Abstract
<p style="text-align:justify">The industrial revolution era 4.0 has now become a major topic in every country. Various sectors respond quickly to this problem, including education. In response to this, there are several aspects of skills that students must master. One of them is problem-solving skills. One of the aspects that influence the students’ problem-solving skills is the context and problem-based learning model. The purpose of this study is to describe the effect of the model on students' skills to solve physics problems. The research method used is a quasi-experimental research design with non-equivalent control group design. The data analysis technique used Independent Sample T-Test by PASW 18 with a significance 5%. Based on the results of the Independent Sample T-Test can be concluded that there is an effect on the model that was applied with a significant gain of 0,00. The results showed that the context and problem-based learning (C-PBL) model affected the physics problem-solving skills. The C-PBL model is able to improve the students’ physics problem-solving skills, communication skills, the students’ confidence in learning, as well as improving students’ understanding of physics lessons conceptually.</p>
Highlights
Science is changing along with time, including cyber technology
The results showed that the context and problem-based learning (C-Problem-Based Learning (PBL)) model affected the physics problem-solving skills
The data of problem-solving skills obtained from the experimental class with 34 students aged 15-16 years using the Context and Problem Based Learning (C-PBL) model and the control class with 36 students aged 15-16 years using the PBL model
Summary
Science is changing along with time, including cyber technology. Cyber technology is no longer a tool but is embedded in human life, which later became the entry point of the Industrial Revolution Era 4.0 (Haseeb, Hussain, Slusarczyk, & Jermsittiparsert, 2019; Sae-Lim & Jermsittiparsert, 2019; Syamsuar & Reflianto, 2018). The world of education responds to this phenomena with the birth of education 4.0 to integrate cyber technology in learning (Priatmoko, 2018). Several aspects of 21st-century skills must be mastered by students including learning and innovating skills consisting of critical thinking skills, problemsolving, communication and collaboration skills, creativity, and innovation, especially in science (Lestari, 2015; Mulhayatiah, Setya & Suhendi, 2019; Zainuddin & Istiyono, 2019). Physics material is closely related to events that we experience in everyday life (Pareken, Patandean & Palloan, 2015; Sagala, Nuangchalerm, Saregar & El Islami, 2019; Sagala, Umam, Thahir, Saregar & Wardani, 2019; Sulistyaningrum, Prihandono & Subiki, 2015)
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