Alleviating Students’ Naive Theory on Newton’s Laws of Motion through Problem Optimization and Scaffolding Discussion

Table 2

Results of advanced hypothesis testing with t-test statistics pretest data.

Class	Average	Sig.	Conclusion
	Y1 = 29.7; Y3 = 28.6	0.376	There is no significant difference between students’ understanding of concepts taught by PBL with open problems equipped with scaffolding and understanding of students’ concepts taught by PBL with closed problems equipped with scaffolding.
	Y2 = 29.3; Y3 = 28.6	0.684	There is no significant difference between the understanding of students’ concepts taught by PBL with open problems without scaffolding and understanding of students’ concepts taught by PBL with closed problems equipped with scaffolding.
	Y1 = 29.7; Y2 = 29.3	0.744	There is no significant difference between students’ understanding of concepts taught with PBL with open problems equipped with scaffolding on understanding concepts of students taught with PBL with open problems without scaffolding.