EURASIA Journal of Mathematics, Science and Technology Education, 2019, 15(3), em1679
ISSN:1305-8223 (online)
Research Paper
https://doi.org/10.29333/ejmste/103032

OPEN ACCESS

Effect Size Test of Learning Model ARIAS and PBL: Concept
Mastery of Temperature and Heat on Senior High School Students
Chairul Anwar

1*

, Antomi Saregar 1, Yuberti Yuberti 1, Nova Zellia 2 , Widayanti Widayanti 2,
Rahma Diani 1, Ismail Suardi Wekke 3
State Islamic University Raden Intan Lampung, INDONESIA
2
University of Lampung, INDONESIA
3
Sekolah Tinggi Agama Islam Negeri Sorong, West Papua, INDONESIA
1

Received 18 August 2018 ▪ Revised 24 October 2018 ▪ Accepted 6 December 2018

ABSTRACT
The study aims to find out first, whether there is a difference between the learning
model of Assurance, Relevance, Interest, Assessment, and Satisfaction (ARIAS) and
Problem Based Learning (PBL) on the concept mastery of temperature and heat.
Second, it also aims to investigate the effectiveness of ARIAS and PBL learning model
on the concept mastery of temperature and heat. The study uses Quasi-Experiment
method with Nonequivalent Control Group Design, and sample selection with Cluster
Random Sampling technique. This technique consists of two classes, i.e., experimental
class I applying ARIAS learning model and experimental class II applying PBL model.
The technique of data collection uses test instruments (pretest and posttest). The result
of t test with 5% significant level indicates that t calculate = 2.03 > t table = 1.99, thus,
it is concluded that (1) there is a difference using the learning model of ARIAS and PBL
on concept mastery. The result of Effect Size test is a score of 0.45 with the medium
category. Based on the result, it can be concluded that (2) using the learning model of
ARIAS is more effective than PBL on the concept mastery of temperature and heat in
high school students.
Keywords: misconception of physics learning, ARIAS, PBL, concept mastery, the
effectiveness of learning

INTRODUCTION
A major problem encountered in the learning process is that learning in the classroom is still focused on listening
and memorizing activities rather than on the interpretation and meaning, as well as building knowledge (Suardani,
Swasta, & Widiyanti, 2014; Taale, 2013; Gambari, Shittu & Taiwo, 2016; Gorev et al., 2017; Thibaut et al., 2018). One
of the efforts to overcome this problem is through learning innovation approach so that learning is more interesting
and increases students’ learning interest (Aina, 2015; Hanson, 2016; Kurihara, 2016; Suryati, Masrukan, & Wardono,
2013; Wekke & Hamid, 2013). A serious effort has been made in the domain of Natural Sciences, especially in the
subject of Physics (Piyatissa, Johar & Tarofder, 2018; Yanga & Yenb, 2016; Wijayanti, Sukarmin, & Wiyono, 2015).
Physics is a universal science which underlies the development of modern technology as well as plays an
important role in various disciplines and advancement of the human mind (Becerra-Labra, Gras-Martí, & Martínez
Torregrosa, 2012; Garaeva & Ahmetzyanov, 2018; Gazzola, Otero & Llanos, 2015; Make & Yonas, 2018; Purwanti &
Manurung, 2015; Saregar, 2016; Setyorini, Sukiswo, & Subali, 2011; Luneeva & Zakirova, 2017; Kalimullin &
Utemov, 2017; Ke, Borakova & Valiullina, 2017; Cao, Kurbanova & Salikhova, 2017).
However, learning Physics in a classroom still faces several problems, such as Students’ belief that physics is
difficult and uninteresting (Basuki, Doyan, & Harjono, 2015). Besides, the learning methods are still conventional
© 2019 by the authors; licensee Modestum Ltd., UK. This article is an open access article distributed under the
terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
chairul.anwar@radenintan.ac.id (*Correspondence)
antomisaregar@radenintan.ac.id
yuberti@radenintan.ac.id
novazellia@radenintan.ac.id
widayanti@radenintan.ac.id
rahmadiani@radenintan.ac.id
ismail@stain-sorong.ac.id

Anwar et al. / Effect Size Test of Learning Model ARIAS and PBL: Concept Mastery of Temperature and Heat …
Contribution of this paper to the literature

•
•

ARIAS learning model is more effective compared to Problem-Based learning model in improving the
physics concepts understanding
This study reviews the actual reasons behind the concepts understanding improvement of the ARIAS
learning model

such as lecture method (Gok & Silay, 2008). This causes students to be less excited and get bored (Khoiriyah &
Rusimamto, 2016). Moreover, students also often get only one-way information, without being reinforced in
understanding the concept of the ongoing subject material (Jayakumar, 2016; Kweka & Ndibalema, 2018; Lebdiana,
Sulhadi, & Hindarto, 2013).
Concept mastery is important in studying physics (Hapsoro & Susanto, 2012; Linuwih & Sukwati, 2014;
Owagbemi, 2018; Saregar, Diani, & Kholid, 2017; Saregar, Latifah, & Sari, 2016). However, students’ concept
mastery of physics is still lacking (Husein, Herayanti, & Gunawan, 2015). Thus teachers need to emphasize the
concept mastery of physics in their learning (Adhim & Jatmiko, 2015; Iwuchukwu, Ineji & Inyang, 2018; Lestari &
Rahayu, 2015). One of the materials of physics which requires a strong concept mastery is the material of
temperature and heat (P, H, & Wisodo, 2016; Rimadani, Parno, & Diantoro, 2016).
Temperature and heat are the physics materials with the most misconception in the practice (P. P. Lestari &
Linuwih, 2014). Some students assume that temperature and heat are the same (K & Komalasari, 2012). In the
teaching of temperature and heat materials, some teachers experience constraints on how to embed the correct
concept in students, in order to minimize misconception (Yolanda, Syuhendri, & Andriani, 2016).
The proper understanding of the concept of science can be undertaken, one of them by using a variety of
learning models (Hamzah & Mohamad, 2012; Jiang & McComas, 2015; Martin & Ratna, 2015). Some learning
models which can be applied in the learning of physics, among others: Project Based Learning (Munawaroh, Subali,
& Sopyan, 2012), Inquiry (Sugiarti, Susanto, & Khanafiyah, 2015), Discovery Learning (Syafi’i, Handayani, &
Khanafiyah , 2014), Problem Based Learning (PBL) (Mayasari & Adawiyah, 2015) and ARIAS Learning Model
(Wibowo & Joko, 2014).
The learning models of ARIAS and PBL have been proven to improve concept mastery (Fauzan, Gani, & Syukri,
2017; Kadek, Kusuma, Riastini, & Pudjawan, 2017; Leliavia, Muhdhar, & Suwono, 2017). In accordance with the
previous study, ARIAS learning model can improve the concept mastery (Andriyani & Soeprodjo, 2013;
Hermawati, Lisa, & Elvia, 2014; Kadek et al., 2017; Kriana, Waluyo, & Concern, 2014). ARIAS learning model is the
result of the development of ARCS model by Keller and Kopp in the effort to design learning which can influence
the achievement motivation and learning outcomes (Rahayu, Waluyo, & Sugiman, 2014).
In addition to ARIAS learning model, Problem Based Learning (PBL) model can also improve the concept
mastery (Alan & Afriansyah, 2017; Fauzan et al., 2017; Handika & Wangid, 2013; Mayasari & Adawiyah, 2015).
Problem Based Learning is an innovative learning model which can optimize students’ thinking ability, through
systematic group or teamwork processes (Fauzan et al., 2017, Kim, 2016; Yoon, Woo, Treagust, & Chandrasegaran,
2014).
The study attempts to report the results of research related to which learning model is more effectively used to
improve the concept mastery of temperature and heat materials on high school students, between the learning
model of ARIAS with Problem Based Learning (PBL). The implementation of both ARIAS and PBL models are
learning models which directly expose the students to the reality of everyday life so that the concept mastery of
students can be trained.

RESEARCH METHODS
The study was conducted at Senior High School YP Unila of Bandar Lampung in the even semester of academic
year 2015/2016. The research subjects consist of two classes, i.e., X MIPA 2 as the experimental class I (ARIAS) and
X MIPA 4 as the experimental class II (Problem Based Learning). The materials learned in the study are temperature
and heat. The sampling in the study used Cluster Random Sampling technique.
The study uses Quasi-Experiment Design method. The Quasi-experiment design used is Nonequivalent Control
Group Design. The research variables used is the independent variable in the form of ARIAS learning model (X1)
and Problem Based Learning model (X2), while the dependent variable is the Concept Mastery of Temperature and
Heat (Y).
The technique of data collection in the study is in the form of test. The form of the written test questions used
as pretest and posttest is plural choice. The test is used to obtain the data of students’ concept mastery as the answer
to the problems formulated. Before the test instrument is used, validity test, reliability test, distinguishing power,

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difficulty level and distractor were done. The data analysis used in the study is a prerequisite analysis test in the
form of normality test and homogeneity test.
The statistical analysis used to determine whether there is a difference between learning model of ARIAS and
PBL, tested the hypothesis using t-test, and to find out the effectiveness of learning model on concept mastery using
Effect Size test, some of the following formula can be used (Hake, 2002).
with:
𝑑𝑑 = Effect Size,

𝑑𝑑 = (𝑀𝑀𝐴𝐴 − 𝑀𝑀𝐵𝐵 )/[(𝑆𝑆𝑆𝑆𝐴𝐴2 + 𝑆𝑆𝑆𝑆𝐵𝐵2 )/2]1/2

𝑀𝑀𝐴𝐴 = the average Gain of experimental class I,

𝑀𝑀𝐵𝐵 = the average Gain of experimental class II,

𝑆𝑆𝑆𝑆𝐴𝐴2 = the standard deviation of experimental class I,

𝑆𝑆𝑆𝑆𝐵𝐵2 = the standard deviation of experimental class II.

The following formula can also be used (Nurhayati, Fadilah, & Mutmainnah, 2014).
𝑋𝑋�𝑥𝑥 − 𝑋𝑋�𝑦𝑦
𝐸𝐸𝐸𝐸 =
𝑆𝑆𝑆𝑆𝑦𝑦

with:

𝐸𝐸𝐸𝐸 = Effect Size,
𝑋𝑋�𝑥𝑥 = the average of experimental class I,

𝑋𝑋�𝑦𝑦 = the average of experimental class II,

𝑆𝑆𝑆𝑆𝑦𝑦 = the standard deviation of experimental class II.

The following formula can also be used (Ari Sumirat, 2014).
1
1
𝐸𝐸𝐸𝐸 = 𝑡𝑡 � +
𝑁𝑁1 𝑁𝑁2

with:
𝑡𝑡 = t-test score,

𝑁𝑁1 = the number of experimental class I students,

𝑁𝑁2 = the number of experimental class II students.

With the criteria of effect size as follows:
𝐸𝐸𝐸𝐸 < 0.2

Low

0.2 ≤ 𝐸𝐸𝐸𝐸 ≤ 0.8 Medium

𝐸𝐸𝐸𝐸 > 0.8

High

The study uses the formula of Hake to determine the score of Effect Size.

RESULTS AND DISCUSSION
Research Results
Prior to hypothesis testing, normality and homogeneity tests should be done with significance level (𝛼𝛼) = 0.05.
The increase of the average mastery of experimental group I in Table 1 can be seen from the average scores of
pretest and posttest of 46.5 and 76.25. Whereas the increase of the average mastery of experimental group II in
Table 2 can be seen from the average scores of pretest and posttest of 50.62 and 73.12. Thus, it can be concluded
that the learning of experimental group I which uses ARIAS learning model is better than experimental group II
which uses the PBL model.

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Anwar et al. / Effect Size Test of Learning Model ARIAS and PBL: Concept Mastery of Temperature and Heat …
Table 1. The recapitulation of pretest and posttest scores in the experimental class I
Pretest
Description
65
Highest Score
30
Lowest Score
1860
The total score of experimental class I
46.50
Average score

Posttest
90
55
3060
76.50

Table 2. The recapitulation of pretest and posttest scores in the experimental class II
Pretest
Description
65
Highest Score
30
Lowest Score
1860
Total score of experimental class II
46.50
Average score

Posttest
90
55
3060
76.50

Table 3. The Recapitulation of Normality Test Results of experimental class I
Test results
Lh
0.11
Pre-post
ex. I
0.09
0.12
Pre-post
ex. II
0.13

Ltable
0.14
0.14
0.14
0.14

Conclusion
Normal
Normal
Normal
Normal

Table 4. The Recapitulation of Homogeneity Test Results
Test results
Fcalculate
Pretest
1.16
Posttest
1.60

Ftable
1.69
1.69

Conclusion
Homogeneous
Homogeneous

Table 5. Hypothesis Test
Instrument
N-Gain

Ttable
1.99

Description
Tcalculate > Ttable = H0 is Rejected

Tcalculate
2.03

Table 6. The Effect Size data of experimental class I and experimental class II
Mean of Ex. I
Mean of Ex. II
Effect Size
30
24
0.45

Criteria
Medium

Based on the Table 3 of experimental class I, Lcalculate = 0.11 is obtained, which is the largest value with the
number of samples = 40 and significant level α = 0.05, then Ltable = 0.14 also obtained. Based on the calculation
results, it can be seen that at a significant level of 0.05, Lcalculate < Ltable, which means hypothesis H0 is accepted. Thus,
it can be concluded that the sample came from a normally distributed population. From the results of normality
test for experimental class II, Lcalculate = 0.12 is obtained, which is is the largest value with the number of samples =
40 and significant level α = 0.05, then Ltable = 0.14 also obtained. Based on the calculation results, it can be seen that
at a significant level of 0.05, Lcalculate < Ltable, which means hypothesis H0 is accepted. Thus, it can be concluded that
the sample came from a normally distributed population.
Based on Table 4, the pretest results of the experimental class I and the experimental class II are Fcalculate = 1.16
and FTable = 1.69. Whereas the posttest results of the experimental class I and the experimental class II are Fcalculate =
1.60 and the same FTable = 1.69. The table shows that Fcalculate < Ftable. It indicates that there is no significant difference,
which means that the data are homogeneous or the same.
Based on Table 5, the scores of tcalculate > ttable (2.03 > 1.99), which means H0 is rejected. Thus, it can be concluded
that there are differences in the learning model of ARIAS and Problem Based Learning (PBL) on the concept mastery
of temperature and heat in the students of class X MIPA in Senior High School YP Unila of Bandar Lampung.
Based on Table 6, it is known that the score of Effect Size = 0.45 with medium criteria.

DISCUSSION
Students’ concept mastery can be seen from the pretest and posttest scores. Pretest is given at the beginning of
class before the temperature and heat materials are taught. From the data of study results in the experimental class
I, the lowest score of 30 and the highest score of 65 with the average score of 47.5 are obtained. Whereas in the
experimental class II, the lowest score of 35 and the highest score of 70 with the average score of 50.62 are obtained.
Judging from the pretest average scores of both experimental class I and experimental class II, the students’ concept

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mastery of temperature and heat materials is still low, and both classes have the same initial capability of
temperature and heat materials.
The learning given to the experimental group I and the experimental group II is adapted to the steps of both
learning models which will be applied, i.e., the learning model of ARIAS and Problem Based Learning (PBL).
Students’ learning using ARIAS learning model has better concept mastery, because in the process students feel
more interested and motivated. Moreover, with ARIAS learning model, students can observe their own
experiences, both in the past and in the future, around their environment and understand it.
Students’ motivation develops into curiosity, as well as self-confidence and learning interest in improving the
concept mastery of temperature and heat materials they learn. With this model of learning, learning becomes more
interesting, fun and improves students’ mastery. This is in accordance with the research results of Lastri et al.
(Lastri, Arif, & Nurhidayati, 2015).
The results of pretest and posttest data analysis in both groups indicate that students’ concept mastery is
homogenous. Thus, in testing whether there is difference in concept mastery between the experimental group I and
experimental group II, the statistical test used is parametric test, which is t-test. The use of ARIAS learning model
affects students’ concept mastery. The result of t-test with 5% significant level shows tcalculate = 2.03 and ttable = 1.99.
It means tcalculate > ttable, thus, it can be concluded that there is difference in the use of physics learning model of
ARIAS with Problem-based learning (PBL) on students’ concept mastery.
From the calculation result with the formula of Effect Size, score of 0.45 is obtained with medium category.
Because the effect size score is positive, the experimental group I is more effective than the experimental group II.
It indicates that the use of ARIAS learning model is more effective in improving the students’ concept mastery on
temperature and heat materials, than the use of Problem Based Learning (PBL) model.
The concept mastery of experimental group I with ARIAS learning model is higher than in experimental group
II with PBL model. This is in accordance with the study (Lastri et al., 2015; Purnamasari & Nurfitri, 2013) which
suggests that ARIAS learning model can improve students’ learning outcomes. Other results (Khoiriyah &
Rusimamto, 2016) suggest that the use of ethnomatematics-based ARIAS learning model can improve the capability
of problem solving with the process skills of students. The results of the study (Kriana et al., 2014) indicate that
ARIAS learning model is effective in improving the activities and learning outcomes of students (Saminan, Hamid,
& Risha, 2017; Wardana & Edoh, 2017).
Similarly, the results of the study (Rahayu et al., 2014) also indicate that mathematics learning model of ARIAS
assisted with problem card is effective in mathematical communication ability of students. The difference with this
study lies in the variables, which focus on students’ concept mastery. This study is supported by previous study.
This study has some limitations, in which the implementation of learning using the learning model of ARIAS
and PBL is not maximum. The presentation of learning by researchers has not been fully met as planned. Less
optimum class control made the classroom atmosphere less conducive that the concentration of students is
disrupted.

CONCLUSIONS AND SUGGESTIONS
Conclusions
1. There is a difference between the implementation of physics learning model of ARIAS and Problem Based
Learning (PBL) on the concept mastery of temperature and heat in the students of class X MIPA in Senior
High School YP Unila of Bandar Lampung of academic year 2015/2016.
2. The implementation of physics learning model of ARIAS is more effective than Problem Based Learning
(PBL).

Recommendation
Based on the results of the study, it is recommended that educators should apply such learning models that
have been adjusted to the learning material for optimum students’ ability and competence. Other researchers can
continue using ARIAS and PBL learning models in other physics materials. Nevertheless, they should first reanalyze to adjust the implementation, especially in terms of time allocation and supporting facilities including
learning media and students’ characteristics in the school in which the device is applied.

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