Students problem-solving skills ability on work and energy topics with different science process skills using a problem-based learning model

Authors

Denda Nadia Miranti , Ahmad Harjono , Satutik Rahayu

DOI:

10.29303/jpm.v17i5.3171

Published:

2022-09-30

Issue:

Vol. 17 No. 5 (2022): September 2022

Keywords:

Problem-Based Learning, Science Process Skills, Problem-Solving Abilities

Articles

Downloads

How to Cite

Miranti, D. N., Harjono, A., & Rahayu, S. . (2022). Students problem-solving skills ability on work and energy topics with different science process skills using a problem-based learning model. Jurnal Pijar Mipa, 17(5), 604–608. https://doi.org/10.29303/jpm.v17i5.3171

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This study aims to: (1) determine the effect of the problem-based learning model on students' problem-solving abilities; (2) study the effect of science process skills on students' problem-solving abilities; (3) find the interaction between problem-based learning PBL models and science process skills on students' problem-solving abilities. The type of research is quasi-experimental research with Factorial Design 2 x 2. Population in research of all tenth-grade science students at senior high school SMA Negeri 1 Gunungsari in 2017/2018 academic years. Sampling in this study uses the cluster random sampling technique, in which the X MIA is an experiment class, and the X MIA 1 is a control class. The research instrument used was a description test taking into account the problem's validity, reliability, power difference, and level of difficulty and using observation sheets of science process skills. The data of this study were analyzed by two-way variance analysis with a 2 x 2 factorial design. Based on the result of the study, the average value of the post-test experimental class was 80.29, and the control class was 73.25. The normality and homogeneity tests showed that the two classes were normally distributed and homogeneous at a significant level of 0.05. Then proceed with hypothesis testing using a two-way ANOVA test. The result showed that: (1) FA>Ftable that is 29.35>4.02 means that there is an influence of the PBL model on students' problem-solving abilities; (2) FB>Ftable, namely 29.35 > 4.02 means that there is an influence of science process skills on students' problem-solving abilities; (3) FAB< Ftable, is 3.93<4.02 means that there is no interaction between PBL models and science process skills on students' problem-solving abilities.

References

Al-idrus, S. Q. M. J., Hikmawati, H., & Wahyudi, W. (2015). Pengaruh model pembelajaran berbasis masalah berbantuan video kartun terhadap hasil belajar fisika siswa kelas xi sman 1 sikur tahun ajaran 2014/2015. Jurnal Pijar MIPA, 10(1).

Gunawan, G. (2015). Model Pembelajaran Sains Berbasis ICT.

DEWI, P. S. U., Sadia, I. W., & Suma, K. (2014). Pengaruh model problem based learning terhadap kemampuan pemecahan masalah fisika melalui pengendalian bakat numerik siswa SMP. Jurnal Pendidikan dan Pembelajaran IPA Indonesia, 4(1).

Fauziah, R., Abdullah, A. G., & Hakim, D. L. (2013). Pembelajaran saintifik elektronika dasar berorientasi pembelajaran berbasis masalah. Invotec, 9(2).

Amir, M. T. (2016). Inovasi Pendidikan Melalui Problem Based Learning. Jakarta: Prenadamedia Group.

Khaeruddin, N. (2009). Rahmayanti 2009 Peranan model pembelajaran berbasis masalah terhadap kemampuan memecahkan masalah fisika pada siswa SMA Negeri 1 Anggeraja Kabupaten Enrekang. Jurnal Sains dan Pendidikan.

Trianto, I. B., & Ibnu, B. (2014). Mendesain Model Pembelajaran Inovatif, Progresif, dan Kontekstual [Designing Innovative, Progressive, and Contextual Learning Models]. Jakarta: Prenadamedia Group.

Dimyati, M. (2006). Belajar dan pembelajaran. Jakarta: Rineka Cipta.

Dimyati, M. (2015). Belajar dan pembelajaran. Jakarta: Rineka Cipta.

Markawi, N. (2015). Pengaruh keterampilan proses sains, penalaran, dan pemecahan masalah terhadap hasil belajar fisika. Formatif: Jurnal Ilmiah Pendidikan MIPA, 3(1).

Hikmawati, N., Sutrio, S., & Hikmawati, H. (2017). Pengaruh Model Pembelajaran Berbasis Masalah Dengan Pembekalan Pengetahuan Awal Terhadap Keterampilan Proses Sains Peserta Didik SMA. Jurnal Pendidikan Fisika dan Teknologi, 3(1), 92-100.

Suryosubroto, B. (1997). Proses Belajar Mengajar di Sekolah: Wawasan baru, beberapa metode pendukung, dan beberapa komponen layanan khusus.

Setyosari, H. P. (2016). Metode penelitian pendidikan & pengembangan. Prenada Media.

Wahyudi, A. (2015). Pengaruh problem based learning terhadap keterampilan proses sains dan hasil belajar biologi siswa kelas X SMA Negeri Jumapolo tahun pelajaran 2013/2014. Bio-Pedagogi, 4(1), 5-11.

Haryanto, D. Pengaruh Model Problem Based Learning terhadap Kemampuan Analisis Siswa pada Konsep Gerak Parabola (Bachelor's thesis, Jakarta: FITK UIN SYARIF HIDAYATULLAH JAKARTA).

Sambada, D. (2012). Peranan kreativitas siswa terhadap kemampuan memecahkan masalah fisika dalam pembelajaran kontekstual. Jurnal Penelitian Fisika dan Aplikasinya (JPFA), 2(2), 37-47.

Yasmin, N., Ramdani, A., & Azizah, A. (2015). Pengaruh metode inkuiri terbimbing terhadap keterampilan proses sains dan hasil belajar biologi siswa kelas VIII di SMPN 3 Gunungsari tahun ajaran 2013/2014. Jurnal pijar MIPA, 10(2).

Pangestika, D. W. (2014). Perbandingan Keterampilan Proses Sains Antara Penerapan Problem Based Learning Dipadu Informal Debate dan Pembelajaran Konvensional Pada Siswa Kelas X SMA Muhammadiyah 1 Karanganyar Tahun Pelajaran 2013/2014.

Yusri, A. Y. (2018). Pengaruh model pembelajaran problem based learning terhadap kemampuan pemecahan masalah matematika siswa kelas VII di SMP Negeri Pangkajene. Mosharafa: Jurnal Pendidikan Matematika, 7(1), 51-62.

Barba, R. H. (1995). Science in the Multicultural Classroom. A Guide to Teaching and Learning. Allyn and Bacon, 160 Gould Street, Needham Heights, MA 02194

Author Biographies

Denda Nadia Miranti, Physics Education Department, Faculty of Teacher and Training Education, University of Mataram

Ahmad Harjono, Physics Education Department, Faculty of Teacher and Training Education, University of Mataram

Satutik Rahayu, Physics Education Department, Faculty of Teacher and Training Education, University of Mataram

License

Copyright (c) 2022 Denda Nadia Miranti, Ahmad Harjono

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.

2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.