Abstract
Problem-solving learning models can not only improve cognitive and psychomotor aspects but also affective aspects. One of the affective aspects is character. This study aims to analyze the needs as a basis for developing a character-integrated problem-solving model in high school. This study uses a survey method. The research population is all Senior High School (SMA) and chemistry teachers in Langsa city. The research sample was determined by purposive sampling technique, obtained 4 Senior high schools, along with 7 chemistry teachers. Data were collected by using questionnaires, observation, and interview techniques. The type of questionnaire used is an open-closed questionnaire, consisting of 30 questions. The specific indicators used to reveal the need for developing a character-integrated problem solving are teacher readiness, teacher's need, student’s need, and Support. Data were analyzed descriptively. The results show that the development of a character-integrated problem-solving model for chemistry lessons in senior high school is very much needed. The findings of this study are in accordance with the findings of previous studies
Highlights
Problem solving learning model can improve cognitive and psychomotor aspects and affective aspects
This study aims to analyze the needs as a basis for developing a character-integrated problem-solving model in high school
The results show that the development of a character-integrated problem-solving model for chemistry lessons in senior high school is very much needed
Summary
Problem solving learning model can improve cognitive and psychomotor aspects and affective aspects. In accordance with the statement of Carolin, et al (2015) that problem solving learning can improve learning achievement in attitude competence. One of the affective aspects developed in education is character values. The problem-solving model is still challenging to apply in the learning process. This statement is reinforced by the opinion of the teacher, Character education is something that is important to form a quality generation (Nurhafidhah, et al, 2018). The value of character education in classroom learning, both in teaching materials and in the learning process, needs to be properly instilled in students, which will later be formed into a character (Nurhafidhah, et al, 2021)
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