Conceptual understanding of pressure concept through problem based learning in junior high school grade 8^th

Abstract

Understanding of a concept can be said as the ability of learners in expressing and re-explaining the information that has been received each learner. The Conceptual understanding of students said good when given the problem, learners can solve the problem well. This study aims to see the improvement of students’ concept understanding during science learning using Problem Based Learning for the concept of pressure in accordance with the curriculum of 2013. The research method used is a pre-experiment with the One Group Pre-test Post-test Design. This research was conducted in one of class 8th grade in junior high school in Sidayu-Gresik, East Java. Aspects of conceptual understanding limited a few aspects, namely translating, interpreting, and extrapolating. The result shows that there is an increase concept comprehension for each aspect of understanding the concept of pressure in accordance with the calculation of n-gain, i.e. the translate aspect is 0.52 with the medium category, the interpreting aspect is 0.62 with the medium category, and the extrapolation aspect is 0.47 in the medium category. Based on the results can be said Problem Based Learning can improve understanding the concept of pressure students Secondary high school class VIII.

Investigation gender difference towards science process skills (SPS) using problem based learning

“…Teachers need to make use of more interactive approaches that actively involve learners in the teaching and learning process (Zulkarnaen et al, 2018). The teacher plays an important role as a facilitator so that they must be able to direct and assist students to find important information so that students are able to understand the material being taught properly (Ahied & Ekapti, 2020). Physics education students as prospective teachers or professional educators or teachers have the task of increasing their knowledge, guidance, and skills training.…”