Pengaruh Metode PBL dan Gaya Belajar Terhadap Hasil Belajar Fisika Optik Pada Mahasiswa Akademi Refraksi Optisi Kartika Indera Persada

Suci Haryanti; Atti Kartikawati; Sahel; Ebtaria Hartiwi Putri

doi:10.30998/sch.v7i1.2163

Authors

Suci Haryanti Akademi Refraksi Optisi Kartika Indera Persada Author
Atti Kartikawati Author
Sahel Author
Ebtaria Hartiwi Putri Author

DOI:

https://doi.org/10.30998/sch.v7i1.2163

Keywords:

Personalized Approach, Method Learning, Style Learning, Physics Optics General

Abstract

General Optical Physics and the Eye" is a fundamental course in Optometry and Opticianry programs, examining light, its properties, and its interactions with matter. This study aimed to analyze significant differences in Optical Physics learning outcomes between Problem-Based Learning (PBL) and conventional methods using Two-Way ANOVA. It examined the effects of teaching methods and student learning styles on learning outcomes via a 2×2 factorial design, utilizing Two-Way ANOVA and SPSS. The sample consisted of 25 first-year, first-semester students (academic year 2025/2026) from the Kartika Indera Persada Refraction-Opticianry Academy, categorized by: (1) teaching method [PBL (n=17) vs. Conventional (n=8)] and (2) learning style [Visual (n=7) vs. Kinesthetic (n=18)]. Results showed: (1) a highly significant main effect of teaching method (F=18.245, p=0.001, η²=0.438); (2) a significant main effect of learning style (F=12.562, p=0.003, η²=0.335); and (3) a significant interaction effect (F=6.847, p=0.016, η²=0.234). The PBL-Kinesthetic combination yielded the highest mean score (M=88.33, SD=2.96), while the Conventional-Visual combination yielded the lowest (M=81.50, SD=2.12). The effectiveness of Optical Physics instruction depends on the synergistic interaction between teaching methods and learning styles. There is no universal approach; personalized approaches are required to optimize learning.

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