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.

Problem-Based Learning in Remote Learning Scenario Utilizing Climate Change Virtual Reality Video in Mobile Application to Train Critical Thinking

“…By summing up individual scores on the CT test, the cumulative performance of each student's CT skills was determined. This follows the principles of previous studies (Prayogi et al, 2018;Suhirman & Prayogi, 2023).…”

“…The purpose of this approach is to enhance students' Critical Thinking (CT) abilities. The PBL approach for this study adheres to the guidelines outlined by Suhirman and Prayogi (2023) The adaptability of problem-based learning (PBL) makes it compatible with mobile applications. Previous research has demonstrated that employing mobile PBL applications can effectively enhance students' CT abilities (Ismail et al, 2018).…”

“…Furthermore, researchers have explored innovative approaches, such as cloud-based PBL, to enhance students' digital skills and creative thinking (Srikan et al, 2021). In one specific study, assistive virtual simulation in a mobile application was utilized to intervene in PBL and assess its impact on students' CT skills (Suhirman & Prayogi, 2023).…”

“…Additionally, such methods have shown promise in nurturing students' thinking abilities (Bilad et al, 2022). Notably, in the realm of science education, the use of assistive technology in mobile application to tackle real-world problems has been associated with advanced critical thinking skills among students (Suhirman & Prayogi, 2023).…”

Technology-Based Future Science Education: Axiological Philosophy in the Framework of Bibliometric Analysis

“…Assistive technology in science, initially designed to meet and facilitate access to the learning rights of students with disabilities (Smith, 2021), has evolved into a learning visualization instrument alongside the progress of simulation technology. It is now recognized as assistive virtual simulation (Suhirman & Prayogi, 2023). Virtual technology has been studied and can be beneficial in terms of accessibility (simplifying the learning process) (Zhang et al, 2021), motivating students in learning (Ismail, 2022), and serving as a digital learning bridge to comprehend abstract concepts (Verawati et al, 2022).…”