<p>Seiring dengan perkembangan jaman yang semakin pesat, peran pendidikan menjadi sangat penting dalam mempersiapkan peserta didik agar memiliki keterampilan abad 21. Salah satu upaya untuk menjawab tantangan ini dengan merubah peran guru dari dari penyedia dan peyampai informasi menjadi fasilitator untuk berbagi informasi dan pengetahuan serta melatihkan kemampuan memecahkan masalah kepada peserta didik. Pembelajaran konstruktivisme menjadi salah satu alternatif dalam melatihkan keterampilan abad 21. Model pembelajaran <em>project based learning</em> dan <em>problem based learning</em> menjadi model yang paling poluler pada pendekatan konstruktivisme. Namun, masih banyak para pendidik yang mengalami kebingungan dalam membedakan dan mengoperasikan  kedua model pembelajaran ini. Oleh karena itu, artikel ini mengulas persamaan dan perbedaan antara <em>project based learning </em>dan <em>problem based learning</em>, serta menjawab apakah kedua model pembelajaran tersebut mampu melatihkan keterampilan abad 21.</p>

This study aims to determine the effect of the application models of learning are teachers doing the problem solving ability of students. The study was conducted in one of the class X State Senior High School in Sukabumi District, West Java Province. The method used is descriptive method. Samples were taken by using purposive sampling so have two classes totaling 35 students to look at their problem-solving abilities after following study conducted by the teacher of physics on the motion of matter straight. Data collection instruments used in this study was a questionnaire responses of students to the learning process of physics that teachers, test students' problem solving skills, and interview guides. Based on the analysis conclusion, the problem solving ability of students is highest in the indicator describing the problem with the percentage of 67.14% while the lowest is in the indicators to evaluate the solution with a percentage of 20%. The average percentage of mastery of problem-solving ability is 52.57% so it concluded with the usual lesson the teacher is less to train higher level thinking skills, especially problem-solving abilities. Based on questionnaire responses and interviews can be concluded that the teacher had been teaching tend to use the same way in every meeting, the teacher explains the material then gives examples of questions and exercises so it is still quite teacher centered. Keywords : Problem solving ability, student responses AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran yang biasa dilakukan guru di kelas terhadap kemampuan pemecahan masalah siswa. Penelitian dilakukan di kelas X salah satu Sekolah Menengah Atas Negeri di Kabupaten Sukabumi Provinsi Jawa Barat. Metode penelitian yang digunakan adalah metode deskriptif. Sampel diambil dengan teknik purposive sampling sehingga dipilih dua kelas yang berjumlah 35 siswa untuk di lihat kemampuan pemecahan masalahnya setelah mengikuti pembelajaran Fisika yang dilakukan oleh guru pada materi gerak lurus. Instrumen pengumpulan data yang digunakan pada penelitian ini adalah tes kemampuan pemecahan masalah siswa, angket tanggapan siswa terhadap proses pembelajaran fisika yang dilakukan guru, dan pedoman wawancara. Berdasarkan hasil analisis data penelitian diperoleh kesimpulan bahwa kemampuan pemecahan masalah siswa yang paling tinggi adalah pada indikator mendeskripsikan masalah dengan persentase 67,14% sedangkan yang paling rendah adalah pada indikator mengevaluasi solusi dengan presentase 20%. Rata-rata persentase penguasaan kemampuan pemecahan masalah adalah 52.57% sehingga disimpulkan pembelajaran yang biasa dilakukan guru kurang melatihkan keterampilan berpikir tingkat tinggi terutama kemampuan pemecahan masalah. Berdasarkan angket tanggapan dan wawancara diperoleh kesimpulan bahwa guru selama ini Naskah diterbitkan: 30 Desember 2016

No abstract

We constructed Interactive Conceptual Instruction (ICI) model through PDEODE*E tasks (stands for Predict, Discuss, Explain, Observe, Discuss, Explore*, and Explain) for promoting the pre-service physics teachers" understanding on magnetic field. The ICI model consists of four phases; 1) Conceptual focus 2) Use of texts 3) Research-based materials (PDEODE*E tasks) 4) Classroom interactions. The ICI of teaching model has been implemented to seven Physics students who were re-taking (take the course for second times) in the Basic Physics II course as a pilot study. A Field Conceptual Change Inventory (FCCI) comprised of 15 three-tier test items was administered to seven pre-service physics teachers. Students" ideas were elicited by using FCCI and students" worksheets regarding PDEODE*E tasks. The test and worksheet were analyzed in qualitative way. An analysis of collected data has mainly focused on magnetic field conceptions with its subordinate concepts such as magnetic interaction in variety of mediums, magnetic swing (Lorentz law) and rotating magnetic field (Eddy"s current). This study concluded that the students' conceptual understanding of the magnetic field increases but a few misconceptions still occurred in seven students" minds.

No abstract

No abstract

Constructing student’s scientific literacy is still a challenge for the developing country. PISA 2015 report on scientific literacy showed that Indonesia was positioned at 62th out of 70 countries. According to this result, the students are only able to explain the simple science phenomenon because some learning activities have not followed good scientific inquiry as a fundamental aspect of the nature of science. To overcome the problem, PISA 2015 stated that teachers are suggested to design well-structured laboratory activities that make actual scientific concepts and ideas, and help students make the connection among the hands-on activities, scientific ideas and real-life problems. Moreover, the student’s conception of the nature of scientific knowledge is required to help a student become a scientifically literate person. This work aims to construct science knowledge and contextual problems to support students’ conception of the nature of science. In the case of the physics subject, eight new heat and temperature experiment designs are proposed to construct students’ scientific literacy in high schools. The aspects of scientific literacy on experiment designs are developed based on PISA 2015 frameworks.

No abstract