Ogi Danika Pranata, Seprianto Seprianto

PEMAHAMAN KONSEP SISWA MELALUI SKEMA BLENDED LEARNING MENGGUNAKAN LEMBAR KERJA BERBASIS SIMULASI

Introduction

Pemahaman konsep siswa melalui skema blended learning menggunakan lembar kerja berbasis simulasi. Studi ini meningkatkan pemahaman konsep fisika siswa lewat blended learning. Menggunakan lembar kerja berbasis simulasi PhET, ditemukan pemahaman tinggi pada vektor dan gerak proyektil.

Abstract

Learning, especially in physics, could be done in a combination of face-to-face and online. However, the scheme of this combination is unclear. Both type of learning need to be synchronized so that learning becomes effective. The solution is to involve technology in the learning process. Technology can be used as a learning medium and assessment. Blended learning scheme using worksheet based on PhET (Physics Education Technology) simulation was applied in Basic Physics course. This solution is expected to create link between face-to-face and online learning. Mixed methods with embedded design was applied. The population is quite small, namely 32 students so that all population is applied as a sample. Data on students' conceptual understanding were collected using a test. Class discussions became the basis for qualitative data which was further explored through interviews. Conceptual understanding was found in the high category for vector and projectile motion when taught through a blended learning scheme using student worksheets. The averages scores for vector in 1 dimension and 2 dimensions are 85.94 and 77.93, respectively. Then the average scores for the projectile motion is 80.93. Furthermore, through discussions and interviews, various misconceptions and their causes.

Review

This paper investigates a blended learning scheme incorporating PhET simulation-based worksheets to enhance students' conceptual understanding in Basic Physics, aiming to bridge the gap between face-to-face and online learning. Utilizing a mixed-methods approach with an embedded design, the study involved 32 students and assessed their understanding of concepts such as vectors and projectile motion. The core finding indicates a high level of conceptual understanding achieved through this specific intervention, complemented by the identification of various misconceptions and their underlying causes through qualitative analysis. A key strength of this research lies in its practical application of technology to address a pertinent pedagogical challenge. The integration of PhET simulations within student worksheets provides a concrete method for engaging students and potentially improving their grasp of complex physics concepts. The mixed-methods approach, combining quantitative data from conceptual tests with qualitative insights from discussions and interviews, offers a richer, more nuanced understanding of student learning processes and the specific areas where misconceptions arise. The reported high average scores for vector and projectile motion are encouraging and suggest the potential effectiveness of this blended learning model. However, the study's primary limitation is the small sample size of 32 students, which significantly restricts the generalizability of the findings to a larger academic population. The abstract also provides limited detail regarding the specific "blended learning scheme" and how the "worksheet based on PhET simulation" was designed and implemented to ensure synchronization between online and face-to-face components, making it challenging for replication. Future research would benefit from expanding the sample size, potentially incorporating a control group for comparative analysis, and providing a more elaborate description of the blended learning structure and the pedagogical design of the simulation-based worksheets.

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