Empirical abductive learning cycle model in improving college students’ problem solving skill in basic physics

This study aims to determine the effectiveness of the use of empirical abductive learning cycle models in an effort to improve problem solving skills in students participating in basic physics lectures. The method used is a quasi-experimental method with the design of "Randomized Control Group Pretest-Posttest Design". The study population was students who took basic physics courses at the Faculty of Mathematics and Natural Sciences, Jakarta State University. The study sample was taken in two classes. The experimental class got the abductive cycle learning model and the control class got the conventional learning model. Research data were collected through research instruments in the form of problem-solving ability tests in the form of essays. Conclusions are drawn based on the results of the analysis with processing techniques using the SPSS program. The results showed that the use of empirical learning cycle learning models can significantly improve student’s problem solving abilities compared to the use of conventional learning models. The average problem solving ability of n-gain for the experimental class is 0.65 (medium category) and the control class is 0.35 (medium category). From the comparison of the average n-gain concept mastery and problem solving abilities in the two classes, it shows that the application of the learning cycle learning model empirically is more effective in improving problem solving skills than the application of conventional learning models.