The  Effect of the Problem-Based Learning Model on Integrated Problem-Solving Skills in Physics Education

Raudhatul Jannah; Muliani; Arlin Maya Sari; Syafrizal; Nurul Fadieny; Nanda Novita

doi:10.33541/edumatsains.v11i2.8762

Authors

Raudhatul Jannah Universitas Malikussaleh
Muliani Universitas Malikussaleh
Arlin Maya Sari Universitas Malikussaleh
Syafrizal Universitas Malikussaleh
Nurul Fadieny Universitas Malikussaleh
Nanda Novita Universitas Malikussaleh

DOI:

https://doi.org/10.33541/edumatsains.v11i2.8762

Keywords:

Problem-Based Learning, Integrated Problem Solving, Global Warming, Physics Education, Education for Sustainable Development

Abstract

In the context of 21st-century learning and Education for Sustainable Development (ESD), mastering integrated problem-solving abilities is crucial. Nevertheless, learners often find it difficult to relate theoretical physics principles to actual environmental issues like global warming. Consequently, this research investigates how the Problem-Based Learning (PBL) approach influences these integrated problem-solving abilities in physics classes. Using a numerical approach, the research implemented a quasi-experimental Nonequivalent Control Group Design. The subjects involved were eleventh-year learners from MAN 5 Bireuen. Through purposive sampling, two classes were chosen: XI-1 served as the experimental class (n=22) and XI-2 as the control class (n=22). To gather data, the researchers administered written tests assessing three specific indicators of integrated problem-solving. An independent-samples t-test was used in SPSS to evaluate the gathered data. With a p-value of 0.043 (p < 0.05), the results showed that the PBL intervention had a statistically significant impact on the students' problem-solving abilities. Specifically, the experimental group achieved a notably higher average post-test score (70.6%) compared to the control group (59.8%). Furthermore, positive gains were recorded across all three measured indicators, namely the application of the framework (68.9%), the formulation of inclusive and viable solutions (71.0%), and the use of relevant competencies (71.6%). In the end, the research finds that the application of the PBL approach is very beneficial in enhancing comprehensive problem-solving abilities while instructing on the topic of global warming.

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