Enhancing student problem solving skills through worksheets-assisted problem-based learning

Abstract

This study aims to apply worksheets-assisted problem-based learning in Organic Chemistry I course and analyze its impact on student problem solving skills and learning outcomes. Subject of this study was 32 students from Chemistry Education Study Program who took organic chemistry 1 course. This classroom action research was conducted in three cycles. Each cycle consisted of four stages: plan, enact, observe, and reflect. Topics learned in this course included nomenclature, physical properties, synthesis and chemical reactions of certain organic compounds. Research instruments were problem-solving rubrics, observation sheets, and test questions. Problem-based learning syntax includes orientation on problems, defining problem, gathering facts, formulating questions, developing temporary answers, conducting experiment, reformulating problem, creating alternative solutions, suggesting proper solution, and class discussion. Findings show that students’ problem solving skills and their learning outcomes increased from cycle to cycle. Their problem solving skills in the first, second, and third cycles were 2.7, 3.1, and 3.6, respectively, while their learning outcomes in those cycles were 53.9, 72.1 and 74.5, respectively. Although there are still shortcomings with this study, we encourage other lecturers to implement this type of learning model in other courses or subjects in order to improve students’ problem solving skills.