Published date: Apr 26 2024

Journal Title: KnE Social Sciences

Issue title: International Conference on Mathematics and Science Education (ICMScE 2022): Learning Models and Teaching Approaches

Pages: 953–961

DOI: 10.18502/kss.v9i13.16021

Elmi Mahzumhelmiarsal@unsyiah.ac.idUniversitas Syiah Kuala, Aceh

Muhammad SyukriUniversitas Syiah Kuala, Aceh

Fitria HerlianaUniversitas Syiah Kuala, Aceh

Syamsul RizalUniversitas Serambi Mekkah, Aceh

This study aims to determine the differences in concept mastery and critical thinking skills of students who study with computer animation-assisted problem-solving strategies and conventional learning. This research is quasi-research with a posttestonly design. Data were collected by using 20 questions for the concept mastery test and 5 questions for critical thinking skills after being given treatment in 3 different class groups. The first group is students who study computer animation-assisted problem-solving strategies, the second group is students who learn problem-solving strategies, and the third group is students who learn conventionally. Before the treatment and data collection, the instruments used had gone through expert tests and trials. The processed data were analyzed using the multivariate of Anova and then further tested with the Tukey test. The results of this study indicate that problem-solving strategies assisted by computer animation is better than conventional learning and problem-solving strategies to increase students’ mastery of physics concepts and students’ critical thinking skills.

Keywords: physics concept mastering, critical thinking

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