Empowering Scientific Reasoning in Physics Education: An Integrated aPBL-STEAM and Cognitive Conflict Strategy for SDGs 4
DOI:
10.29303/jppipa.v12i7.15446Published:
2026-07-25Downloads
Abstract
In line with Sustainable Development Goal 4 (Quality Education), this study aims to enhance students' scientific reasoning skills in Newton’s Laws by implementing the Authentic Problem-Based Learning (aPBL) model integrated with STEAM and Cognitive Conflict Strategies (CCS). Using an embedded experimental mixed-methods design, the study involved 69 high school students, divided into an experimental class (34) taught using the aPBL-STEAM-CCS model and a control class (35) using the standard aPBL model. Data collected via tests, observations, and interviews were analyzed using N-gain, t-tests, and qualitative coding. Quantitative results from the t-test confirmed that the experimental class performed significantly better than the control group (p < 0.05), supported by a high-category N-gain score of 0.73 compared to the control’s moderate score of 0.45. Substantial gains were observed in correlational, proportional, and conservation reasoning. Qualitatively, CCS restructured logical frameworks by resolving misconceptions, while the Engineering Design Process (EDP) as the core framework of STEAM facilitated hypothesis testing. In conclusion, the integration of aPBL-STEAM-CCS provides a significantly more effective and contextual approach to improving scientific reasoning in physics education.
Keywords:
aPBL Cognitive conflict strategy Newton’s law Scientific reasoning STEAMReferences
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