Development of Problem-Based Learning Student Worksheets to Facilitate Students’ Problem Solving Skills

Pembelajaran fisika adalah pembelajaran yang berkaitan dengan fenomena alam, bukan hanya berupa hafalan melainkan lebih menuntut kepada pemahaman, aplikasi dan konsepnya yang secara ilmiah diintegrasikan dalam penguasaan konsep dan keterampilan pemecahan masalah. Tujuan dalam penelitian ini adalah mengembangkan LKPD berbasis pendekatan Saintifik untuk meningkatkan penguasaan konsep dan keterampilan pemecahan masalah peserta didik. Metode yang digunakan pada penelitian adalah penelitian dan pengembangan (R&D) yang mengacu pada model pengembangan ADDIE. Desain implementasi LKPD menggunakan One Group Pretest-Posttest Design. Instrumen yang digunakan dalam penelitian ini yaitu lembar penilaian LKPD, soal tes penguasaan konsep dan keterampilan pemecahan masalah, angket respon peserta didik dan angket respon guru. Penguasaan konsep dan Keterampilan pemecahan masalah peserta didik dianalisis dengan menggunakan uji N-Gain untuk melihat peningkatan sebelum dan sesudah diimplementasikan LKPD berbasis pendekatan Saintifik. Hasil uji kelayakan yang ditinjau dari aspek kelayakan isi, penyajian dan bahasa memperoleh persentase sebesar 99,53% menunjukkan bahwa LKPD berbasis pendekatan Saintifik untuk meningkatkan penguasaan konsep dan keterampilan pemecahan masalah sangat layak untuk digunakan. Hasil implementasi LKPD berbasis pendekatan Saintifik dapat meningkatkan penguasaan konsep dan keterampilan pemecahan masalah peserta didik yang ditandai dengan peningkatan nilai pretest-posttest berdasarkan hasil uji N-Gain yang menunjukkan angka 0,70 dan 0,61 berada pada kategori tinggi dan sedang. Guru dan peserta didik memberikan respon dengan kategori sangat positif terhadap LKPD berbasis pendekatan Saintifik yang ditunjukkan dengan angka 82,95% untuk respon guru dan 99,99% untuk respon peserta didik.

Section: Resultsmentioning

confidence: 84%

Pengembangan Lembar Kerja Peserta Didik Untuk Meningkatkan Penguasaan Konsep dan Keterampilan Pemecahan Masalah Peserta Didik

Lisanti

Evendi

Elisa

et al. 2022

“…One of the strategies used is to create worksheets based on higher-order thinking skills. As developed by Wahyuni et al (2020), worksheets are developed to facilitate authentic problem-solving skills of students in the learning process. The goal of students' worksheet-based higher-order thinking skills is to explore students' high-level thinking skills, and each question is prepared by paying attention to indicators and aspects of scientific creativity skills, critical thinking, and creative thinking (Astutik et al 2020).…”

Section: Resultsmentioning

confidence: 99%

The Study of Worksheets Based on Creative Problem Solving for Biology Subjects

Fatmawati¹,

Wazni²,

Husnawati³

2021

Worksheets are indispensable in the learning process because they can help students become more active and provide feedback in learning activities. Higher-order thinking skill-based worksheet is one of the teaching materials that can be used to make students become more active in the learning process because it can train problem-solving skills, critical thinking, and even creative thinking. This aimed at finding out students' ability to solve problems in biological content using creative problem-solving-based worksheets. The research design used was research and development consisting of defines, design, and development. Participants were 12 graders of XI MA Darul Fatihin NW Gerintuk. Data collection used was worksheets using creative problem-solving indicators consisting of Clarify, Ideate, Develop and Implement. Data analysis was conducted to percentage the score that gets 3, 2, and 1. The results of the data analysis showed that 1) Ecosystem Components and interactions between components, obtained the results of ecosystem components and interactions between ecosystems, the highest percentage on clarify indicators with a gain of 50% in the score position 3; (2) Energy flow, the highest percentage on the clarify indicator with an obtained score 58.3% in the position of score 1; (3) Biogeochemical cycle, the highest percentage obtained for the students who did not answer on the ideate indicator 41.7%, develop 50%, and implement 58.3%; (4) Pollution and environmental preservation the highest percentage on clarifying and ideate indicators with a gain of 50% at the position of score 3, implement with the acquisition of 50% in the position of score 1. This research concluded that students needed to be intensely trained in high-level thinking skills by getting used to using worksheets-based constructivist especially creative problem-solving.

“…To examine the demands of instructional materials, particularly student worksheets, is the goal of this study, which needs to be developed in the material of additives and addictive substances for class VIII through initial observation sheets needs, questionnaires and interviews with teachers. such as research conducted by (Nabila, 2022;Wahyuni et al, 2020;Yakin, 2021) that PBL-based electronic student worksheets can improve problemsolving abilities.…”

Section: Introductionmentioning

confidence: 99%

Electronic Worksheet-Based Problem Based-Learning (PBL) Toward Problem-Solving in Science Education: Need Analysis

Ringo

Aminatun

Wilujeng

et al. 2023

Both teachers and students require teaching materials to assist learning. This is necessary for students to understand the course and will greatly aid understanding, Problem-solving skills are very important for students, but students feel inadequate in problem-solving skills, so there is a need for teaching materials that contain Problem-Based Learning. This study aims to analyze the need for teaching materials, especially student worksheets based on Problem-Based Learning to improve student problem-solving. This research is qualitative and quantitative. The subjects of this study were students of class VIII SMP Negeri 14 Yogyakarta. Research data were collected using a questionnaire containing 16 questions, interviews, and observations. The methods for data analysis Techniques for analyzing data include using qualitative methods to examine how curriculum, student characteristics, and learning resources are used and presenting the results in forms that may be used for descriptive statistics, such as graphs and standard tables. The results showed that: Based on interviews, questionnaires, and observations on teaching materials, student characteristics, and the curriculum used. It can be said that, on average, 79.8% of students need additional electronic-based teaching materials on the topic of additives and addictive substances, and the unavailability of teaching materials in the form of electronic worksheets based on problem-based learning.