JPPIPA 10(2) (2024)

Jurnal Penelitian Pendidikan IPA

Journal of Research in Science Education

http://jppipa.unram.ac.id/index.php/jppipa/index

The Implementation of Problem Based Learning (PBL) Assisted

by Video on Momentum and Impuls Material to Improve
Students Critical Thinking Abilities
t Bold, Space 1, Justify
I Made Astra1*, Hilmi Khoirulloh1, Yuliana Rahayu2
k Antiqua 11pt Bold, Space 1, Justify
1 Department of Physics Education, Faculty of Mathematics and Natural Sciences, State University of Jakarta, Jakarta, Indonesia.
2 Senior High School 65, Jakarta, Indonesia.

Received: November 22, 2023 Abstract: Problem-based learning is a student-centered educational method that aims to
Revised: January 3, 2024 develop problem-solving, self-directed learning and teamwork also critical thinking
Accepted: February 25, 2024 abilities of students. This study aims to determine the effectiveness of applying the
Published: February 29, 2024 Problem Based Learning (PBL) model on momentum and impuls material in improving
students critical thinking abilities. This research was conducted using the action research
Corresponding Author: method which was divided into four stages and three learning cycles and also a single case
I Made Astra study descriptive research with a critical thinking abilities test instrument. The results of
imadeastra@gmail.com the increasing critical thinking abilities test were analyzed using the N-gain test and paired
sample t test. The test results showed that there was an increase in students critical
DOI: 10.29303/jppipa.v10i2.6230 thinking abilities with N-gain score is 0.46 and 0.56 in medium criteria and paired t-test
results with a significance level of 5% = 0.000 < 0.05 which shows that there is a different
© 2024 The Authors. This open level of critical thinking abilities of students before and after the implementation of the
access article is distributed under a PBL. So, based on these results, it can be concluded that the implementation of the video-
(CC-BY License) assisted Problem Based Learning (PBL) model assisted by videos can improve students
critical thinking abilities on momentum and impuls material.

Keywords: Critical thinking abilities; PBL; Video

Introduction thinking abilities are must be improved for students to

Book Antiqua 11pt Bold, Space 1, Justify survive at the global level (Puig et al., 2020).
Problem-based learning is a student-centered Problem Based Learning is a relevant learning
educational method that aims to develop problem- model within the Indonesian curriculum because it is a
solving through self-directed learning and teamwork student-oriented learning system (Demirel & Dağyar,
abilities (Ali, 2019; Foo et al., 2021). Some of the 2016). The Problem Based Learning (PBL) model has
advantages of this model are that it makes learning stages or syntax, which directs students to think,
useful for education, encourages and motivates learning, analyze, research, and prepare research reports (Y. I. Sari
engages students in learning that is similar to the real et al., 2021). Next is the core of the PBL model, namely
world (Susilawati & Doyan, 2023). Students in PBL the investigation phase which is carried out
classes can improve a variety of abilities especially social independently or in groups. The next phase of the PBL
and also their critical thinking as they have more model is developing and presenting work. The syntax
opportunities to practice using language for authentic increases students motivation to present their work in
communication. In the 21st century, students should be front of other study groups well so that competence
proficient in critical thinking and problem-solving, examines the problems in on-going learning (Herawati
creativity and invention, communication, and & Wilujeng, 2023). Students can develop complex
collaboration (Widiandari & Redhana, 2021). Critical abilities, especially their critical thinking abilities and

___________
How to Cite:
Astra, I. M., Khoirulloh, H., & Rahayu, Y. (2024). The Implementation of Problem Based Learning (PBL) Assisted by Video on Momentum and
Impuls Material to Improve Students Critical Thinking Abilities. Jurnal Penelitian Pendidikan IPA, 10(2), 704-713.
https://doi.org/10.29303/jppipa.v10i2.6230
Jurnal Penelitian Pendidikan IPA (JPPIPA) February 2024, Volume 10 Issue 2, 704-713

learning independence through the syntax of PBL conservation of momentum with a case study of balls
(Prahani et al., 2022; Sugiharto et al., 2019). colliding and producing perfect collisions. The third
Critical thinking abilities measured in this study, video explains the change in momentum (impuls) that
namely making simple explanations, building basic occurs when an object is dropped onto two different
skills, making inferences, further clarification, planes.
developing strategies and tactics (Reynders et al., 2020). The critical thinking abilities of students in physics
These abilities can help students to deal effectively with learning, especially momentum and impuls material are
social, scientific and practical problems. These abilities still very lacking, even though there are so many
also play an important role in students learning success questions that students can ask the teacher related to the
(Anggraeni et al., 2023; Halpern & Butle, 2019). material because it has a lot to do with life (Ma et al.,
Therefore, these abilities can be integrated into the 2023; Taimur & Sattar, 2020). This weakness of critical
learning process through practice (Hyytinen et al., 2019; thinking abilities makes researchers interested in
Von Colln-Appling & Giuliano, 2017). In this study, improving it using the video-assisted Problem Based
students critical thinking abilities are enhanced through Learning model.
video-assisted exercises of momentum and impuls The Problem Based Learning model allows
problems related to daily life. The success of students in students to have and develop students critical thinking
learning is influenced by the main role, namely critical abilities through challenging questions or problems
thinking abilities, especially in learning physics (Hikmawati et al., 2020; Wasyilah et al., 2021). With this
(Mahanal et al., 2019). model, students also work together to build their own
Teachers need to provide learning media that can knowledge, construct ideas, think critically in analyzing
help students to understand the subject material problems, then try to solve them by discussing and
(Azairok & Fathurohman, 2023; Latumakulita et al., exploring their learning abilities (Astriani et al., 2023;
2023; Mahuze et al., 2022). One of the things that teachers Ilfiana et al., 2021). Video assistance is also expected to
can do to make learning fun and increase student spark critical thinking in students who will raise
learning motivation is to use learning media (Doyan et questions about the application of momentum and
al., 2022; Rachmavita, 2020). There are many learning impuls material in life.
media that can be used by teachers, such as books, This research is important because it is based on the
modules, videos, websites, experimental tools, virtual fact that high school graduates in Indonesia are still
simulations and others (Malik et al., 2023; Zuhdi et al., relatively weak in critical thinking abilities and working
2022). However, to bring up students' critical thinking, together with each other (Astra et al., 2019; Wale &
teachers can use learning media, namely by showing an Bishaw, 2020). Therefore, this study aims to improve
introductory video before explaining the material. In students critical thinking abilities, especially on
this study, the video that triggers students to think about momentum and impuls material using the Problem
the introduction of momentum and impulse material Based Learning model assisted by video.
(Kurdi et al., 2020). Momentum and impuls material are
subchapters in the Dynamics of Motion in the 11th grade Method
Phase F Merdeka Curriculum. The learning objective of
momentum and impuls in this curriculum is to apply the This research was conducted at Senior High School
concepts to everyday life (Yuberti et al., 2019). Therefore, 65 Jakarta, Indonesia. The subjects in this study were
it requires critical thinking abilities from students in students of class 11-3 totaling 36 consisting of 16 male
learning this material so that the concepts learned can be and 20 female students. The method used was classroom
applied in life (Manuaba et al., 2022; Sulhan et al., 2023). action research developed by Hopkins in 1993
The concept of momentum and impuls at the high (Ningrum, 2014). This research consists of four
school level tends to teach a lot of formulas, but the indicators of stages, namely planning, implementation,
concept is still very lacking (Ntobuo et al., 2023; observation, reflection and is divided into three cycles to
Sukmadewi & Jumadi, 2023). So consequently students see the development of students learning.
will pay more attention to formulas than concepts or Problems will arise after conducting the reflection
their nature (Mahardika et al., 2020). The media that can indicator stage which includes synthesis and analysis in
increase students learning motivation and critical the first cycle (Evendi & Verawati, 2021; Prihandono et
thinking abilities is a learning video about momentum al., 2023). Therefore, it is necessary to repeat the four
and impuls material (Susilawati et al., 2022; Yulianci et stages mentioned earlier to become the second and third
al., 2021). The first video contains a comparison of the cycles until it is considered that the problem in students
mass of two cars that are the same, but have different is over (Collett et al., 2021).
speeds, the second video explains the law of

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Jurnal Penelitian Pendidikan IPA (JPPIPA) February 2024, Volume 10 Issue 2, 704-713

Then, this study also used a one-group pretest- Result and Discussion
posttest design (Fidan & Tuncel, 2019). In this design, Book Antiqua 11pt Bold, Space 1, Justify
researchers measured students critical thinking abilities Cycle I Learning Action
by giving a pretest before the momentum and impuls Planning I
material was explained. Furthermore, this study uses a Before implementing cycle I learning, teachers
sampling technique, namely purposive sampling with prepare teaching modules, learning tools, videos that
instruments in the form of teaching modules for the will be shown, and pretest-posttest questions to see the
Phase F Merdeka Curriculum, videos related to critical thinking abilities of students for the first time.
momentum and impuls, and questions related to critical
thinking abilities used for pretest-posttest. Implementation I
This first cycle began on October 9, 2023 in class 11-
3 SMA Negeri 65 Jakarta, Indonesia. This cycle of
learning uses the Problem Based Learning (PBL) model
which consists of 3 lesson hours x 45 minutes. The
learning actions carried out by the teacher in the
classroom based on the stages of the PBL model are as
follows:

Orienting Students to the Problem

The teacher pretests the students on the concept of
momentum, especially on the mass and speed of
vehicles. Then, after carrying out the pretest, students
are given a video to spark questions that generate critical
thinking (Kawuwung & Mamahit, 2023).

Figure 1. Hopkins' cycle of classroom action research

Data from the pretest-posttest results were

analyzed using the N-gain value. The N-gain value
serves to determine the improvement of students critical
thinking abilities after applying the video-assisted Figure 2. Comparison of the mass of two cars that are the
Problem Based Learning model on momentum and same, but have different speeds
impuls material. The N-gain values obtained were then
interpreted in accordance with those in Table 1. In Organizing students
addition, the pretest-posttest data were tested for The teacher directs students to discuss and analyze
normality and homogeneity as one of the statistical tests the problems in the video.
using IBM SPSS software (Abu-Bader, 2021; Pallant,
2020). Observation I
Guiding individual or group investigations
Table 1. N-gain Criteria At this stage, many students began to ask questions
N-gain Criteria about the concept of momentum and impuls from the
g > 0.7 High video that had been presented.
0.3<g≤ 0.7 Medium
g ≤ 0.3 Low

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Jurnal Penelitian Pendidikan IPA (JPPIPA) February 2024, Volume 10 Issue 2, 704-713

Orienting students to the problem

Figure 3. The teacher guides the discussion and analysis of

the momentum concept that students are investigating
Figure 4. The law of conservation of momentum with a case
Helping students to develop and present work study of balls colliding and producing perfect collisions
After guiding discussions to solve problems and
build critical thinking skills, the teacher helps students At this stage, the teacher does the same thing as the
to develop the work they have made in the form of previous cycle, namely giving students a pretest to find
discussion result sheets and at the next stage it is out the initial understanding of the law of conservation
presented verbally, namely representatives of students of momentum. Then, the teacher again provides
convey the strategies and tactics they have problems sourced from different videos from cycle I to
systematically arranged (Kasli et al., 2022). students about the law of conservation of momentum.

Helping students to analyze and evaluate the problem-solving Organizing students

process The teacher again directs learners to discuss and
At this stage students present their work, then the analyze the problems in the video.
teacher confirms and corrects any errors regarding the
concept of momentum that students interpret based on Observation II
Guiding individual or group investigations
the video.
The teacher again guides the students discussion
Reflection I activities so that they can make inferences, make further
After carrying out the stages or syntax based on clarifications, strategize and tactics so that critical
problem-based learning, the teacher then evaluates the thinking characters are formed (Tanta et al., 2023).
cycle I. Then, researchers conducted this stage after
Helping students to develop, present work and evaluate the
observing student learning activities in cycle I, then
problem-solving process
planned the learning stages for cycle II.
The teacher again guides and triggers students to be
Cycle II Learning Action able to make inferences, make further clarifications,
Planning II develop strategies and tactics for learning the material of
Before implementing cycle II learning, teachers the law of conservation of momentum based on the
prepare again teaching modules, learning tools, videos video that has been given.
that will be displayed, and test questions to see the
development of students critical thinking abilities. This
is almost the same as what was done in cycle I.

Implementation II
This cycle was held on October 11, 2023 in class
11-3 SMA Negeri 65 Jakarta, Indonesia. This cycle of
learning uses the Problem Based Learning (PBL) model
which consists of 2 lesson hours x 45 minutes. The
learning actions carried out by the teacher in the
classroom based on the stages of the PBL model are as Figure 5. One of the students representatives presents the
follows: results of his teamwork and discussion in front of his friends

At this stage students present their work, then the

teacher confirms and corrects any errors regarding the
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Jurnal Penelitian Pendidikan IPA (JPPIPA) February 2024, Volume 10 Issue 2, 704-713

law of conservation of momentum that students Observation III

interpret based on the video. Guiding individual or group investigations
The teacher again guides the students discussion
Reflection II activities so that they can create simple explanation,
After carrying out activities in cycle II, the teacher build basic abilities, make inferences, make further
again conducted a posttest to measure the development clarifications, strategize and tactics so that critical
of students critical thinking about the material of the law thinking characters are formed (Putri et al., 2023).
of conservation of momentum after being assisted by the
video. Researchers conducted this stage after observing Helping students to develop and present work
student learning activities in cycle II, then planned the The teacher again guides and triggers students to be
learning stages for cycle III (Susetyarini et al., 2023; Sutri able to create work that will be presented in front of the
& Islami, 2023). class based on indicators of critical thinking abilities for
learning the material of the change in momentum
Cycle III Learning Action (impuls) based on the video that has been given (Rahayu
Planning III Fitri et al., 2023; Wahyuni & Fajrina, 2023).
Cycle III is the last learning action and the teacher
still prepares various teaching material, especially Helping students to analyze and evaluate the problem-solving
videos that contain problems to be analyzed by students. process
This cycle determines the success of the application of At this stage students present their work, then the
the Problem Based Learning (PBL) model in class 11-3 teacher confirms and corrects any errors regarding the
SMA Negeri 65 Jakarta, Indonesia. change in momentum (impuls) that students interpret
based on the video.
Implementation III
This cycle was conducted on October 16, 2023 in Reflection III
class 11-3 SMA Negeri 65 Jakarta, Indonesia. This cycle After carrying out activities in cycle III, the teacher
of learning uses the Problem Based Learning (PBL) again conducted a posttest to measure the development
model which consists of 3 lesson hours x 45 minutes. The of students critical thinking about the material of the
learning actions carried out by the teacher in the change in momentum (impuls) (Luo et al., 2022).
classroom based on the stages of the PBL model are as Researchers conducted this stage as an effort to evaluate
follows: and analyze the improvement of students abilities to
think critically in cycles I and II (R. A. Sari et al., 2023).
Orienting students to the problem Researchers applied the Problem Based Learning (PBL)
At this stage, the teacher does the same thing as the model based on its stages (syntax) along with three
previous cycle, namely giving students a pretest to find cycles, then obtained learning results as shown in Table
out the initial understanding of change in momentum 2 below.
(impuls) (Khairani & Prodjosantoso, 2023; Nugroho et
al., 2023). Table 2. Average Value of Critical Thinking Indicators
Critical thinking abilities Cycle
indicators I II III
Creating a Simple Explanation 59.17 76.56 88.90
Building basic abilities 57.38 76.00 90.80
Making inferences 56.00 76.22 89.55
More clarifications 57.41 79.13 90.77
Developing Strategy and Tactics 59.61 79.97 91.55
Average value 57.91 77.58 90.31

Based on the results obtained in table 2, there is an

increase in the critical thinking abilities average value of
students in each indicator. The video-assisted Problem
Figure 6. Change in momentum (impuls) that occurs when an Based Learning (PBL) model makes students more
object is dropped onto two different planes active in solving problems given by the teacher,
especially on momentum and impuls material. Table 2
Organizing students can also be depicted as a bar chart as shown in Figure 7.
The teacher again directs learners to discuss and
analyze the problems in the video.
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Jurnal Penelitian Pendidikan IPA (JPPIPA) February 2024, Volume 10 Issue 2, 704-713

Table 4. Normality, Homogeneity, and Paired Sample t-

Test Results
Normality Homogeneity Paired t-test
Sig 0.21 > 0.05 Sig 0.37 > 0.05 Sig 0.000 < 0.05

Improving Students Critical Thinking Skills through the

Implementation of video-assisted Problem Based Learning
(PBL) on Momentum and Impuls Material
N-gain can be calculated with the following formula:

𝑃𝑜𝑠𝑡𝑒𝑠𝑡 𝑆𝑐𝑜𝑟𝑒−𝑃𝑟𝑒𝑡𝑒𝑠𝑡 𝑆𝑐𝑜𝑟𝑒

𝑁 𝑔𝑎𝑖𝑛 = (1)
𝐼𝑑𝑒𝑎𝑙 𝑆𝑐𝑜𝑟𝑒−𝑃𝑟𝑒𝑡𝑒𝑠𝑡 𝑆𝑐𝑜𝑟𝑒

Note: Ideal Score is the maximum score that can be

Figure 7. Bar chart of the average value of students critical
thinking abilities achieved by students.
Based on Table 5, the average score of the pretest in
Validation Result cycle I-II was 57.91, and while the posttest was 77.58. In
The learning tools used in these three cycles were the cylce II-III was 77.58, while the posttest was 90.31.
validated by experts as shown in Table 3. The pretest and posttest results of all students were then
analyzed using the N-gain test to determine the increase
Table 3. Results of Validation of Learning Tools and in students critical thinking abilities after implementing
Research Instruments Problem Based Learning (PBL) on momentum and
Type Category impuls material assisted by video.
Teaching modules Very valid
Video Very valid Table 5. N-gain Score of Critical Thinking Abilities
Pretest-posttest questions Valid Based on Average Pretest-Postest in Cycle I to III
Cycle Average pretest Average posttest N-gain Criteria
Table 3 presents the validity of the tools used in the I – II 57.91 77.58 0.46 Medium
study with a very valid category for the teaching II – III 77.58 90.31 0.56 Medium
modules and video and a valid category for the critical Space 1, Justify
thinking skills pretest-posttest questions. This means Conclusion
that the learning devices and research instruments are
eligible for use (Clark & Watson, 2019). Based on the results obtained in the three cycles, it
can be concluded that the critical thinking abilities of
Normality, Homogeneity, Paired Sample t-Test Results students can improve by implementing the video-
The significance of the increase in students critical assisted Problem Based Learning (PBL) model on
thinking abilities was measured through the normality momentum and impuls material.
test of the data processed using IBM SPSS software.
Based on table 4, the results obtained from the Shapiro- Acknowledgments
Wilk normality test (data less than 50) using a The researchers would like to thank the Physics Education
significance level of 5% resulted in sig = 0.21 > 0.05. Department of the State University of Jakarta and all parties of
Senior High School 65 Jakarta for providing the opportunity to
These results indicate that the data is normally
examine the development of students in physics learning and
distributed. After the normality test, the researcher the researcher also thanked the students who took an active
conducted a homogeneity test with a significance level role during the research and learning.
of 5% and produced sig = 0.37 > 0.05. The test results
show that the data is homogeneous (Liang et al., 2019). Author Contributions
Furthermore, a paired t-test was conducted with a Conceptualization, I M. A.; H. K.; Y. R.; methodology, I M. A.;
significance level of 5% = 0.000 < 0.05 which showed that validation, Y. R.; formal analysis, H. K.; investigation, H. K.,
there was a level of difference in the critical thinking and Y. R.; resources, P. M. Z. and T. R.; data curation, H. K.;
abilities of students before and after the application of writing—original draft preparation, H. K.; writing—review
and editing, I M. A. and Y. R. visualization, H. K. and Y. R. All
the Problem Based Learning model on momentum and
authors have read and agreed to the published version of the
impuls material assisted by video (Adhelacahya et al., manuscript.
2023; Syuzita et al., 2023). Book Antiqua 9pt, Space 1, Justify
Funding
The APC was funded by one author and no conflict in the
funding.ok Antiqua 9pt, Space 1, Justify
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Jurnal Penelitian Pendidikan IPA (JPPIPA) February 2024, Volume 10 Issue 2, 704-713

Conflicts of Interest Hamidi, H. (2022). Impact of Physics Learning to

The authors declare no conflict of interest. Improving Learners’ Generic Science Skills: A
Review. Jurnal Penelitian Pendidikan IPA, 8(4), 2065–
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