Implementation of Android-Based Interactive Learning Media on Students' Critical Thinking Skills in Physics Learning

Abstract

This study aims to determine the average improvement in high school students' critical thinking skills in physics learning by using Android-based interactive learning media. This research is quantitative in nature and employs a quasi-experimental pretest-posttest control group design. The research population consisted of all grade XI students at one school in the Garut District during the even semester of the 2024/2025 academic year. The study involved two classes: XI-J (the experimental group, n = 34 students) using Android-based learning media, and XI-I (the control group, n = 34 students) using Google Sites. The research instruments included student response questionnaires and pretest-posttest questions based on the critical thinking aspects defined by Ennis. Data were analyzed using tests for homogeneity, normality, a t-test, and the N-gain test, with the aid of SPSS. The questionnaire results showed an 81.24% acceptance level for the Android-based media, categorized as very good, while observations indicated that the implementation of the learning process reached an average of 90%. Pretest-posttest analysis revealed a significant improvement in students' critical thinking skills. The experimental group’s average score increased to 77.74 (categorized as good), while the control group achieved 65.59 (categorized as sufficient). The t-test yielded a significance value of 0.01 < 0.05; hence, H₀ was rejected and Hₐ was accepted, confirming a significant difference between the two groups. Based on these results, it can be concluded that the use of Android-based interactive media is proven to be more effective in improving students' critical thinking skills in the topic of static fluids compared to the use of Google Sites.