Penggunaan Media Interaktif Physics Education Technology (PhET) dan Kemampuan Berpikir Kritis Peserta Didik pada Pembelajaran Matematika

Abstract

Elementary school students’ critical thinking skills in mathematics learning remain relatively low, particularly in learning abstract concepts such as equivalent fractions. This condition is influenced by teacher-centered learning practices and the limited use of interactive learning media. Therefore, this study aimed to determine the effect of using Physics Education Technology (PhET) interactive media on students’ critical thinking skills in mathematics learning on equivalent fractions. This study employed a quantitative approach with a quasi-experimental design using a nonequivalent control group design. The sample consisted of 55 fifth-grade students divided into an experimental class and a control class. Data were collected through pretests and posttests and analyzed using normality, homogeneity, independent sample t-test, and N-Gain tests. The results showed that the experimental class obtained an average N-Gain score of 0.497, while the control class obtained an average N-Gain score of 0.452, both of which were categorized as moderate. However, the results of the hypothesis test indicated that there was no significant difference in the improvement of critical thinking skills between the experimental and control classes. These findings suggest that the use of PhET interactive media has not significantly affected students’ critical thinking skills. Nevertheless, PhET has the potential to support more interactive mathematics learning, facilitate the visualization of abstract concepts, and increase student engagement during the learning process.