Implementation of Conceptual Problem Solving (CPS) in The 5E Learning Cycle to Improve Students' Understanding of Archimedes Principle

摘要

The focus of the study is to test the effectiveness of the Conceptual Problem Solving (CPS) learning approach. This study used a mixed-method with embedded experimental design. The quantitative data were obtained from the pretest and posttest results, while the qualitative data were obtained through observation from all activities during the learning process. This study involved 35 XI~(th) students from Science Program. The results showed that the students' average pretest score is 2,66 (SD = 0,97) and the posttest is 5,54 (SD = 1,33). T-test results obtained a significance value of 0,00. Therefore the difference in the pretest and posttest scores is significant. The d-effect size value is calculated to know how big the influence of learning for students' understanding. The d-effect size value is 2,51 and is categorized higher than than the standard limit. To describe how strong the improvement of students' conceptual understanding based on the pretest and posttest scores, the average gain of normalized (N-gain) is calculated. The N-gain obtained 0,39 under the criteria of the lower medium. This research concludes that learning with conceptual problem solving on the 5E learning cycle can improve the XI~(th) student's understanding of the Archimedes principle.