Abstract
Physics word problems can be quite difficult for students because of its complexity and requirement for advanced analytical abilities. Educators need to adapt and innovate a variety of teaching strategies and alternative tools to reduce student challenges and effectively deliver lessons. This study aimed to know the effectiveness of the mnemonic process in teaching physics word problem-solving. The study used Quasi-experimental pretest-post control group design. A control group have 37 total of respondents who had used conventional teaching, and an experimental group with 37 total respondents used a mnemonic process. There are 74 total of respondents overall. The result of both groups on the pretest were “Did not meet Expectation”, indicating low performance on word problem-solving skills in the pretest. After the treatment was done, both groups improved at the post-test, but the experimental group had improved significantly higher than the control group with the result of “Very Satisfactory”. These results showed that using a mnemonic process helps students increase their knowledge, comprehension, and application in solving Physics word problems. The research provided a number of recommendations, Educators should explore incorporating mnemonic techniques into their pedagogical practices, To further clarify the efficacy of mnemonic techniques compared to conventional approaches, researchers should undertake comparative analyses between these instructional methods to ascertain which yields more substantial improvements in student learning outcomes when teaching physics word problems, Educators should explore integrating mnemonic techniques into comprehensive active learning frameworks. Future researchers are encouraged to conduct studies involving different populations to test the generalizability of this intervention.
