The Effect of Gender and Video-Assisted Problem-Based Learning Model on Students’ Problem-Solving Ability

Thufail Mujaddid Al-Qoyyim; Siti Maulidiya Nabila; Wahyudi Wahyudi; Gunawan Gunawan; Aris Doyan

doi:10.69693/jeca.v3i1.40

Authors

Thufail Mujaddid Al-Qoyyim Master of Natural Science Education Program, University of Mataram https://orcid.org/0009-0004-2887-3839
Siti Maulidiya Nabila Master’s Program in Primary Education, Mataram University, Indonesia
Wahyudi Physics Education Program, University of Mataram
Gunawan Master’s Program in Natural Sciences Education, University of Mataram, Indonesia
Aris Doyan Master’s Program in Natural Sciences Education, University of Mataram, Indonesia

DOI:

https://doi.org/10.69693/jeca.v3i1.40

Keywords:

Fluid Statics, Gender, PBL, Problem-Solving Ability, Video-Based Learning

Abstract

This study investigated the effects of gender and a video-assisted Problem-Based Learning (PBL) model on students’ problem-solving ability in Static Fluid. The research used a quasi-experimental method with a 2×2 factorial design involving 70 students divided equally into an experimental group using video-assisted PBL and a control group using conventional learning. Data were collected through a validated essay test and analyzed using Two-Way ANOVA to examine the main and interaction effects. The statistical results show that the learning model has a significant effect on students’ problem-solving ability (p = 0.000), indicating that students who learned through video-assisted PBL achieved better outcomes than those in conventional instruction. The analysis also reveals a significant effect of gender (p = 0.024), where female students performed better than male students. However, the study found no significant interaction between learning model and gender (p = 0.809), meaning that the positive effect of the video-assisted PBL model is consistent for both male and female students. Overall, these findings highlight that video-supported PBL can effectively enhance students’ problem-solving skills and provide equal benefits across gender groups. The results also suggest that gender differences exist independently, but they do not influence the effectiveness of the learning model.

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