Analysis of teachers and prospective physics teachers’ difficulties in implementing problem-based learning model to improve students’ 4c skills

Abstract

This study aims to analyze the difficulties of teachers and prospective physics teachers in applying problem-based learning models to advance students’ 4C skills. The research method is a qualitative descriptive method. The research subjects were 11 physics teachers and ten physics teacher candidates. Qualitative data were collected using questionnaires and lesson plans and analyzed descriptively. The study results show that teachers and prospective teachers experience difficulties implementing PBL in learning. The teacher’s difficulty designing PBL-based learning was 72.73%, executing 63.64%, and assessing 18.18%. Meanwhile, the difficulty for prospective teachers in designing PBL-based learning is 80%, implementing is 70%, and assessing is 40%. The most serious difficulty for teachers and prospective teachers in designing PBL is designing unstructured problems that are the focus of PBL. Difficulties in implementing PBL include facilitating, guiding, and providing scaffolding in the form of cognitive questions, supporting student initiatives, and creating group social interaction during the learning process. Difficulties in assessing learning include difficulties in making judgments to measure 4C skills. For this reason, physics teachers and prospective teachers still need training in implementing PBL in physics learning to improve 4C skills.