Abstract
Problem solving is one of the mandatory skills for students in the 21st century, especially in physics subjects. This study aims to determine the students' ability to solve parabolic motion problems, to determine students' perceptions of learning in solving parabolic motion problems, to investigate the results of peer assessments carried out by students, and to determine students' perceptions of the implementation of peer assessment. This research method uses qualitative research procedures with a phenomenological approach. This research was conducted on 25 high school students in Ende district. The results of data analysis showed that the article met four indicators of problem-solving ability according to Polya, namely understanding the problem, planning a solution, solving the problem according to plan, and re-checking the evaluation results. The problem ability of students in this study was obtained with the results of 53.06 being included in the sufficient category. Future studies should give priority to providing instruction and training before giving peer assessment.
Highlights
Questionnaires on student perceptions of learning and peer assessment in this study were conducted to describe students' perceptions of solving physics problems seen from the factors of student involvement in peer assessment and questionnaires on student perceptions of learning as well as teacher and student perceptions of student involvement in solving physics problems
Based on the explanation above, it can be concluded that the average score of the problemsolving test for parabolic motion material is 53.06 and has a standard deviation of 10.84 with the lowest test result of 32.3 and the highest score of 80
The average student perception questionnaire on concept solving learning by 10.4% of students thought that the learning carried out did not help (TM), 40.3% of students thought that the learning carried out was a little helpful (SM), and 49.3% of students thought that the learning carried out is very helpful in improving concept solving
Summary
Problem-solving skills and strategies for solving them are the basic skills that students must possess (Scherer & Beckmann, 2014; Shin et al, 2021). As a 21st-century skill, problem-solving link conceptual mastery with students' practical skills (Freitas et al, 2004) and apply scientific reasoning to ideas and problem-solving strategies (Park, 2020). Collaborative (Berge & Danielsson, 2013; Jamaludin & Hung, 2017) and able to work together in social spaces (PöysäTarhonen et al, 2021) are characteristics of students who are able to solve problems (Bahar et al, 2021; Spoon et al, 2021). Students' problem-solving abilities can be improved by selecting suitable learning strategies and models (Milbourne & Wiebe, 2018). The learning model in question is crucial, allowing students to participate in the learning process (Demirhan & Şahin, 2021). The use of problem-based and project-based learning models is the teacher's choice in growing students' problem-solving abilities (Tan et al, 2019)
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