Implementing problem-based learning on sound waves improves student learning outcomes

Himawan Putranta

doi:10.55056/seq.1222

Authors

Himawan Putranta Department of Physics Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Sunan Kalijaga Author https://orcid.org/0000-0003-2646-8237

DOI:

https://doi.org/10.55056/seq.1222

Keywords:

cognitive achievement, N-gain, physics learning outcomes, pre-experimental design, problem-based learning, sound waves

Abstract

Abstract. Problem-based learning (PBL) is widely recommended for physics topics that students find abstract, yet much of the supporting evidence comes from designs that cannot isolate what the model itself contributes. This study asked how far students’ cognitive achievement on sound-wave concepts changed across a PBL unit, and what a single-group design can legitimately establish about that change. A one-group pretest-posttest pre-experimental design was applied to one intact grade-11 class (n = 20) at an Indonesian Islamic senior secondary school. Achievement was measured with a ten-item test (five multiple-choice, five essay) administered before and after six 90-minute PBL sessions spread over three weeks. Scores rose from M = 58.25 (SD = 19.14) to M = 95.00 (SD = 6.28). The mean gain of 36.75 points was statistically significant, t(19) = 8.435, p < .001, d_z = 1.89, 95% CI [27.63, 45.87], and the mean normalised gain was 0.88. The gain is large by any standard. It is also inflated: 11 of 20 posttest scores reached the ceiling of the test, which caps normalised gain at unity and compresses posttest variance. Absent a comparison group, the improvement cannot be attributed to PBL alone, and the estimate should be read as an upper bound.

Downloads

Download data is not yet available.

Abstract views: 44 / PDF views: 18

References

Adijaya, M.A., Widiana, I.W., Parwata, I.G.L.A. and Antara, I.G.W.S., 2023. Bloom’s taxonomy-oriented learning activities to enhance procedural capabilities and improve learning outcomes. International Journal of Educational Methodology, 9(1), pp.261–270. Available from: https://doi.org/10.12973/ijem.9.1.261. DOI: https://doi.org/10.12973/ijem.9.1.261

AlAli, R., 2024. Enhancing 21st-century skills through integrated STEM education using project-oriented problem-based learning. Geojournal of Tourism and Geosites, 53(2), pp.421–430. Available from: https://doi.org/10.30892/gtg.53205-1217. DOI: https://doi.org/10.30892/gtg.53205-1217

AlJurdi, N.T. and Salloum, S., 2025. Experiential Learning in Upper Elementary Science Classrooms: Influence on Students’ Problem-Solving and Affect in Science. Journal of Experiential Education, 48(1), pp.87–117. Available from: https://doi.org/10.1177/10538259241265964. DOI: https://doi.org/10.1177/10538259241265964

Alwathoni, M., Saputro, S., Yamtinah, S., Masykuri, M. and Suwahono, S., 2024. MOOC-Based PBL Model to Improve Chemical Literacy Skills In Content, Procedural and Epistemic Knowledge Aspects. International Journal of Pedagogy and Teacher Education, 8(2), pp.253–268. Available from: https://doi.org/10.20961/ijpte.v8i2.92200. DOI: https://doi.org/10.20961/ijpte.v8i2.92200

Antonio, R.P. and Prudente, M.S., 2024. Effects of Inquiry-Based Approaches on Students’ Higher-Order Thinking Skills in Science: A Meta-Analysis. International Journal of Education in Mathematics, Science and Technology, 12(1), pp.251–281. Available from: https://doi.org/10.46328/ijemst.3216. DOI: https://doi.org/10.46328/ijemst.3216

Aprillia, A., Qadar, R. and Efwinda, S., 2023. Using revised Bloom’s taxonomy to evaluate the cognitive levels of questions in Indonesian high school physics textbooks. International Journal of STEM Education for Sustainability, 3(1), pp.195–211. Available from: https://doi.org/10.53889/ijses.v3i1.93. DOI: https://doi.org/10.53889/ijses.v3i1.93

Arends, R.I., 2014. Learning to Teach. 10th ed. McGraw-Hill Education.

Banda, H.J. and Nzabahimana, J., 2023. The Impact of Physics Education Technology (PhET) Interactive Simulation-Based Learning on Motivation and Academic Achievement Among Malawian Physics Students. Journal of Science Education and Technology, 32(1), Feb, pp.127–141. Available from: https://doi.org/10.1007/s10956-022-10010-3. DOI: https://doi.org/10.1007/s10956-022-10010-3

Bao, L., 2006. Theoretical comparisons of average normalized gain calculations. American Journal of Physics, 74(10), pp.917–922. Available from: https://doi.org/10.1119/1.2213632. DOI: https://doi.org/10.1119/1.2213632

Barnett, A.G., Pols, J.C. van der and Dobson, A.J., 2005. Regression to the mean: What it is and how to deal with it. International Journal of Epidemiology, 34(1), pp.215–220. Available from: https://doi.org/10.1093/ije/dyh299. DOI: https://doi.org/10.1093/ije/dyh299

Basri, S., Ibrahim, M.M., Yuspiani and Umar, M.S., 2024. The effectiveness of problem based learning (PBL) model in improving physics learning outcomes with AI Canva in Senior High School 1, Jeneponto. Proceedings of the 2nd International Conference on Science and Islamic Studies, vol. 2. Program Pascasarjana, UIN Alauddin Makassar, pp.546–554. Available from: https://proceedings.uin-alauddin.ac.id/index.php/icosis/icosis2024/paper/view/1680.

Bozzi, M., Raffaghelli, J.E. and Zani, M., 2021. Peer Learning as a Key Component of an Integrated Teaching Method: Overcoming the Complexities of Physics Teaching in Large Size Classes. Education Sciences, 11(2), 67. Available from: https://doi.org/10.3390/educsci11020067. DOI: https://doi.org/10.3390/educsci11020067

Burke, C.M., Montross, L.P. and Dianova, V.G., 2024. Beyond the Classroom: An Analysis of Internal and External Factors Related to Students’ Love of Learning and Educational Outcomes. Data, 9(6), 81. Available from: https://doi.org/10.3390/data9060081. DOI: https://doi.org/10.3390/data9060081

Candrasa, L. and Cen, C.C., 2023. The effect of teachers’ teaching methods, learning methods, and students’ perceptions on students’ learning achievement in Medan city. JPPI (Jurnal Penelitian Pendidikan Indonesia), 9(1), pp.449–456. Available from: https://doi.org/10.29210/020221737. DOI: https://doi.org/10.29210/020221737

Cheruvalath, R. and Gaude, A.R., 2024. Introducing a classroom-based intervention to regulate problem behaviours using metacognitive strategies. European Journal of Psychology of Education, 39(3), Sep, pp.2383–2403. Available from: https://doi.org/10.1007/s10212-023-00788-0. DOI: https://doi.org/10.1007/s10212-023-00788-0

Dairo, N.O.M., Okonkwo, N.C.A. and Orakwe, N.C.U., 2024. A review of primary school teachers’ insight into traditional instruction and activity-based learning in mathematics education. International Journal of Applied Research in Social Sciences, 6(11), pp.2778–2790. Available from: https://doi.org/10.51594/ijarss.v6i11.1725. DOI: https://doi.org/10.51594/ijarss.v6i11.1725

Dewi, W.S., Siregar, R., Putra, A. and Hidayati, 2023. The Effect of Problem-Based Learning Model on Students’ Physics Problem Solving Ability: A Meta-Analysi. Jurnal Penelitian Pendidikan IPA, 9(4), pp.2103–2109. Available from: https://doi.org/10.29303/jppipa.v9i4.3291. DOI: https://doi.org/10.29303/jppipa.v9i4.3291

Dita, P.P.S., Murtono, Utomo, S. and Sekar, D.A., 2021. Implementation of Problem Based Learning (PBL) on Interactive Learning Media. Journal of Technology and Humanities, 2(2), pp.24–30. Available from: https://doi.org/10.53797/jthkkss.v2i2.4.2021. DOI: https://doi.org/10.53797/jthkkss.v2i2.4.2021

Eswaran, U., 2024. Project-Based Learning: Fostering Collaboration, Creativity, and Critical Thinking. In: M. Bhatia and M. Mushtaq, eds. Enhancing Education With Intelligent Systems and Data-Driven Instruction. Hershey, PA: IGI Global Scientific Publishing, pp.23–43. Available from: https://doi.org/10.4018/979-8-3693-2169-0.ch002. DOI: https://doi.org/10.4018/979-8-3693-2169-0.ch002

Fiteriani, I., Diani, R., Hamidah, A. and Anwar, C., 2021. Project-based learning through STEM approach: Is it effective to improve students’ creative problem-solving ability and metacognitive skills in physics learning? Journal of Physics: Conference Series, 1796(1), 012058. Available from: https://doi.org/10.1088/1742-6596/1796/1/012058. DOI: https://doi.org/10.1088/1742-6596/1796/1/012058

Hafizah, M., Solin, S., Purba, C.T., Sihotang, M.M., Rahmad, R. and Wirda, M.A., 2024. Meta-Analysis: The Impact of Problem-Based Learning (PBL) Models on Students’ Critical Thinking Skills. Journal of Digital Learning and Education, 4(3), pp.167–179. Available from: https://doi.org/10.52562/jdle.v4i3.1393. DOI: https://doi.org/10.52562/jdle.v4i3.1393

Hake, R.R., 1998. Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), pp.64–74. Available from: https://doi.org/10.1119/1.18809. DOI: https://doi.org/10.1119/1.18809

Hardiansyah, F. and Mulyadi, 2022. Improve Science Learning Outcomes for Elementary School Students Through The Development of Flipbook Media. Jurnal Penelitian Pendidikan IPA, 8(6), pp.3069–3077. Available from: https://doi.org/10.29303/jppipa.v8i6.2413. DOI: https://doi.org/10.29303/jppipa.v8i6.2413

Hmelo-Silver, C.E., 2004. Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), pp.235–266. Available from: https://doi.org/10.1023/B:EDPR.0000034022.16470.f3. DOI: https://doi.org/10.1023/B:EDPR.0000034022.16470.f3

Hrepic, Z., Zollman, D.A. and Rebello, N.S., 2010. Identifying students’ mental models of sound propagation: The role of conceptual blending in understanding conceptual change. Physical Review Special Topics – Physics Education Research, 6(2), 020114. Available from: https://doi.org/10.1103/PhysRevSTPER.6.020114. DOI: https://doi.org/10.1103/PhysRevSTPER.6.020114

Inayah, Z., Buchori, A. and Pramasdyahsari, A.S., 2021. The effectiveness of problem-based learning (PBL) and project-based learning (PBL) in assisting Kahoot learning models on student learning outcomes. International Journal of Research in Education, 1(2), pp.129–137. Available from: https://doi.org/10.26877/ijre.v1i2.8630. DOI: https://doi.org/10.26877/ijre.v1i2.8630

Irwandani, Susilowati, N.E. and Soeharto, 2025. The effect of PBL-social model on creative thinking skills of preservice physics teachers. Journal of Environment and Sustainability Education, 3(2), pp.262–273. Available from: https://doi.org/10.62672/joease.v3i2.96. DOI: https://doi.org/10.62672/joease.v3i2.96

Kang, E. and Park, J., 2022. Development of experimental equipment for the study of sound reflection and refraction. Physics Education, 57(6), 065015. Available from: https://doi.org/10.1088/1361-6552/ac8a84. DOI: https://doi.org/10.1088/1361-6552/ac8a84

Khairunnisa, Abdullah, Khairil and Rahmatan, H., 2022. The Influence of Problem Based Learning Models combined with Flashcard Media on Creative Thinking Skills of Students. Jurnal Penelitian Pendidikan IPA, 8(1), pp.247–251. Available from: https://doi.org/10.29303/jppipa.v8i1.1154. DOI: https://doi.org/10.29303/jppipa.v8i1.1154

Lakens, D., 2013. Calculating and reporting effect sizes to facilitate cumulative science: A practical primer for t-tests and ANOVAs. Frontiers in Psychology, 4, p.863. Available from: https://doi.org/10.3389/fpsyg.2013.00863. DOI: https://doi.org/10.3389/fpsyg.2013.00863

Lestari, W. and Widayati, A., 2022. Implementation of Teams Games Tournament to improve students’ learning activity and learning outcome: Classroom action research. Al-Ishlah: Jurnal Pendidikan, 14(4), pp.5587–5598. Available from: https://doi.org/10.35445/alishlah.v14i4.1329. DOI: https://doi.org/10.35445/alishlah.v14i4.1329

Leung, K.Y., 2021. Applications of Advanced Ultrasound Technology in Obstetrics. Diagnostics, 11(7), 1217. Available from: https://doi.org/10.3390/diagnostics11071217. DOI: https://doi.org/10.3390/diagnostics11071217

Marx, J.D. and Cummings, K., 2007. Normalized change. American Journal of Physics, 75(1), pp.87–91. Available from: https://doi.org/10.1119/1.2372468. DOI: https://doi.org/10.1119/1.2372468

May, D., Terkowsky, C., Varney, V. and Boehringer, D., 2023. Between hands-on experiments and Cross Reality learning environments – contemporary educational approaches in instructional laboratories. European Journal of Engineering Education, 48(5), pp.783–801. Available from: https://doi.org/10.1080/03043797.2023.2248819. DOI: https://doi.org/10.1080/03043797.2023.2248819

McCambridge, J., Witton, J. and Elbourne, D.R., 2014. Systematic review of the Hawthorne effect: New concepts are needed to study research participation effects. Journal of Clinical Epidemiology, 67(3), pp.267–277. Available from: https://doi.org/10.1016/j.jclinepi.2013.08.015. DOI: https://doi.org/10.1016/j.jclinepi.2013.08.015

McEwan, P.J., 2015. Improving Learning in Primary Schools of Developing Countries: A Meta-Analysis of Randomized Experiments. Review of Educational Research, 85(3), pp.353–394. Available from: https://doi.org/10.3102/0034654314553127. DOI: https://doi.org/10.3102/0034654314553127

Meng, S., 2023. Enhancing Teaching and Learning: Aligning Instructional Practices with Education Quality Standards. Research and Advances in Education, 2(7), pp.17–31. Available from: https://doi.org/10.56397/RAE.2023.07.04. DOI: https://doi.org/10.56397/RAE.2023.07.04

Moemeke, C.D., Chukwunenye, J.N. and Malik, N.A., 2025. Understanding the Theoretical Foundations of Inquiry-Based Learning: Pivot For Productive Science Education in Africa. Educational Considerations, 50(3), 4. Available from: https://journals.newprairiepress.org/edconsiderations/article/id/3199/. DOI: https://doi.org/10.4148/0146-9282.2446

Mustajab, A., Bahri, S. and Fatmala, G.A., 2024. Problem Based Learning: An Effective Solution for Enhancing Conceptual Understanding of SimpleMachines in Eighth Grade. Jurnal Pendidikan Fisika Undiksha, 14(3), pp.515–523. Available from: https://doi.org/10.23887/jjpf.v14i3.86343. DOI: https://doi.org/10.23887/jjpf.v14i3.86343

Nicholus, G., Muwonge, C.M. and Joseph, N., 2023. The Role of Problem-Based Learning Approach in Teaching and Learning Physics: A Systematic Literature Review. F1000Research, 12, 951. Available from: https://doi.org/10.12688/f1000research.136339.2. DOI: https://doi.org/10.12688/f1000research.136339.2

Nyirahagenimana, J., Uwamahoro, J. and Ndihokubwayo, K., 2022. Assessment of Physics Lesson Planning and Teaching based on the 5Es Instruction Model in Rwanda Secondary Schools. Contemporary Mathematics and Science Education, 3(1), ep22004. Available from: https://doi.org/10.30935/conmaths/11573. DOI: https://doi.org/10.30935/conmaths/11573

Olaniyan, A.O., 2022. Assessing Novice Preservice Physics Teachers’ Conceptual Knowledge of Mechanical Waves. International Journal of Research and Scientific Innovations (IJRSI), 9(12), pp.85–93. Available from: https://doi.org/10.51244/IJRSI.2022.91206. DOI: https://doi.org/10.51244/IJRSI.2022.91206

Purwandari, W., 2023. Implementation of Problem Based Learning (PBL) Learning Model in Mathematics Subjects at Madrasah Ibtidaiyah. EDUCARE: Journal of Primary Education, 4(2), pp.107–122. Available from: https://doi.org/10.35719/educare.v4i2.242. DOI: https://doi.org/10.35719/educare.v4i2.242

Rahmah, S. and Lubis, A.H., 2024. Problem Posing as a Learning Model to Improve Primary School Students’ Mathematics Learning Outcomes in Gayo Lues. Journal of Indonesian Primary School, 1(4), pp.93–104. Available from: https://doi.org/10.62945/jips.v1i4.409. DOI: https://doi.org/10.62945/jips.v1i4.409

Rahman, Y.A., Yeni, F., Apriyanti, F. and Habibah, F.A.F., 2024. Measuring the Effectiveness of Process Writing Approach to Improve EFL Students’ Writing Proficiency via Normalized Gain. SCOPE: Journal of English Language Teaching, 9(1), pp.566–573. Available from: https://doi.org/10.30998/scope.v9i1.24410. DOI: https://doi.org/10.30998/scope.v9i1.24410

Retno, R.S., Purnomo, P., Hidayat, A. and Mashfufah, A., 2025. Conceptual framework design for STEM-integrated project-based learning (PjBL-STEM) for elementary schools. Asian Education and Development Studies, 14(3), 05, pp.579–604. Available from: https://doi.org/10.1108/AEDS-08-2024-0188. DOI: https://doi.org/10.1108/AEDS-08-2024-0188

Rietveld, T. and van Hout, R., 2017. The paired t test and beyond: Recommendations for testing the central tendencies of two paired samples in research on speech, language and hearing pathology. Journal of Communication Disorders, 69, pp.44–57. Available from: https://doi.org/10.1016/j.jcomdis.2017.07.002. DOI: https://doi.org/10.1016/j.jcomdis.2017.07.002

Roslina, R., Samsudin, A. and Liliawati, W., 2022. Effectiveness of Project Based Learning Integrated STEM in Physics Education (STEM-PJBL): Systematic Literature Review (SLR). Phenomenon: Jurnal Pendidikan MIPA, 12(1), pp.120–139. Available from: https://doi.org/10.21580/phen.2022.12.1.11722. DOI: https://doi.org/10.21580/phen.2022.12.1.11722

Rusli, A., Gusmaweti, G., Hendri, W. and Sari, R.T., 2023. Relationship of External Factors Caused Student’s Learning Difficulties and Biology Learning Outcomes in Class XI IPA MAN 3 Padang City. International Journal of Education and Teaching Zone, 2(1), Feb., p.105–112. Available from: https://doi.org/10.57092/ijetz.v2i1.57. DOI: https://doi.org/10.57092/ijetz.v2i1.57

Saad, A. and Zainudin, S., 2024. A review of teaching and learning approach in implementing Project-Based Learning (PBL) with Computational Thinking (CT). Interactive Learning Environments, 32(10), pp.7622–7646. Available from: https://doi.org/10.1080/10494820.2024.2328280. DOI: https://doi.org/10.1080/10494820.2024.2328280

Sari, L.D., Sudarti and Siswati, B.H., 2026. The Effect of Experimental-Based Problem-Based Learning on Undergraduate Students’ Scientific Writing and Presentation Skills in a Basic Physics Course. Integrated Science Education Journal, 7(1), pp.10–17. Available from: https://doi.org/10.37251/isej.v7i1.2454. DOI: https://doi.org/10.37251/isej.v7i1.2454

Shadish, W.R., Cook, T.D. and Campbell, D.T., 2001. Experimental and Quasi-Experimental Designs for Generalized Causal Inference. 2nd ed. Houghton Mifflin.

Simanjuntak, M.P., Hutahaean, J., Marpaung, N. and Ramadhani, D., 2021. Effectiveness of Problem-Based Learning Combined with Computer Simulation on Students’ Problem-Solving and Creative Thinking Skills. International Journal of Instruction, 14(3), pp.519–534. Available from: https://doi.org/10.29333/iji.2021.14330a. DOI: https://doi.org/10.29333/iji.2021.14330a

Smith, K., Maynard, N., Berry, A., Stephenson, T., Spiteri, T., Corrigan, D., Mansfield, J., Ellerton, P. and Smith, T., 2022. Principles of Problem-Based Learning (PBL) in STEM Education: Using Expert Wisdom and Research to Frame Educational Practice. Education Sciences, 12(10), 728. Available from: https://doi.org/10.3390/educsci12100728. DOI: https://doi.org/10.3390/educsci12100728

Stratton, S.J., 2023. Population Sampling: Probability and Non-Probability Techniques. Pre-hospital and Disaster Medicine, 38(2), p.147–148. Available from: https://doi.org/10.1017/S1049023X23000304. DOI: https://doi.org/10.1017/S1049023X23000304

Sukack̇e, V., Guerra, A.O.P.d.C., Ellinger, D., Carlos, V., Petronieṅ e, S., Gaižiunieṅe, L., Blanch, S., Marbà-Tallada, A. and Brose, A., 2022. Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL. Sustainability, 14(21), 13955. Available from: https://doi.org/10.3390/su142113955. DOI: https://doi.org/10.3390/su142113955

Suradika, A., Dewi, H. and Nasution, M.I., 2023. Project-Based Learning and Problem-Based Learning Models in Critical and Creative Students. Jurnal Pendidikan IPA Indonesia, 12(1), pp.153–167. Available from: https://doi.org/10.15294/jpii.v12i1.39713. DOI: https://doi.org/10.15294/jpii.v12i1.39713

Triyono, A., Nuary, R.H., Permatasari, N., Yuni, Y. and Wibowo, T., 2024. The Level of Effectiveness of TPS and Conventional Methods Judging from Students’ Geometry Learning Results Using the N-Gain Test. Alphamath: Journal of Mathematics Education, 2(1), pp.142–156. Available from: https://doi.org/10.30595/alphamath.v10i1.21530. DOI: https://doi.org/10.30595/alphamath.v10i1.21530

Tufino, E., Rosi, T., Onorato, P. and Oss, S., 2025. Recent Perspectives in Physics Education Through the Adoption of Hardware and Software Technologies in the Laboratory. In: I. Testa, M. Michelini and S. Esposito, eds. Connecting Physics Education Research and Practice, Challenges in Physics Education. Cham: Springer Nature Switzerland, pp.101–116. Available from: https://doi.org/10.1007/978-3-031-86609-8_7. DOI: https://doi.org/10.1007/978-3-031-86609-8_7

Tytler, R. and Ferguson, J.P., 2023. Student Attitudes, Identity, and Aspirations Toward Science. In: N.G. Lederman, D.L. Zeidler and J.S. Lederman, eds. Handbook of Research on Science Education. New York: Routledge, pp.158–192. Available from: https://doi.org/10.4324/9780367855758-8. DOI: https://doi.org/10.4324/9780367855758-8

Wang, S., Rubie-Davies, C.M. and Meissel, K., 2018. A systematic review of the teacher expectation literature over the past 30 years. Educational Research and Evaluation, 24(3–5), pp.124–179. Available from: https://doi.org/10.1080/13803611.2018.1548798. DOI: https://doi.org/10.1080/13803611.2018.1548798

Wardani, I.S. and Fiorintina, E., 2023. Building Critical Thinking Skills of 21st Century Students through Problem Based Learning Model. Jpi (jurnal pendidikan indonesia), 12(3), pp.461–470. Available from: https://doi.org/10.23887/jpiundiksha.v12i3.58789. DOI: https://doi.org/10.23887/jpiundiksha.v12i3.58789

Watson, J.A. and Zhang, Y., 2021. A Retrospective Pre-Post Survey to Analyze Course Revisions, Perceived Learning, and Learning Outcomes in an Agricultural Structures Course. Transactions of the ASABE, 64(5), pp.1415–1423. Available from: https://doi.org/10.13031/trans.14578. DOI: https://doi.org/10.13031/trans.14578

Watuna, M.A., Dwandaru, W.S.B., Nasir, M.H. and Wiyatmo, Y., 2025. Enhancing Students’ Mathematical Representation and Learning Motivation through Problem-Based Learning Worksheets in the Sound Wave Topic. Jurnal Pendidikan MIPA, 26(1), pp.1610–1623. Available from: https://doi.org/10.23960/jpmipa.v26i3.pp1610-1623. DOI: https://doi.org/10.23960/jpmipa.v26i3.pp1610-1623

Wijaya, T.P., Triwijaya, A., Melnix, F. and Desnita, D., 2021. Meta-Analysis of The Effect of Problem Based Learning Model on Understanding Physics Concepts of High School Students. Jurnal Geliga Sains: Jurnal Pendidikan Fisika, 9(1), pp.26–34. Available from: https://www.researchgate.net/publication/353989211. DOI: https://doi.org/10.31258/jgs.9.1.26-34

Wiklund-Engblom, A., Bergström, P. and Lindfors, M., 2025. Exploring Teaching Practices in an Innovative Learning Environment: A Pragmatic View on the Student-Centred Ideal in Future Classrooms. Postdigital Science and Education, 7(3), Sep, pp.834–854. Available from: https://doi.org/10.1007/s42438-025-00570-z. DOI: https://doi.org/10.1007/s42438-025-00570-z

Willson, V.L. and Putnam, R.R., 1982. A Meta-analysis of Pretest Sensitization Effects in Experimental Design. American Educational Research Journal, 19(2), pp.249–258. Available from: https://doi.org/10.3102/00028312019002249. DOI: https://doi.org/10.3102/00028312019002249

Worachak, S.P., Damnoen, P.S., Hong, D.A.C. and Putri, S.E., 2023. Analysis of critical thinking skills in problem-based learning and inquiry learning models. EduFisika: Jurnal Pendidikan Fisika, 8(3), pp.286–299. Available from: https://doi.org/10.59052/edufisika.v8i3.29442. DOI: https://doi.org/10.59052/edufisika.v8i3.29442

Yadav, D., Garg, N., Gautam, C. and Yadav, S., 2025. Disruptive Metrology for Acoustical Innovations. In: N. Garg, C. Gautam, S. Rab, M. Wan, R. Agarwal and S. Yadav, eds. Handbook of Vibroacoustics, Noise and Harshness. Singapore: Springer Nature Singapore, pp.1009–1029. Available from: https://doi.org/10.1007/978-981-97-8100-3_44. DOI: https://doi.org/10.1007/978-981-97-8100-3_44

Yolanda, V., Nasir, M. and Fakhruddin, F., 2025. Enhancing Critical Thinking and Written Communication Skills through Problem-Based Learning Assisted by Virtual Labs. Jurnal Penelitian Pendidikan IPA, 11(2), pp.1001–1005. Available from: https://doi.org/10.29303/jppipa.v11i2.10287. DOI: https://doi.org/10.29303/jppipa.v11i2.10287

Yoshida, S., 2023. Review of Wave Dynamics. Fundamentals of Optical Waves and Lasers, Synthesis Lectures on Wave Phenomena in the Physical Sciences. Cham: Springer International Publishing, pp.1–34. Available from: https://doi.org/10.1007/978-3-031-18188-7_1. DOI: https://doi.org/10.1007/978-3-031-18188-7_1

Zhao, L., Zhao, B. and Li, C., 2023. Alignment analysis of teaching–learning-assessment within the classroom: how teachers implement project-based learning under the curriculum standards. Disciplinary and Interdisciplinary Science Education Research, 5(1), Sep, 13. Available from: https://doi.org/10.1186/s43031-023-00078-1. DOI: https://doi.org/10.1186/s43031-023-00078-1