Electronic Theses and Dissertation

Kemampuan siswa dalam menyelesaikan masalah fisika diantaranya disebabkan oleh proses pembelajaran yang belum melatih peserta didik menghubungkan berbagai bentuk representasi dalam menyelesaikan persoalan fisika. Penelitian ini bertujuan mengetahui pengaruh model Problem Based Learning berbasis multirepresentasi terhadap kemampuan menyelesaikan masalah pada materi suhu dan kalor. Penelitian ini dilakukan di SMAN 11 Banda Aceh menggunakan pendekatan kuantitatif jenis quasi eksperimen dengan desain nonequivalent control group. Sampel terdiri dari siswa kelas XI-5 yang memperoleh pembelajaran Problem Based Learning berbasis multirepresentasi dan siswa kelas XI-6 yang memperoleh pembelajaran Problem Based Learning tanpa multirepresentasi. Data dikumpulkan menggunakan tes kemampuan pemecahan masalah berdasarkan indikator Polya yang telah divalidasi oleh ahli. Hasil penelitian menunjukkan rata-rata N-gain kelas eksperimen sebesar 0,72 (kategori tinggi), lebih tinggi dibandingkan kelas kontrol sebesar 0,49 (kategori sedang). Uji independent sample t-test pada data posttest memperoleh nilai signifikansi 0,000 (< 0,05), yang menunjukkan terdapat pengaruh signifikan model Problem Based Learning berbasis multirepresentasi terhadap kemampuan menyelesaikan masalah fisika peserta didik, dengan peningkatan tertinggi pada indikator merencanakan strategi penyelesaian.

Students' ability to solve physics problems is partly caused by learning processes that have not trained students to connect various forms of representation in solving physics problems. This study aims to determine the effect of the multi-representation-based Problem Based Learning model on problem-solving ability in the topic of temperature and heat. This research was conducted at SMAN 11 Banda Aceh using a quantitative approach with a quasi-experimental type and a nonequivalent control group design. The sample consisted of students from class XI-5, who received multi-representation-based Problem Based Learning, and students from class XI-6, who received Problem Based Learning without multi-representation. Data were collected using a problem-solving ability test based on Polya's indicators, which had been validated by experts. The results showed that the average N-gain of the experimental class was 0.72 (high category), higher than that of the control class at 0.49 (moderate category). The independent sample t-test on the posttest data obtained a significance value of 0.000 (< 0.05), indicating a significant effect of the multi-representation-based Problem Based Learning model on students' physics problem-solving ability, with the highest improvement occurring in the indicator of planning a solution strategy.