The Effectiveness of the Learning Devices Using Investigation-Based Multiple Representation to Improve Students’ Problem Solving Ability on Reflection and Refraction Materials

Abstract

The aim of this study was to explain the effectiveness of the Investigation-Based Multiple Representation (IBMR) learning model to improve the physics problem-solving abilities of high school students on reflection and refraction of light. The effectiveness of the learning device was analysed based on the results of tests of problem-solving abilities and student responses. The trial was conducted on 62 students from grade eleventh at State Senior High School 1 of Waru (East Java, Indonesia), using a onegroup pre-test-post-test design. The data collection in this study was used test and survey techniques. The data collection instrument was used as a problem-solving ability test consisting of seven problem descriptions and student response questionnaires. The data were analysed quantitatively using inferential statistics, i.e. paired t-test and independent t-test for problem-solving ability data and descriptive statistics using the percentage of students for student response data. The results of the data analysis were showed a significant increase in the ability to solve physical problems with an average N-Gain score of the high category (i.e. 0.72 for students of class IPA 1 and 0.73 for students of class IPA 2) and there was a consistency in the increase in grades N-gain in both replication classes. The results of the analysis of student responses showed that students were responded to learning activity very positively with a percentage of 85.84%. These results indicate that learning using the IBMR model is effective for improving students' physics problem-solving abilities in reflection and refraction material. Keywords—Investigation-Based Multiple Representation, Problem-solving, Reflection and Refraction Materials