The analysis of students’ problem-solving ability in the 5E learning cycle with formative e-assessment

Abstract

This study aimed to explore students’ problem-solving abilities of heat and temperature through the 5E learning cycle with formative e-assessment. The research used mixed-method with embedded experimental design. The data was obtained through pretest and posttest problem-solving abilities with open-ended questions. The results showed that students’ problem-solving abilities had increased with an average Normalized-gain value of 0.40 (lower medium category) and effect size value of 4.55 (strong category). The student’s problem-solving process on useful description indicators, physics approach, specific application of physics, mathematical procedures, and logical progression undergo positive changes even though the increase is still in the low category. Indicators that have the highest increment in succession were specific applications of physics, useful descriptions, and physics approaches.