PRACTICALITY AND EFFECTIVENESS OF THE IBMR TEACHING MODEL TO IMPROVE PHYSICS PROBLEM SOLVING SKILLS

TitlePRACTICALITY AND EFFECTIVENESS OF THE IBMR TEACHING MODEL TO IMPROVE PHYSICS PROBLEM SOLVING SKILLS
Publication TypeJournal Article
Year of Publication2018
AuthorsSiswanto, J, Susantini, E, Jatmiko, B
JournalJournal of Baltic Science Education
Volume17
Issue3
Start Page381-394
PaginationContinuous
Date PublishedJune/2018
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
Keywordsbachelor programs’ students, IBMR teaching model, model effectiveness, model practicality, physics problem solving skills
Abstract

The design of a teaching model must qualify to be applicable or practical and effective, therefore the research aimed to analyze the practicality and effectiveness of the IBMR (Investigation-Based Multiple Representation) teaching model in improving physics problems solving skills of bachelor programs’ students. The research was conducted by applying the one-group pre-test and post-test pre-experimental design to 186 students of study program of physics education, mathematics education, and mechanical engineering. The practicality of the model is assessed using an observation sheet and the effectiveness is determined based on pre-test and post-test physics problem solving skills. The collected data were analyzed using the calculation of average scores of the feasibility of each phase of the IBMR, t-test, and n-gain. The results show that each phase of the IBMR teaching model can be implemented by a lecturer with good and reliable categories, and relevant student activities, so that the IBMR teaching model is practicality qualified. It is also effective shown by: there are increasing score of physics problem solving skills at  = 5%, average n-gain with moderate categorized and not different or consistent for each pair of groups, and good-categorized students’ responses on each component of teaching.

URLhttp://oaji.net/articles/2017/987-1529508735.pdf
Refereed DesignationRefereed
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