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The study used research and development with the ADDIE model across two classes to test validity, practicality, and effectiveness via pre-test and post-test. Results showed significant differences (p \u003C 0.05), with effective N-gain in the experimental class and ineffective N-gain in the control class, indicating school suitability.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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in Hydrostatic Pressure  \nZumrotul ‘Aliyah 1, Sunaryono Sunaryono 1*, Khusaini Khusaini 1, Bakhrul Rizky Kurniawan2  \n1Department of Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Malang, Indonesia  \n2Graduate Institute of Science Education, College of Science, National Taiwan Normal University, Taipey City, Taiwan  \n*Corresponding author: [sunaryono.fmipa@um.ac.id](sunaryono.fmipa@um.ac.id)  \nABSTRACT In the context of physics education, it is imperative that educators prioritize the development of students'problem-solving abilities. Given the interdisciplinary nature of physics and its relevance to everyday life, students must possess robust problem-solving skills. However, conventional and uninspiring learning approaches have been shown to diminish students' interest and proficiency in problem-solving. In response to this challenge, a website based on formative feedback has been developed to enhance students' problem-solving abilities in hydrostatic pressure. This research employed the research and development method with the ADDIE model, involving two classes, to assess the developed media's validity, practicality, and effectiveness. The website has been tested and proven valid, practical, and effective. This is based on the testing of the website on students with pre-test and post-test, which resulted in significant outcomes (p \u003C 0.05), indicating a clear distinction between the control and experimental classes. Additionally, the N-gain scores in the experimental class showed that the website effectively enhances students' problem-solving skills. In contrast, the N-gain scores in the control class showed ineffective results. Therefore, the media is suitable for implementation in schools.  \nKeywords: ADDIE, Formative feedback, Hydrostatic pressure, Problem-solving, Website  \n1. INTRODUCTION  \nThe field of physics is often perceived as challenging and uninspiring by students (Ramadhani & Sulisworo, 2022). However, it is closely intertwined with the problems commonly encountered in everyday life (Sari et al., 2023) . Furthermore, physics is perceived as an abstract subject less descriptive than other disciplines, with a greater focus on quantitative analysis due to the lack of meaningful connections to real-life experiences (Wangchuk et al., 2023) . Further, the prevalence of complex formulas and challenging problems in physics contributes to its reputation as a complex subject (Nurfadilah et al., 2021) . This phenomenon is also attributed to students not always paying attention to the material presented in class.  \nStatic fluid is intimately connected to the realms of everyday life, such as the construction of dam walls, hydraulic jacks, and the sinking and floating of objects (Radjawane et al., 2022) and other abstract concepts (Praniet al., 2017) . Several studies have indicated that students encounter difficulties in comprehending the underlying principles that underpin the solution of problems (Purnamasari et al., 2018) one such concept is that of hydrostatic pressure (Januarifin & Hidayat, 2017) . Prior  \nresearch indicates that students' problem-solving abilities remain relatively low, with an average score of 48.88 on a scale of 1-100 (Purwanto et al., 2017) . Students encounter difficulties determining the depth of the fluid gun and making assumptions regarding the inverse proportionality of liquid pressure to depth and the influence of energy on pressure (Wahyuni et al., 2016) . Additionally, students encounter difficulties in articulating the impact of fluid density in conjunction with the concept of hydrostatic pressure, which differs from the pressure experienced by an individual during swimming (Ringo et al., 2019). Among the various static fluid materials, students' lowest problemsolving ability has been reported in the hydrostatic pressure materials (Gunada & Roswiani, 2019) . T","cbCaitZodmcXgFw3","https://ap.wps.com/l/cbCaitZodmcXgFw3","pdf",635314,"English","# Abstract\n# Introduction","[{\"question\":\"What problem does the study address in physics education?\",\"answer\":\"Students’ problem-solving abilities in hydrostatic pressure are reported as relatively low, and conventional learning approaches can reduce interest and proficiency.\"},{\"question\":\"What educational media was developed?\",\"answer\":\"A website based on formative feedback designed to enhance students’ problem-solving abilities in hydrostatic pressure.\"},{\"question\":\"How was the website evaluated?\",\"answer\":\"Using research and development with the ADDIE model, the study tested the media’s validity, practicality, and effectiveness through pre-test and post-test in two classes.\"}]","The Impact of Formative Feedback-Based Educational Websites on Students' Problem-Solving Abilities in Hydrostatic Pressure | PDF",1792064982,23]