Problem-based learning utilizing assistive virtual simulation in mobile application to improve students’ critical thinking skills

Abstract

In a distance learning system, students tend to feel bored and their learning motivation decreases which makes an impact on their critical thinking (CT) being undeveloped. A motivating digital pedagogical infrastructure is needed to empower students' CT skills. The current study aimed at intervening Problem Based Learning (PBL) with PhET (Physics Education Technology) assistive virtual simulation in mobile application and evaluating its impact on students' CT skills. Experimental design (randomized pretest-posttest control and experimental groups) was carried out while the control group was intervened with expository teaching. The research sample consisted of 88 students at the Islamic senior high schools in the Mataram City, Indonesia. They were divided into experimental and control groups. Learning instruments and CT skills tests were prepared to support the research. The measurement of psychometric properties (validity and reliability) of the instrument was carried out to determine whether the instrument was feasible to be employed. The learning feasibility was observed by observers and analyzed qualitatively, based on the feedback from the observers. Data analysis of CT skills used the parameters of the average pretest-posttest and n-gain. Statistical analysis was carried out to prove the differences in students' CT between groups. The results of the learning feasibility assessment showed that PBL with PhET assistive virtual simulation is able to provide a motivating and interactive digital learning environment. The results of the student's CT skill analysis prove the efficacy of PBL with PhET's assistive virtual simulation in improving students' CT skills. This learning is better than expository teaching in improving CT skills.