The Effectiveness of Clicker-Assisted Peer Instruction on Improving High School Students' Understanding of Electromagnetism Concepts
Downloads
Electromagnetism is a fundamental yet challenging topic in high school physics, as students often struggle to develop deep conceptual understanding through conventional lecture-based instruction. This study aims to examine the effectiveness of clicker-assisted Peer Instruction (PI) in improving students’ understanding of electromagnetism concepts. A quasi-experimental pretest–posttest control group design was employed involving two intact grade-11 classes (N = 58). The experimental group was taught using Peer Instruction supported by clickers, while the control group received conventional lecture-based instruction over a four-week period. Data were collected using a 25-item conceptual test with a reliability coefficient (KR-20) of 0.82. Data analysis included descriptive statistics, independent-samples t-test, ANCOVA with pretest scores as covariates, and effect size calculation using Hedges’ g. The results show that the experimental group achieved a significantly higher normalized gain (〈g〉 = 0.62) compared to the control group (〈g〉 = 0.35). Statistical analysis revealed a highly significant difference between groups (p < 0.001) with a very large effect size (Hedges g = 1.64). The findings indicate that clicker-assisted Peer Instruction not only enhances conceptual understanding but also reduces performance variability among students. In conclusion, the integration of clickers within the Peer Instruction framework is highly effective in improving students’ conceptual mastery of electromagnetism. This approach is recommended as an alternative instructional strategy to promote active learning and meaningful engagement in physics education.
Anthony, F. (2025). Teaching Methods, Classroom Practices and Frame Works for Integrating Robotics Effectively. Florence Anthony.
Caldwell, A., Dvali, G., Majorovits, B., Millar, A., Raffelt, G., Redondo, J., Reimann, O., Simon, F., Steffen, F., & Group), (MADMAX Working. (2017). Dielectric haloscopes: A new way to detect axion dark matter. Physical Review Letters, 118(9), 91801.
Cirilli, E., Nicolini, P., & Mandolini, L. (2019). Digital skills from silent to alpha generation: An overview. EDULEARN19 Proceedings 11th International Conference on Education and New Learning Technologies, 5134–5142.
Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970–977.
Dancy, M., Henderson, C., & Turpen, C. (2016). How faculty learn about and implement research-based instructional strategies: The case of peer instruction. Physical Review Physics Education Research, 12(1), 10110.
Doane, D. P., & Seward, L. E. (2011). Measuring skewness: a forgotten statistic? Journal of Statistics Education, 19(2).
Febriansyah, A., Anzani, Y. A., Nugraha, R. R., Maryati, A., & Malik, A. (2024). Lintasan Sejarah Fisika Optika, Elektromagnetik, Atom, Dan Astronomi. Penerbit Tahta Media.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.131903011
Gjerde, G. P., Behn, M. D., Stevens, L. A., Das, S. B., & Joughin, I. R. (2025). Seasonal evolution of the subglacial hydrologic system beneath the western margin of the Greenland Ice Sheet inferred from transient speed-up events. EGUsphere, 2025, 1–28.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74.
Kay, R. H., & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, 53(3), 819–827.
Kola, A. J. (2020). The Effectiveness of peer instruction (PI) in enhancing pre-service teachers’ understanding of electromagnetism I in a Nigerian college of education.
Magfirah, L. (2024). Pemanfaatan Simulasi digital untuk memfasilitasi pembelajaran konsep abstrak dalam fisika. Jurnal Ilmiah IPA Dan Matematika (JIIM), 2(2), 28–33.
Molin, F. M. B. M. (2022). Using digital formative assessments to improve learning in physics education.
Nainggolan, J., Marbun, J., Surbakti, M., & Pardede, J. (2025). IMPLEMENTASI IoT DAN SENSOR MULTIFUNGSI DALAM PRAKTIKUM INDUKSI ELEKTROMAGNETIK. Charm Sains: Jurnal Pendidikan Fisika, 6(3), 241–250.
Partanen, L. (2018). Student-centred active learning approaches to teaching quantum chemistry and spectroscopy: quantitative results from a two-year action research study. Chemistry Education Research and Practice, 19(3), 885–904.
Wattimena, H. S., & Batlolona, J. R. (2024). Pelatihan penggunaan PhET simulation untuk meningkatkan konseptual fisika siswa konsep listrik searah (DC). Jurnal Pengabdian Kepada Masyarakat Nusantara, 5(4), 5238–5245.
Watts, R., Kettner, H., Geerts, D., Gandy, S., Kartner, L., Mertens, L., Timmermann, C., Nour, M. M., Kaelen, M., & Nutt, D. (2022). The Watts Connectedness Scale: a new scale for measuring a sense of connectedness to self, others, and world. Psychopharmacology, 239(11), 3461–3483.
Zebua, W. (2024). Analisis evolusi teori elektromagnetisme dari maxwell hingga sekarang. Jurnal Ilmu Ekonomi, Pendidikan Dan Teknik, 1(3), 39–43.
Copyright (c) 2026 Doni Nurdiansyah, Chaerul Rochman, Anna Permanasari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
