The Effect of Problem-Based Learning Assisted by Wizer.Me e-LKPD on High School Students’ Critical Thinking Skills in Renewable Energy

Jarwati Ayuna Putri; Bodi Gunawan Bodi Gunawan; Desy Hanisa Putri Desy Hanisa Putri

doi:10.30998/a6sck057

Authors

Jarwati Ayuna Putri Pendidikan Fisika Author
Bodi Gunawan University of Bengkulu Author
Desy Hanisa Putri University of Bengkulu Author

DOI:

https://doi.org/10.30998/a6sck057

Keywords:

Problem-Based Learning, e-LKPD Wizer.Me, Critical Thinking, Renewable Energy

Abstract

This study aimed to investigate the effect of Problem-Based Learning (PBL) assisted by Wizer.me e-LKPD on high school students’ critical thinking skills in renewable energy learning. A quasi-experimental study employing a pretest–posttest control group design was conducted with 66 tenth-grade students selected through purposive sampling, with one class serving as the experimental group and another as the control group. Data were collected using a critical thinking skills test developed based on Ennis’s critical thinking indicators and analyzed using descriptive statistics, the Mann–Whitney U test, normalized gain (N-gain), and effect size analysis. The results showed that students who learned through Wizer.me-assisted PBL achieved higher critical thinking skills than those who received conventional instruction. The experimental group obtained a higher mean posttest score (77.80) than the control group (49.02), with an N-gain of 0.71 (high category) compared to 0.32 (moderate category) in the control group. The Mann–Whitney U test revealed a significant difference between the two groups (p < 0.001), while the effect size value of 0.66 indicated a strong effect. These findings indicate that Wizer.me-assisted PBL effectively improves students’ critical thinking skills, highlighting the potential of interactive e-LKPD to foster higher-order thinking in physics learning, particularly on renewable energy topics.

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