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RADIASI: Jurnal Berkala Pendidikan Fisika
Published by Universitas Muhammadiyah Purworejo
ISSN : 23016111     EISSN : 25490826     DOI : 10.37729/radiasi
Core Subject : Science, Education,
Education Physics
Radiasi: Jurnal Berkala Pendidikan Fisika (known as Radiasi) is a peer-reviewed journal published by Universitas Muhammadiyah Purworejo. Radiasi is an integrated forum for communicating scientific advances in the field of physics and education physics. The journal reports significant new findings related to physics and education physics, including learning media development, learning methods development, learning methods implementation, and application of physics. Radiasi publishes comprehensive research articles and invited reviews by leading experts in the field. Papers will be selected that high scientific merit, impart important new knowledge, and are of high interest to physics and education physics community
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Articles 1 Documents
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Search results for , issue "vol. 19 no. 2 (2026)" : 1 Documents clear
Promoting Students’ Conceptual Understanding in Physics Through Problem-Based Learning Riski Happy; Yulianuzha Yulianuzha; Lia Wahyuningsih Budiarti
Radiasi : Jurnal Berkala Pendidikan Fisika Vol. 19 No. 2 (2026)
Publisher : Universitas Muhammadiyah Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/3f9zew90

Abstract

This study investigated the effectiveness of the Problem-Based Learning (PBL) model in improving Grade XI students’ conceptual understanding of temperature and heat at SMA Negeri 4 Ketapang. A quasi-experimental method with a pre-test - post-test control group design was employed involving 50 students, consisting of 25 students in the experimental class and 25 in the control class. The classes were selected through purposive sampling based on comparable class size and academic ability. Students’ conceptual understanding was measured using multiple-choice tests administered before and after instruction. The experimental class received instruction using the PBL model, while the control class was taught through conventional instruction. The results showed that the mean pretest and posttest scores of the experimental class increased from 48.20 to 84.20, whereas those of the control class increased from 46.50 to 65.40. The experimental class achieved an N-gain score of 0.72, categorized as high, while the control class obtained 0.35, categorized as medium. The Wilcoxon test indicated a significant difference between pretest and post-test scores in both classes (p < 0.05). Furthermore, the Mann–Whitney test revealed a significant difference in N-gain scores between the experimental and control classes (p < 0.05). These findings indicate that PBL was more effective than conventional instruction in enhancing students’ conceptual understanding of temperature and heat. The findings highlight the potential of PBL to promote deeper conceptual understanding through problem-oriented physics learning.

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