QR Code-Based Interactive Learning to Improve Students’ Reasoning Ability in the Physics Topic of Physical Quantities, Units, and Measurement

Abstract

This study looked into how using QR codes for interactive learning works and how it affects students' misunderstandings and their ability to reason when learning about quantities, units, and measurements. The study used a quantitative quasi-experimental design that included a pretest and posttest with a control group. The study involved 105 students from Grade X at SMA Negeri 1 Cerme.There was one control class, X-7, and two experimental classes, X-10 and X-12. Each class had 35 students. Data was gathered through learning implementation observation forms, diagnostic and reasoning ability assessments, and questionnaires that collected student responses. The data were looked at using descriptive statistics, tests to check if certain conditions were met, paired-samples tests, N-gain tests, analysis of variance, and measures of how big an effect was. The use of QR code-based interactive learning rose from 84.25% in the first session to 91.14% in the third session and was considered very good. The N-gain score was 0.29 in the control class, 0.53 in class X-10, and 0.49 in class X-12. The ANOVA results indicated that there was a significant difference in how much each class improved in learning, with a significance level of 0.001. The effect size was 1.12, which shows a big impact on learning. Students gave good responses, and the average scores were higher than 80%. These results show that using QR codes for interactive learning can help students think more deeply and explore physics ideas better. More studies should look at both results together by using full data from each person and by having a longer time period for the intervention.