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October 2, 2025JIPF (Jurnal Ilmu Pendidikan Fisika)Open Access

The Effect of Problem-Based Learning on Students’ Conceptual Understanding Reviewed from Students’ Beliefs

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Authors

NMNining MulyaniTTTanti TantiPMPinta Murni

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Overview

Quasi-experimental analysis reveals increased conceptual understanding with problem-based learning, suggesting a lack of interaction with student beliefs.

Key Points

  • Students in the experimental class showed a higher percentage of conceptual understanding, reaching 66%.
  • The control class had a percentage of conceptual understanding at 50.8%, indicating effectiveness of the learning model.
  • The study used a two-way ANOVA test to analyze data collected from diagnostic tests and observations.
  • There was no significant influence of students' beliefs on their understanding of physics concepts in this study.

Cite This Study

Mulyani et al. (2025) studied this question.

synapsesocial.com/papers/68de68ea83cbc991d0a21540https://doi.org/10.26737/jipf.v10i2.6191
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Also Consider

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  1. 1The Effect of Problem-Based Learning Models on Students’ Understanding of Physics Concepts at Senior High School2025
  2. 2The Influence of Problem-Based Learning Model on Junior High School Students' Mathematical Communication Skills and Mathematical Beliefs2025
  3. 3Integrating Articulate Storyline into Problem-Based Learning to Enhance Students’ Conceptual Understanding2025
  4. 4Effect of Problem-Based Learning Model on Biology Learning Motivation and Conceptual Understanding2025
  5. 5Effect of Applying the Problem-Based Learning (PBL) Model with Powtoon Assessment Media on High School Students' Physics Learning Outcomes2025