Physics learning by PhET simulation-assisted using problem based learning (PBL) model to improve students' critical thinking skills in work and energy chapters in MAN 3 Sleman

Based on these results, it can be concluded that PBL learning devices assisted by PhET simulations developed meet the eligibility requirements for use in physics learning activities using PBL learning models to improve students' critical thinking skills in work and energy chapters. This is evidenced by the Aiken’s V validity score, the results of the reliability, and the results of student responses. The most important instrument in this study in the form of an effective PhET simulation is used in physics learning activities that use PBL learning models in work chapters and energy to improve students' critical thinking. Meanwhile, the increase in students' critical thinking skills in MAN 3 Sleman in the modeling class and the implementation class was 23.84% and 41.9% respectively with the standard gain values of 0.35 and 0.61 which were included in the medium category. Therefore, with various advantages and disadvantages in the physics learning device using the PBL model with the assisted of the PhET simulation, the physics learning device can be used as a reference for subsequent research by considering the advantages and disadvantages that exist. The physics learning device can also be used by physics teachers in high school as a reference in the variation of physics learning implementation in high school.

Acknowledgements

We are very thankful to students and physics teachers of class X MIPA in MAN 3 Sleman, as well as the Department of Physics Education, Graduate School, Yogyakarta State University who have supported and guided this research.