Pengembangan Media Pembelajaran Berbasis Problem-Based Learning Berbantuan Aplikasi Scratch pada Materi Gaya Gesek untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik

Anggita Dyah Tri Hapsari; Riki Perdana; Febrina Siska Widyaningtyas; Bayu Setiaji

doi:10.26740/jpus.v10n1.p80-91

Authors

Anggita Dyah Tri Hapsari Universitas Negeri Yogyakarta
Riki Perdana Universitas Negeri Yogyakarta
Febrina Siska Widyaningtyas Universitas Negeri Yogyakarta
Bayu Setiaji Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.26740/jpus.v10n1.p80-91

Keywords:

Interactive Learning Media, Friction, Critical Thinking, Problem Based Learning, Scratch

Abstract

Critical thinking is essential in physics learning because students are expected not only to understand concepts but also to analyze phenomena, identify problems, examine relationships among variables, and evaluate evidence. Friction is one topic that requires strong conceptual and visual understanding; therefore, interactive learning media are needed to support students in exploring abstract physical phenomena. This study aimed to develop and determine the feasibility of a Problem Based Learning (PBL)-based interactive learning medium assisted by the Scratch application on the topic of friction, designed to support students’ critical thinking skills. The study employed a Research and Development (R&D) approach using the 4D model, consisting of define, design, develop, and disseminate stages. The developed product was validated by three final-year prospective physics teachers using a four-point Likert-scale validation questionnaire. The data were analyzed descriptively using mean scores and feasibility percentages. The validation results showed that the visual communication design aspect obtained an average score of 3.75 (94%), the software engineering aspect obtained 3.67 (92%), and the learning media quality aspect obtained 3.93 (98%), all of which were categorized as highly feasible. The developed medium integrates PBL stages with interactive Scratch simulations that allow students to make predictions, manipulate variables, observe friction phenomena, and evaluate simulation results. These features are designed to support active inquiry and critical thinking during physics learning. Therefore, the developed learning medium was considered highly feasible as a supporting tool for learning friction and is recommended for further classroom effectiveness testing to examine its effect on students’ critical thinking skills.

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