Pengaruh Model Pembelajaran Berbasis Masalah Berbantuan Flipbook Terhadap Hasil Belajar Fisika Peserta Didik Kelas X
DOI:
10.29303/jcar.v8i3.16394Published:
2026-11-06Downloads
Abstract
This study examined the effect of the Problem-Based Learning (PBL) model assisted by flipbook media on tenth-grade students’ physics learning outcomes in the topic of alternative energy. A quantitative quasi-experimental method with a Non-equivalent Control Group Design was employed. The population consisted of 452 tenth-grade students at SMAN 7 Mataram in the 2026/2027 academic year. The sample was selected purposively, with class X-J assigned as the experimental group and class X-L as the control group. The experimental group received PBL supported by flipbook media, while the control group received conventional instruction. Data were collected using a 12-item essay test. The experimental group obtained a higher posttest mean than the control group. The independent-samples t-test yielded t = 3.855 and p < .001; therefore, the null hypothesis was rejected. These findings indicate an effect of PBL assisted by flipbook media on students’ physics learning outcomes in the context of alternative energy. The research gap concerns the limited evidence on integrating PBL and flipbook media in senior-high-school physics learning on alternative energy. The novelty lies in examining this instructional combination among tenth-grade students at SMAN 7 Mataram.
Keywords:
Problem based learning Flipbook Physics Learning OutcomesReferences
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