Participatory Learning with Critical Problem-Solving Approaches in Teaching Simple Machines: Its Effectiveness on Students' Science Process Skills

Authors

  • Nevi Ernita Universitas Islam Negeri Mataram, Indonesia
  • Nilawati Ute Universitas Halu Oleo, Indonesia
  • Luh Sukariasih Universitas Halu Oleo, Indonesia
  • Syarifuddin Syarifuddin Universitas Halu Oleo, Indonesia

DOI:

https://doi.org/10.33394/j-lkf.v12i1.12085

Keywords:

participatory learning, critical problem-solving, science process skills, physics education, simple machines

Abstract

This study investigates the effectiveness of participatory learning combined with a critical problem-solving approach on junior high school students' science process skills in the context of simple machines. Conducted with 61 students from Central Lombok, the research involved an experimental group (31 students) and a control group (30 students). The experimental group received participatory learning treatment with a critical problem-solving approach, while the control group was taught using traditional expository methods. The intervention included three sessions focusing on pulleys, inclined planes, and levers, each lasting 90 minutes. Students' science process skills were assessed across five aspects: preparing practical tools, assembling practical tools, reading measurements, collaborating with peers, and conveying information. The results revealed that the experimental group significantly outperformed the control group in all aspects of science process skills, with higher mean scores and lower variability. The findings indicate that participatory learning with a critical problem-solving approach is more effective than traditional methods in enhancing students' science process skills. This study's outcomes suggest that integrating interactive and student-centered approaches in science education can foster critical thinking, collaboration, and practical application of scientific concepts. The research contributes to the existing literature by demonstrating the benefits of combining participatory learning and critical problem-solving in teaching complex topics like simple machines. Future research should explore the long-term effects of these approaches and their applicability across various educational contexts and subjects.

References

Abualrob, M., Ewais, A., Dalipi, F., & Awaad, T. (2023). Utilizing augmented reality to enhance twenty-first century skills in chemistry education. IEEE Global Engineering Education Conference (EDUCON), May 2023, https://doi.org/10.1109/EDUCON54358.2023.10125271

Alfianda, R., Sunaryo, & Rustana, C. E. (2023). Effect of stem approach and student level of intelligence (IQ) on high school physics learning outcomes. AIP Conference Proceedings, 2510(1), 070002. https://doi.org/10.1063/5.0130255

Barandovski, L., Zoroska, V., & Gacovska-Barandovska, A. (2023). Everlasting educational reforms on the road to quality and permanent knowledge. Proceedings of Science, 427, 244. https://doi.org/10.22323/1.427.0244

Borodzhieva, A. N. (2023). Software implementations of the Trithemius progressive key for English and Bulgarian texts using MATLAB. ACM International Conference Proceeding Series, 85-92. https://doi.org/10.1145/3606305.3606334

Camilleri, V. (2023). Designing GBL for higher education: Pitfalls & recommendations. Proceedings of the European Conference on Games-based Learning, October 2023, 869-875. https://doi.org/10.1109/InCULT59088.2023.10482478

Ceylan, G., Anderson, I. A., & Wood, W. (2023). Sharing of misinformation is habitual, not just lazy or biased. Proceedings of the National Academy of Sciences of the United States of America, 120(4), e2216614120. https://doi.org/10.1073/pnas.2216614120

Chatterjee, P., & Armentano, R. (2023). Healthcare through data science - A transdisciplinary perspective from Latin America. IEEE Technology and Engineering Management Society Body of Knowledge (TEMSBOK). 289 - 296. https://doi.org/10.1002/9781119987635.ch17

Cho, S. (2023). Analysis of competencies reflection in the 2022 revised music curriculum based on OECD education 2030. Korean Journal of Research in Music Education, 52(4), 155-174. https://doi.org/10.30775/KMES.52.4.155

Darman, D. R., Suhandi, A., Kaniawati, I., Samsudin, A., & Wibowo, F. C. (2024). Virtual laboratory in physics education: A systematic review. AIP Conference Proceedings, 3116(1), 040008. https://doi.org/10.1063/5.0210640

Ekawati, E. Y., Istiyono, E., Budiyono, & Adhelacahya, K. (2023). Optimizing the Application of LCDS and PBL Models as an Effort to Improve Scientific Attitudes Students' in Learning Physics Online Mode During the COVID-19 Pandemic. AIP Conference Proceedings, 2540, 090009. https://doi.org/10.1063/5.0107206

Fernandez-Rivas, D., Cintas, P., Glassey, J., & Boffito, D. C. (2024). Ultrasound and sonochemistry enhance education outcomes: From fundamentals and applied research to entrepreneurial potential. Ultrasonics Sonochemistry, 103, 106795. https://doi.org/10.1016/j.ultsonch.2024.106795

Gale-Feeny, A., Stokes, A., & Chan, J. J. (2023). The Iridescent Creature: Notes for Performing a Webcam-Based Investigation. Diffracting New Materialisms: Emerging Methods in Artistic Research and Higher Education, 3, 327 - 348. https://doi.org/10.1007/978-3-031-18607-3_18

Gea, F. F. H., Ariswan, Jumadi, & Widyasari, R. R. (2024). Student worksheets assisted by PhET simulation to determine students' science process skills. AIP Conference Proceedings, 2622(1), 020022. https://doi.org/10.1063/5.0133836

Georgakopoulos, I., Piromalis, D., Ntanos, S., Zakopoulos, V., & Makrygiannis, P. (2023). A prediction model for remote lab courses designed upon the principles of education for sustainable development. Sustainability (Switzerland), 15(6), 5473. https://doi.org/10.3390/su15065473

Gumisirizah, N., Nzabahimana, J., & Muwonge, C. M. (2024). Students’ performance, attitude, and classroom observation data to assess the effect of problem-based learning approach supplemented by YouTube videos in Ugandan classroom. Scientific Data, 11(428), 1-7. https://doi.org/10.1038/s41597-024-03206-2

Guzmán, D. S., & Juárez, E. C. (2024). How Engineering Students Understand and Interpret Graphics Using Spreadsheets an Empirical Study in Physics Courses. International Journal of Engineering Education, 40(3), 572 - 581. https://doi.org/10.1016/j.ijme.2023.100899

Hadi, K., Sofiyanita, & Ardiansyah. (2023). Implementation of practice-based learning model using STREAM approach in Madrasah Aliyah, Pekanbaru City, Indonesia. AIP Conference Proceedings, 2619, 080006. https://doi.org/10.1063/5.0122805

Harada, T. (2023). Exploring the effects of risk-taking, exploitation, and exploration on divergent thinking under group dynamics. Frontiers in Psychology, 13, 1063525. https://doi.org/10.3389/fpsyg.2022.1063525

Ironsi, C. S., & Bostanci, H. B. (2023). Applying modified TATE framework in equipping learners with action competence on future skills: Towards learners’ future-readiness. Asia Pacific Journal of Education, 43(3), 775-789. https://doi.org/10.1080/02188791.2023.2231650

Jones, J. (2024). Contesting the boundaries of physics teaching: What it takes to transform physics education toward justice-centered ends. Science Education, 108(4), 1015 - 1033. https://doi.org/10.1002/sce.21862

Llinás, J. G., & Márquez, L. M. T. (2023). An Educational Method Based on Student-Generated Questions. International Journal of Educational Methodology, 9(2), 333 - 343. https://doi.org/10.12973/ijem.9.2.333

MacDonagh, A. (2023). Student Engagement in Optional Self-Assessment in a Blended Introductory Physics Course. 2023 IEEE Learning with MOOCS, LWMOOCS 2023 - Conference Proceedings. https://doi.org/10.1109/LWMOOCS58322.2023.10305720

Naz, Z., Azam, A., Khan, M. U. G., Saba, T., Al-Otaibi, S., & Rehman, A. (2024). Development and evaluation of immersive VR laboratories of organic chemistry and physics for students education. Physica Scripta, 99(5). https://doi.org/10.1088/1402-4896/ad3024

Puspa, D. R. W., Sunaryo, Wibowo, F. C., & Sanjaya, L. A. (2024). Instrument of science processing skills and critical thinking skills in physics learning renewable energy chapter. AIP Conference Proceedings, 3116(1), 070013. https://doi.org/10.1063/5.0210424

Siano, A., Bertolini, A., Conte, F., & Vollero, A. (2024). Teaching loss of brand control to engineering entrepreneurship students through analogical mapping. International Journal of Management Education, 22(1), 100899. https://doi.org/10.1016/j.ijme.2023.100899

Souza, L. W. G., Perini, A. P., & Neves, L. P. (2024). A thermoelectric cloud chamber: II. Contributions to medical physics education. European Journal of Physics, 45(2), 025702. https://doi.org/10.1088/1361-6404/ad230f

Teichmann, E., Lewandowski, H. J., & Alemani, M. (2024). Assessing students' views about experimental physics in a German laboratory course. Journal of Physics: Conference Series, 2750(1), 012013. https://doi.org/10.1088/1742-6596/2750/1/012013

Tsihouridis, C., Karavasilis, A., Batsila, M., & Vavougios, D. (2024). “Little Professors’†Cognitive Transformation Through Activity Triangles on Mechanics. Lecture Notes in Networks and Systems, 911, 47 - 56. https://doi.org/10.1007/978-3-031-53382-2_5

Wakhata, R., Mutarutinya, V., & Balimuttajjo, S. (2023). Exploring the impact of Stein et al.’s levels of cognitive demand in supporting students’ mathematics heuristic problem-solving abilities. Frontiers in Education, 8, 949988. https://doi.org/10.3389/feduc.2023.949988

Downloads

Additional Files

Published

2024-06-30

How to Cite

Ernita, N., Ute, N., Sukariasih, L., & Syarifuddin, S. (2024). Participatory Learning with Critical Problem-Solving Approaches in Teaching Simple Machines: Its Effectiveness on Students’ Science Process Skills. Lensa: Jurnal Kependidikan Fisika, 12(1), 135–147. https://doi.org/10.33394/j-lkf.v12i1.12085

Issue

Vol. 12 No. 1: June 2024

Section

Articles

Citation Check

License

Authors who publish with Lensa: Jurnal Kependidikan Fisika agree to the following terms:

  1. For all articles published in Lensa: Jurnal Kependidikan Fisika, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
  2. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  3. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  4. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.