EFFECT OF PROBLEM-BASED LEARNING ASSISTED BY WORDWALL AND CHATGPT ON STUDENTS’ COGNITIVE LEARNING OUTCOMES
DOI:
https://doi.org/10.59052/vgt0j521Keywords:
Problem-Based Learning, Wordwall, ChatGPTAbstract
The purpose of this study was to investigate how the Problem-Based Learning (PBL), with the help of Wordwall and ChatGPT, affected the cognitive learning results of tenth-grade students at SMA Negeri 9 Kota Bengkulu on the topic of global warming. This study used a quasi-experimental approach with a nonequivalent control group design, with class X.5 serving as the experimental group and class X.2 serving as the control group. Purposive sampling was used to pick 30 students for each group. An essay test with eight approved items was used to gather data and proven to be reliable (Cronbach’s alpha = 0,897). The independent samples t-test findings demonstrated that the use of PBL supported by Wordwall and ChatGPT had a significant effect on students’ cognitive learning outcomes (Sig. < 0,001), with the increase in the The experimental group's average score (from 38,27 to 77,17) being higher than that in the control group (from 37,57 to 67,63), and the effect size (Cohen’s d = 1,00) falling into the large category. The progressive integration is what makes this research novel of Wordwall at the problem orientation and evaluation stages, as well as ChatGPT at the orientation, investigation, and product development stages within the PBL syntax. The study's findings suggest that incorporating Wordwall and ChatGPT into the PBL paradigm can be an alternate teaching method to enhance students' cognitive learning outcomes, especially when it comes to contextual physics subjects like global warming.
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