Enhancing Student’s Problem Solving Skills Using PBL Assisted by Virtual Labs and Animation Video on Dynamic Fluid Concept

Abstract

Problem Solving Skills is one of the essential skills in 21st-century for equipping students to engage with scientific advancements. This research aims to assess the enhancement of problem solving skills in students following the implementation of the Problem Based Learning (PBL) assisted by Virtual Lab and Animation Video for learning the concept of dynamic fluids. The research uses quasi experimental design. There were 84 students participating in this study. The assessment of the student’s problem solving skills was conducted using student worksheets and open-ended question. Analysis of the improvement of problem solving skills using N-gain. The learning process engaged students in solving authentic problems related to fluid continuity and bernoulli's principle. The results indicated an improvement in students' learning outcomes after the implementation of PBL assisted by Virtual Lab and Animation Video can be accessed via QR code demonstrating concept. The N-gain value for problem-solving skills in the PBL group assisted by virtual labs and animation videos was 0,46, indicating a medium category. In the PBL group assisted by virtual labs an N-gain score of 0,33 was recorded, also indicating a medium category. Both groups fell into the medium category regarding the improvement of students' problem solving skills related to the concept of dynamic fluids. The interactive features of the simulation enabled students to visualize abstract phenomena, conduct virtual experiments, and connect theoretical concepts with real world applications. These findings suggest that integrating PBL assisted by virtual lab and animation video provides an effective instructional strategy for enhancing student’s problem solving skills in learning dynamic fluids and implemented across other physics concepts and enhancing additional cognitive skills.