The Effect of Problem Based Learning Based on Multiple Representations to the Students’ Science Conceptual Understanding

Abstract

This study aimed to determine the effect of implementing problem based learning (PBL) model based on multiple representations to the science conceptual understanding of junior high school students in temperature and heat. This study was conducted by using experimental research method with pre-test-post-test design at one of the state junior high schools in Medan. The sampling technique was using cluster random sampling. The participants of this study consisted of two classes. The first was an experimental class which was treated by implementing PBL based onmultiplerepresentations and the second was control class which was treated by implementing traditional learning, 38 seventh grade students of each. The research instrument was multiple choices, 40 items with 4 optionswhich measured students’ conceptual understanding in temperature and heat. Pretest and posttest data were respectively31.71 and60.72 for control class, whereas for experimental class were 30.26and 74.01 respectively. Data were analyzed by using t-test. Based on the results of hypothesis testing, it was found that the application of PBL based on multiplerepresentations had an effect on students’ understanding of the science concept in temperature and heat. The percentage of increasing N-gain conceptual understanding was respectively 42 and 63 for control and experimental class. Both were in the moderate category.