Approaching Problem-Solving Skills of Momentum and Impulse Phenomena Using Context and Problem-Based Learning

Abstract

The industrial revolution era 4.0 has now become a major topic in every country. Various sectors respond quickly to this problem, including education. In response to this, there are several aspects of skills that students must master. One of them is problem-solving skills. One of the aspects that influence the students' problem-solving skills is the context and problem-based learning model. The purpose of this study is to describe the effect of the model on students' skills to solve physics problems. The research method used is a quasi-experimental research design with non-equivalent control group design. The data analysis technique used Independent Sample T-Test by PASW 18 with a significance 5%. Based on the results of the Independent Sample T-Test can be concluded that there is an effect on the model that was applied with a significant gain of 0,00. The results showed that the context and problem-based learning (C-PBL) model affected the physics problem-solving skills. The C-PBL model is able to improve the students' physics problem-solving skills, communication skills, the students' confidence in learning, as well as improving students' understanding of physics lessons conceptually.

Wastepreneurship: A Model in Improving Students’ Confidence and Creativity

“…The syntax of the science wastepreneurship learning model is designed based on the need for solutions to waste problems in everyday life. In starting learning, the teacher must be creative in displaying problems so that the learning process is attractive to students (Yuberti et al, 2019).…”

Psychometric and Structural Evaluation of the Physics Metacognition Inventory Instrument

“…The lack of research on the role of metacognition in physics problem solving is a problem, considering the importance of problem-solving in improving physics learning achievement (Chi, 2006;Yuberti et al, 2019). Practitioner-oriented studies have investigated the correlation between awareness and metacognitive achievement (Sart, 2014), with some studies showing evidence that the students who managed their cognition tend to work better in problem-based learning (Hmelo-Silver, 2004;Uyar, Yilmaz Genc, & Yasar, 2018), and in improving academic achievement (Winston, Van Der Vleuten, & Scherpbier, 2010).…”

Semiotic procedural knowledge model on solution of problems and problem-solving analysis

“…Since collaboration has positive effects on students' problem-solving approaches (Birisci, 2017;Suarsana et al, 2019), problem-solving activities that they can collaborate can positively affect students' level of knowledge and sucess. Since problem solving skills (Latifah et al, 2019) and metacognitive awareness of procedural knowledge can be increased with the problem-based learning model (Kuvac and Koc, 2019), problem-based learning model can be used to develop positive knowledge levels. Given that visualization technique improves problem solving success levels (Osman et al, 2018), when visualization and modeling of problems affect problem solving successes (Roux and Kloot, 2019;Öllinger et al, 2015), establishing semiotic models of problem solutions can positively affect students' success levels.…”