Physics Problem Solving Skills Research Articles

The Effect of STEM Approach and Student’s Collaboration Ability on Physics Problem Solving Skill

This research is a True experimental study with a 2x2 factorial design aimed at finding the influence of the STEM approach and students' collaboration abilities on physics problem-solving skills. Sampling in this study used a simple random sampling technique with the class lottery, resulting in a sample of 31 students in the experimental class and 31 students in the control class. This study was executed by providing treatment as a STEM approach to fluid material. Data on students' collaboration abilities were collected using questionnaires, while data on physics problem-solving skills were collected using tests. The research data were analysed using Two-Way ANOVA statistical tests. The research results show that: (1) 𝐹𝑐𝑜𝑢𝑛𝑡 (625.72) > 𝐹𝑡𝑎𝑏𝑙𝑒 (3.33), meaning there are differences in physics problem-solving skills between students taught using the STEM approach and the scientific approach, (2) 𝐹𝑐𝑜𝑢𝑛𝑡 (1,793.79) > 𝐹𝑡𝑎𝑏𝑙𝑒 (3.33), meaning for high collaboration abilities, there are differences in physics problem-solving skills between students taught using the STEM approach and the scientific approach, (3) 𝐹𝑐𝑜𝑢𝑛𝑡 (1,792.37) > 𝐹𝑡𝑎𝑏𝑙𝑒 (3.33), meaning for low collaboration abilities, there are differences in physics problem-solving skills between students taught using the STEM approach and the scientific approach, (4) 𝐹𝑐𝑜𝑢𝑛𝑡 (-34,125.75) < 𝐹𝑡𝑎𝑏𝑙𝑒 (3.33), meaning there is no interaction between the STEM approach and students' collaboration abilities on physics problem-solving skills.

Characteristics of High School Physics Problem-Solving Skills and Integrating the PBL Model Assisted by E-Book

This research discusses the implementation of the Problem-Based Learning model assisted by E-Book to improve students' problem-solving skills on renewable energy materials. The purpose of this research is to identify the characteristics of physics problem-solving through the knowledge profile of students at the high school level as a consideration in the application of the PBL model and the use of E-Book assisted learning media to improve problem-solving skills. The research method used is a preliminary study with qualitative descriptive analysis. The instruments used include the problem-solving skills test, interview questionnaire, and student response questionnaire. The data analysis technique in this study used a problem-solving skills test questionnaire and a survey to get responses from students. The findings showed that students' problem-solving skills were generally in the low category. Of the total learners, 87 students were in the low category, 2 students in the medium category, and 1 student in the high category. Although students have been able to understand the problem, they still experience problems in providing answers and checking back due to lack of habit in working on problem-solving-based problems. Therefore, it is necessary to practice and use learning models, as well as E-Book technology, which can help in the process of teaching and learning activities and increase students' learning motivation. Thus, it is expected that students' problem-solving skills can be improved through the right learning approach and the use of relevant technology.

Profile of students’ Physics Problem Solving Skills and Implementation PBL Model Assisted by 3D Digital Module to Improve Problem Solving Skills

The aim of this research is to analyze high school students' ability to solve physics problems as a consideration for implementing the PBL learning model assisted by Android-based 3D digital modules. The research method uses descriptive qualitative analysis techniques to find out information about a problem the facts face. The research was conducted at SMA Nahdlatul Ulama 1 Gresik with 160 students as respondents. Data obtained from research respondents were categorized into three groups, namely low (score 0-40), medium (score 41-70) and high (score 71-100). From the research results, there were 154 students in the low category, while there were 5 students in the medium category and 1 person in the high category. The conclusion is that students' ability to solve physics problems is still low and needs to be improved, so it is necessary to provide innovative learning models and media, one of which can be done by implementing PBL models and media in the form of Android-based 3D digital modules which will make students more interested in learning so that helps hone physics problem solving skills.

Practicality and Effectiveness of the Physics Independent Learning (PIL) Model Toolkit in Online Tutorials to Improve Physics Independent Learning Skills and Physics Problem-Solving Skills

This study aims to analyze the practicality and effectiveness of the PIL model tool in online tutorials to improve self-learning and problem-solving skills in DL physics students in introductory quantum physics courses. This type of research is educational development research with a sample of 75 undergraduate physics education students at Universitas Terbuka in Indonesia. This research was carried out in three stages, namely preliminary and development studies, limited trials, and extensive trials. The results showed that tutors could carry out all stages of online tutorial activities using the PIL model very well with the percentage of implementation of syntax, social systems, and reaction principles. There was an increase in students' problem-solving abilities and independent learning abilities in each class after taking PIL with high N-gain categories. It can be concluded that the PIL model set is valid, practical, and effectively applied to improve problem solving skills and students' independent skills in learning Introduction to Quantum Physics.

Effect of Two Modes of Simulation-Based Flipped Classroom Strategy on Learning Outcomes of Private Universities’ Pre-degree Physics Students in Southwestern Nigeria

This study was to determine the effect of Simulated-Video Based Flipped Classroom (SVBFC) and Virtual Laboratory Based Flipped Classroom (VLBFC) instructional strategies on pre-degree students’ learning outcomes (Attitude, Achievement, and Problem-solving skills) in Physics in Southwestern Nigeria. Theories of Cognitive constructivism and Engagement provided the framework, while a pretest-posttest control group quasi-experimental design was employed. Six private Universities were randomly selected and a total of 204 Pre-degree students (79 males, 125 females) participated in the study. Instruments used for the study were the Modified Attitudes Towards Physics Scale (α=0.88), Students' Achievement Test in Physics (r=0.75), Problem-Solving Skills Rubric (r=0.83), and instructional guides. There were significant main effects of treatment on attitude (F(2;201)=15.14; partial ƞ2=0.00), achievement (F(2;201)=249.79; partial ƞ2=0.00), and problem-solving skills (F(2;201)=34.76; partial ƞ2=0.00) in Physics. The results show that Simulated-Video and Virtual Laboratory-based flipped classroom strategies improved pre-degree students' attitude, achievement, and problem-solving skills in Physics in Southwestern Nigeria. Therefore, it should be adopted as strategies for teaching pre-degree Physics students.

EFFECTS OF METACOGNITIVE SKILLS ON PHYSICS PROBLEM -SOLVING SKILLS AMONG FORM FOUR SECONDARY SCHOOL STUDENTS

A number of studies have demonstrated a connection between metacognition and the ability to solve problems. Therefore, this study aimed to examine the effect of metacognitive skills on Physics problem-solving skills among Form Four secondary school students in Sabah, Malaysia. This study included 248 students from 13 secondary schools in the Kota Kinabalu district. Physics Problem Solving Skills Test and the Metacognitive Skills Questionnaire were used as research instruments. The research found that Form Four students have high monitoring, regulation, and evaluation as measured aspects of metacognitive skills. Meanwhile, students' Physics problem-solving skills for "understanding the problem" and "devising a plan" are moderate, while "carrying out the plan" is good and "looking back at the solution" is low. The independent sample t-test reported that, in general, male students have better Physics problem-solving skills than females but found no gender differences in metacognitive skills. Furthermore, the linear multiple regression results revealed that monitoring and regulation skills are significant predictors of Physics problem-solving skills. This research helps school teachers better design teaching strategies in Physics, considering the student’s gender and metacognitive skills. Furthermore, this study provides secondary school students with learning insights for developing better techniques to improve their performance in Physics. Keywords: gender differences, Malaysia, metacognitive skills, Physics problem-solving skills, secondary school students

Language Teaching Strategy and Grade 12 Learners' Metacognitive and Problem Solving Skills in General Physics 1

Language Teaching Strategy and Grade 12 Learners' Metacognitive and Problem Solving Skills in General Physics 1

‘I can now detect and rectify my error.’ New generation ninth-grade learner’s problem-solving skills during experiments in physics through metacognitive brainstorming strategy

Enhancing the problem-solving skills of learners belonging to socio-economically disadvantaged groups is a great concern in general and particularly in the Indian context. Problem-solving skills are the most important skills of the 21st century for all learners to acquire necessary competencies. The main purpose of this work is to investigate the effect of metacognitive brainstorming strategy, gender, and residential areas, and their various interactions on problem-solving skills in physics for ninth-grade learners who belong to socio-economically marginalised groups. The pre-test–post-test, quasi-experimental design was applied to 107 learners from two government-sponsored schools of the same nature located in Kolkata, West Bengal, India. The 55 learners in the experimental group were given intervention through a metacognitive brainstorming strategy, whereas the 52 learners in the control group were taught the same lessons by simply using the conventional method. Self-developed and standard problem-solving skills test with a reliability of 0.89 and validity of 0.94 were employed on them as pre-test and post-test instances. The correlated t-test, independent samples t-test, and 2 × 2 factorial design analysis of covariance were applied for data analysis through Statistical Package for Social Science. The results revealed that the brainstorming instructional strategy had a huge effect on problem-solving skills due to its large effect size value (2.23 > 1.2). Moreover, the problem-solving skills of learners in physics were found to be independent of gender and residential areas, and also of their interaction with the treatment strategy, when the pre-problem-solving skill was taken as a covariate.

Helping Students Become Proficient Problem Solvers Part I: A Brief Review

Understanding issues involved in expertise in physics problem solving is important for helping students become good problem solvers. In part 1 of this article, we summarize the research on problem solving relevant for physics education across three broad categories: knowledge organization, information processing and cognitive load, and metacognition and problem-solving heuristics. We also discuss specific strategies discussed in the literature for promoting the development of problem-solving skills in physics. This review article can be valuable in helping instructors develop students’ problem solving, reasoning, and metacognitive skills in physics and other related disciplines. Additionally, this review article is relevant across educational contexts in countries that may have different educational paradigms and challenges.

Digital Learning Integrated with Local Wisdom to Improve Students’ Physics Problem-Solving Skills and Digital Literacy

Digital learning integrated with local wisdom is designed to improve students' physics problem-solving skills and digital literacy. The study aims to analyze the practicality and effectiveness of digital learning integrated with local wisdom designed to improve students' physics problem-solving skills and digital literacy. The research was conducted by applying a pre-experimental design, one group pre-test and post-test for 66 high school students. When the learning process is carried out, observe the practicality of learning. The data collected from the pre-test and post-test were analyzed using paired t-test and n-gain. The results show that digital learning integrated with local wisdom is designed to improve students' physics problem-solving skills and digital literacy. It is proven that: it is practical (applicable) which is indicated by each phase that can be implemented by teachers with good categories; and effective in increasing students' physics problem solving and digital literacy, as indicated by a significant increase in physics problem-solving skills and digital literacy at 5%, and the average n-gain is in the medium category.

Challenge of Applying STEM Education to Improve Physics Problem Solving Skills in Islamic Boarding Schools

This study aims to examine the effect of the application of STEM education on students' problem-solving abilities at Islamic boarding schools in terms of educational background (santri-nonsantri and academic abilities). It is a pre-experimental research design using One Group Pretest-Postest Design. The population in this study is all physics education students at the Islamic University of Madura. The research sample is level 3 students, the determination of the sample is carried out using cluster random sampling technique. This research is a problem-solving ability test instrument in the form of description questions. Data collection is carried out by tests. Data analysis is carried out by two-way ANOVA test, N-Gain test, and effect size test. The results show the application of STEM education with influence significantly on the problem-solving ability of students in pesantren-based tertiary institutions and line with students' academic abilities. the higher the student's academic ability, the better the problem-solving ability. However, there is no relationship between the status of students and non-students. The challenges that must be solved in applying the STEM approach to Islamic boarding schools are difficulties in using mathematical procedures correctly and limited access to technology

CTL-Based Physics E-Book to Improve Students Physics Problem Solving Skills in Senior Highschool

This article reports on the validity of CTL-based physics e-books and the effectiveness of media developed for student problem-solving skills. This research is development research and uses a quantitative approach. The subjects of this research were 17 students of class X science class and 26 students of class X social class at one of the senior high schools in Yogyakarta as the implementation class and modeling classes. The results of this study indicate that the development of a CTL-based physics e-book on simple harmonic oscillation material is feasible in terms of expert validation results where the average total validation score is 3.75 with a very high category. The use of a CTL-based physics e-book in the learning process is able to have a significant influence on improving the problem-solving skills of students in both classes, which is indicated by the value of sig. (2-tailed) of 0.00 both for modeling and implementation classes which are smaller than the alpha value of 0.05.

Assessing Students’ Critical Thinking and Physics Problem-Solving Skills in Secondary Schools

Critical thinking and problem-solving skills are some of the most crucial elements of 21st Century Skills. Very few studies have been conducted to specifically assess critical thinking and physics problem-solving skills among secondary school students. Therefore, a survey research was conducted on 66 Form Four science stream students from secondary schools in the Federal Territory of Labuan, Malaysia. Critical Thinking Assessment and Physics Problem Solving Ability Test instruments were used to measure critical thinking and problem-solving skill in Physics respectively. Overall, the level of critical thinking and physics problem-solving skills were moderate. The finding also indicated that there was a significant difference in critical thinking and Physics problem-solving skill based on achievement of the students. Meanwhile, the relationship between critical thinking and problem-solving skill in Physics was found to be positive and strongly significant. The findings from this study implied that more actions need to be taken to improve students' critical thinking and problem-solving skill in Physics.

Effect of Android-Based Contextual Teaching Materials on Students' Physics Problem-Solving Skills

The integration of technology into learning needs to be done following the times. Many learning resources are still not integrated with technology that it hinders the attainment of students' problem-solving skills. Therefore, this research aims to determine the effect of android-based contextual teaching materials on students' problem-solving skills. This research is quasi-experimental with a pretest-posttest control group design. The research population was all students of class X of SMAN 3 Mataram. The research sample used class X MIA 3 as the control group and class X MIA 5 as the experimental group. The data collection instrument used a test with several problem-solving indicators. Problem indicators used include solving, planning, explaining solutions, and evaluating. Data analysis used t-test and N-gain to see the magnitude of the effect. The results of the t-test showed a data significance value of 0.004. This result is still below the α value (sig. < 0.05), meaning that there is a positive effect from the treatment given. The experimental group got a higher increase than the control group. The difference in the increase occurred for the sub-materials and all indicators of problem-solving skills. Therefore, the conclusion of the study is that android-based contextual teaching materials have a positive effect on students' physics problem-solving skills.

Profile of Students’ Physics Problem Solving Skills and Problem Based Learning Implementation Supported by Website on Gas Kinetic Theory

Profile of students’ physics problem-solving skills and problem based learning implementation supported by website on gas kinetic theory. Objectives: To analyze physics problem solving skills as a consideration in the implementation of a website-based PBL model on kinetic theory of gases. Methods: The research subjects were 162 high school students in class XI in Madiun Regency based on purposive sampling. Data collection were using problem-solving skills test ACCES indicators, student questionnaires, physics teacher interviews. Data were analyzed descriptive qualitative. Findings: The level of problem-solving skills in the kinetic theory of gases is still low, 159 students in low category, 3 students in medium category. On average students only answered questions in the E-Execute the solution. Conclusion: Students are not used to solving questions with ACCES indicators. Students tend to learn by memorizing formulas. So, the website-based PBL model can be applied to improve students’ problem solving skills. Keywords: Problem solving skills, Problem based learning, Gas kinetic theory. Abstrak: Profil keterampilan pemecahan masalah fisika siswa dan pelaksanaan problem based learning berbasis website pada teori kinetik gas. Tujuan: Untuk menganalisis profil keterampilan pemecahan masalah fisika siswa sebagai pertimbangan dalam penerapan model PBL berbasis website pada materi teori kinetik gas. Metode: Subjek penelitian adalah 162 siswa SMA kelas XI di Kabupaten Madiun berdasarkan teknik purposive sampling. Instrumen penelitian yaitu instrumen tes kemampuan pemecahan masalah indikator ACCES, angket siswa dan wawancara guru fisika. Data dianalisis secara deskriptif kualitatif. Temuan: Tingkat keterampilan pemecahan masalah pada materi teori kinetik gas masih rendah, yaitu sebanyak 159 siswa dengan kategori rendah dan 3 siswa dengan kategori sedang. Dari hasil penelitian rata-rata siswa hanya menjawab soal pada kategori E-Execute the solution. Kesimpulan: Siswa belum terbiasa menyelesaikan soal keterampilan pemecahan masalah dengan indikator ACCES. Siswa cenderung belajar dengan menghafal rumus. Sehingga model PBL berbasis website dapat diterapkan untuk meningkatkan keterampilan pemecahan masalah siswa. Kata kunci: Keterampilan pemecahan masalah, Problem based learning, Teori kinetik gas. DOI: http://dx.doi.org/10.23960/jpp.v12.i1.202229

Effectiveness of Problem-based Learning Model Devices with Multiple Intelligences Approach to Improve Learners' Physics Problem-Solving Skills

This research aims to develop problem-based learning model learning tools with multiple intelligences approaches to improve the effective physics problem-solving skills of learners. This research is research and development with 4D models defined, designed, developed, and disseminated. The products developed in the form of syllabus, lesson plan, student worksheet, and instrument tests of learners’ problem-solving and logical-mathematical skills. The validity of the product was assessed by six validators, namely three lecturers and three practitioner teachers with a Likert scale analysis. After the validity test, the learning device was conducted a limited trial that aims to measure the effectiveness of learning devices to get N-gain test scores through questionnaires about the ability to solve problems and mathematical logic of learners and efficiency determined from the response of teachers and learners. The results of the study based on assessments from validators showed the overall device averaged above 3.27 with excellent categories. Then the average result of the N-gain test obtained a value of 0.69 with a moderate category. Based on the results of the analysis of the response of learners to the module showed positive criteria with the acquisition of 66.7%. These results can be concluded that the developed product is effectively used in learning

Mathematical Physics Problem Solving Skills for Secondary School physics Teachers

The aim of the current research is to identify the extent to which secondary school physics teachers possess the skills to solve physical problems and to identify the differences in their physical problem solving skills according to the gender variables. The research identified physics teachers in secondary schools affiliated with the Directorate of Education in Al-Diwaniyah, for the academic year 2020-2021, and the sample size was (160) teachers who were randomly selected, and by reviewing some studies that dealt with physical problem solving skills, such as the study of (Islami et al., 2018). and study (Prasetyo, 2020). It was found that these studies share a number of points with the current research, but they did not provide a tool for measuring physical problem solving skills. Therefore, the researcher designed a scale of physical problem solving skills, which consisted of (32) items. After the exploratory application, the validity and stability of the study tool was confirmed by appropriate methods, and the correlation of the item’s degree with the total score was calculated, and after applying the test to the sample, the data was processed statistically, as the researcher used the equation of the t-test for one sample to verify that physics teachers possess the skills of solving Physical problems, and the results showed that teachers of physics possess the skills to solve physical problems, and the statistical method was used to verify the differences in the skills of solving physical problems according to gender variables (male and female), and the results showed that there are differences in favor of (male) and the researcher recommended in the light of Results Preparing special training programs by the Ministry of Education to develop physical problem solving skills among physics teachers, and suggested the need to focus on the diversity of solving processes based on physical problem solving skills.

Profile of Implementation Direct Instruction and Physics Problem Solving Skills of Senior High School Students

This research aims to determine the profile of high school student's ability to solve physics problems by applying the direct instruction learning model based on audiovisual Sparkol video scribe media. The research used is preliminary. This study uses the method of applying the ACCES problem-solving skill level criteria (A-Assen the problem, C-Create a drawing, C-Conceptualize the strategy, E-Execute the solution, S-Scritinize your Desult), with 101 students of class XI SMA Negeri 1 Now. Data were obtained by using problem-solving tests, questionnaires, and interviews with students and teachers of physics subjects. Data analysis was carried out in a qualitative descriptive manner. The results of the study: (1) Based on the results of the problem-solving tests that students have in the low category with a score range of 0 to 10, 87 students, 12 students in the medium category with a score range of 11 to 20, and 2 students in the high category with a score range of 21. up to 30. (2) Based on the results of the questionnaire on student learning experiences and teacher performance in delivering physics learning in class, it can be seen that: (a) students do not like physics subjects, (b) teachers often teach using the lecture method, rarely use other learning media, (c) students have difficulty working on the problem-solving skills test. (3) results Based on teacher and student interviews, it can be seen that problem-solving in physics is important to know. According to students, the obstacles in improving problem-solving skills were due to a lack of interest in physics subjects, and the characteristics of physics subjects were quite complicated. Likewise, the teacher's response cannot be made well because of student interest, so that improving problem-solving skills cannot be done effectively and can only be done in certain classes. Thus, it can be said that the problem-solving skill profile based on the ACCES criteria in class XI students of SMA Negeri 1 Sekaran can be categorized as low and difficult to train.

E-Book Static Fluid and Dynamic Fluid Web-Based with a Problem-Based Learning Model to Improve Students Physics Problem-Solving Skills

This study aims to develop physics learning media in the form a static fluid and dynamic fluids e-book based on website with Problem Based Learning for students learning. The research subjects were 43 5th semester student of Jakarta State University. The research method used is Research and Development (R&D) research using the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The result of the instrument validation showed 90.31% for the validation of media experts, 94.94% for the validation of material experts, and 77.09% for the validation of learning experts. Based on the results of the validation of media experts, the material, and learning can show that this e-book in terms of several indicators used for validations has very decent criteria. Based on the result of trials to students, the results obtained an average score of all aspects of 88.39% with a very feasible interpretation and the impact on students Physics Problem Solving was measured. Based on the result of the effectiveness test show that there are differences in physics problem solving among students who use static fluids and dynamic fluids e-book based on Problem Based Learning and static fluids and dynamic fluids e-book based on Non-Problem Based Learning. Based on the D’Cohens test, the use of static fluids and dynamic fluids e-book based on Problem Based Learning made an effective contribution to increasing students Physics Problem Solving by 2.51 in the medium category, so it can be concluded that the developed e-book can increase the Physics Problem Solving students.

Profile of Students’ Physics Problem-Solving Skills and the Implementation of Inquiry (Free, Guided, and Structured) Learning in Senior High School

Learning in schools has a significant role in improving 21st-century skills, including problem-solving skills. The objective of this research to determine the profile of students’ physics problem-solving skills and the implementation of inquiry (free, guided, and structured) learning in senior high school. The study was conducted on 84 students of state senior high school. This type of research was conducted using Descriptive Research Design (DRD). Data collection methods using tests, questionnaire, and interviews. The instrument of research used are (1) instrument tests of physics problem-solving skills, (2) response questionnaire sheets, (3) student and teacher interview sheets. The data obtained were analysed qualitatively descriptive. The results of this study show that only a few students can work on the material using problem-solving strategies of ACCES: (1) Assessing the problem, (2) Create a drawing, (3) Conceptualize the strategy, (4) Execute the solution, and (5) Scrutinize the result, in solving dynamic electricity problems. Implementation of inquiry (free, guided, and structured) learning provided is not ideal so that it causes students to be less active so that problem-solving skills are lacking and no laboratory supports the learning process. Students are not introduced to the existence of a virtual laboratory (i.e. PhET) as a laboratory replacement. So, to improve students’ physics problem-solving skills required proper inquiry (free, guided, and structured) learning assisted by PhET.