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Abstract

This study aims to look at the effect of problem-based learning of students' conceptual understanding in work and energy. This study used a quasi-experimental design. The sample used consisted of two classes, namely the experimental class and the control class. The sample selected using cluster random sampling technique. The data obtained through pretest and posttest, then were analyzed using three indicators of conceptual understanding consisting of translation, interpretation, and extrapolation. This study found an increase of conceptual understanding in experimental class better than control class. Although there are had increase, but the increase had not significant.

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