulation was associated with improved critical thinking skills and science learning outcomes among eighth-grade students at SMP Negeri 2 Galesong Selatan.