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Problem Based Learning and Deep Learning Approach Effects on Student Learning Outcomes

Unnes Science Education Journal · Vol. 14 No. 3 (2025) · pp. 490–499

DOI
10.15294/usej.v14i3.25483
ISSN
2502-6232, 2252-6617
Published
2025-12-15
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

This study aims to determine the effect of Problem Based Learning (PBL) model assisted by PhET Simulation with Deep Learning approach on student learning outcomes on dynamic fluid topic. The research used a quantitative approach with a quasi-experimental design. The subjects consisted of two XI classes in one of the randomly selected high schools in Semarang. The experimental class used the PBL model combined with PhET simulation to fill in the Learner Worksheet (LKPD) related to the discharge and continuity equations, while the control class did not use PhET and did not fill in the LKPD. Both classes were then given a learning outcome test. The results of the analysis using the Mann-Whitney test showed a significant difference between the learning outcomes of the two classes (U =.000, Z = -5.737, p < 0.001), with the experimental class scoring higher (M = 80) than the control class (M = 19). These findings show that the PBL model assisted by PhET Simulation and a deep learning approach improved student learning outcomes. The conclusion of this study is that the application of PBL model assisted by PhET Simulation and Deep Learning approach effectively improves student learning outcomes on dynamic fluid topic.

Keywords

Collaboration network of the authors

7 authors · 12 co-authorship links

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  • Universitas PGRI Semarang
  • Affiliation unknown
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  • Same organisation
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Co-authorOrganisationJoint articles
Affandi Faisal KurniawanUniversitas PGRI Semarang2
Choirul HudaUniversitas PGRI Semarang2
Nur KhoiriUniversitas PGRI Semarang1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/usej/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Problem Based Learning and Deep Learning Approach Effects on Student Learning Outcomes</dc:title>
	<dc:creator xml:lang="en">Julia, Julia</dc:creator>
	<dc:creator xml:lang="en">Ristanto, Sigit </dc:creator>
	<dc:creator xml:lang="en">Kuriawan, Affandi Faisal </dc:creator>
	<dc:creator xml:lang="en">Khoiri, Nur </dc:creator>
	<dc:subject xml:lang="en">Problem Based Learning</dc:subject>
	<dc:subject xml:lang="en">PhET Simulation</dc:subject>
	<dc:subject xml:lang="en">Deep Learning</dc:subject>
	<dc:subject xml:lang="en">Learning Outcomes</dc:subject>
	<dc:subject xml:lang="en">Dynamic Fluid</dc:subject>
	<dc:description xml:lang="en">This study aims to determine the effect of Problem Based Learning (PBL) model assisted by PhET Simulation with Deep Learning approach on student learning outcomes on dynamic fluid topic. The research used a quantitative approach with a quasi-experimental design. The subjects consisted of two XI classes in one of the randomly selected high schools in Semarang. The experimental class used the PBL model combined with PhET simulation to fill in the Learner Worksheet (LKPD) related to the discharge and continuity equations, while the control class did not use PhET and did not fill in the LKPD. Both classes were then given a learning outcome test. The results of the analysis using the Mann-Whitney test showed a significant difference between the learning outcomes of the two classes (U = .000, Z = -5.737, p &amp;lt; 0.001), with the experimental class scoring higher (M = 80) than the control class (M = 19). These findings show that the PBL model assisted by PhET Simulation and a deep learning approach improved student learning outcomes. The conclusion of this study is that the application of PBL model assisted by PhET Simulation and Deep Learning approach effectively improves student learning outcomes on dynamic fluid topic. </dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-12-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/usej/article/view/25483</dc:identifier>
	<dc:identifier>10.15294/usej.v14i3.25483</dc:identifier>
	<dc:source xml:lang="en">Unnes Science Education Journal; Vol. 14 No. 3 (2025): December 2025  ; 490-499</dc:source>
	<dc:source>2502-6232</dc:source>
	<dc:source>2252-6617</dc:source>
	<dc:source>10.15294/usej.v14i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/usej/article/view/25483/7992</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Unnes Science Education Journal</dc:rights>
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