@article {609,
	title = {EFFECT OF PROBLEM-BASED LEARNING ON IMPROVEMENT PHYSICS ACHIEVEMENT AND CRITICAL THINKING OF SENIOR HIGH SCHOOL STUDENT},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {761-779},
	abstract = {The aim of the research was to know the effect of implementation of problem-based learning model on students{\textquoteright} physics achievement and critical thinking. The research was a quasi-experimental using a pre-test-post-test control group design. It was conducted at a state senior high school in Indonesia. The data were collected by a students{\textquoteright} physics achievement test, a students{\textquoteright} critical thinking test, and an observation sheet. The data were analysed by calculating normalized gain scores and hypothesis testing by using MANOVA with the significance level of .05 as criterion. The research results indicated that the average gain scores for students{\textquoteright} physics achievement of the experimental and control groups were respectively .63 and .32, the average gain scores for students{\textquoteright} critical thinking of the experimental and control groups were respectively .49 and .34, and a value of p is .0001 was obtained from the MANOVA calculation so that it is concluded that such learning as that in the experimental group is better in comparison with such learning as that in the control group. The results of this research are expected to increase insight and knowledge of teachers in implementing the learning process in the classroom so as to apply varied learning models.},
	keywords = {Critical thinking, physics achievement, Problem-Based Learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.761},
	url = {http://oaji.net/articles/2017/987-1509214187.pdf},
	author = {Mundilarto and Helmiyanto Ismoyo}
}
@article {603,
	title = {PHYSICS ANXIETY OF PRE-SERVICE TEACHERS AND THEIR SELF-EFFICACY BELIEFS: DIFFERENCES ACCORDING TO GENDER AND PHYSICS ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {678-693},
	abstract = {The aim of this research is to determine the predictive level of physics self-efficacy with regard to physics anxiety and the correlations between the physics anxiety and self-efficacy of pre-service teachers, also to examine whether physics anxiety and self-efficacy beliefs differ depending on pre-service teachers{\textquoteright} achievement in physics and their gender. The research was conducted with 344 pre-service teachers enrolled at a state university in Turkey. The data obtained were analyzed using means (M), standard deviation (SD), simple regression analysis, the one-way multivariate analysis of variance (one-way MANOVA) and as a follow-up test, the univariate analysis of variance (univariate ANOVA). The outcome of the research indicating the physics anxiety of the pre-service teachers was a significant predictor of their physics self-efficacy, significant differences between physics anxiety and self-efficacy depending upon the level of achievement in the physics course, also showing that in general, female pre-service teachers had significantly higher levels of anxiety compared to males and that with respect to self-efficacy, differences were in favor of male pre-service teachers only in the dimension of problem-solving in physics.},
	keywords = {physics achievement, physics anxiety, physics self-efficacy, pre-service teachers{\textquoteright} gender},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.678   },
	url = {http://oaji.net/articles/2017/987-1509213809.pdf},
	author = {Serap {\c C}al{\i}{\c s}kan}
}
