Students’ Problem-Solving Skill in Physics Teaching with Virtual Labs

Abstract

Problem-solving is a high-level ability to find solution to a problem. In the problem-solving process, students have to identify and understand the problems, plan the solutions, execute the plans and review the resolution process. This ability is needed by students to produce meaningful knowledge. This article discusses the effect of virtual labs in physics learning toward student’s problem-solving abilities. The improvement of problem-solving skills was analyzed in each step of the solution process. This quasi-experimental study was conducted at three different senior high schools. There were 165 students participating in this study, all of whom were divided into three experimental groups and three control groups. The research instrument used was five to eight questions of essay test. The results showed that the problem-solving ability of the experimental group was higher than that of the control group at each school. The analysis of each problem-solving step showed that, in each school, the students' ability to identify and define the problem and also to establish goals and objectives show a similar result. Students have an excellent ability in identifying problem up to plan for problem-solving, whereas for the step of analyzing the choice of ideas and step to follow up of problem-solving overall still need to be improved. Students who are unable to complete a particular problem-solving step will not be able to complete the next step well.

Analysis of the Relationship Between Concept Mastery and Problem-Solving Skills of Pre-Service Biology Teachers in Human Physiology Courses

“…Problem-solving focuses on the user's previous experience and knowledge to think deeply and utilize cognitive abilities to solve new problems (Gunawan, et al, 2018). This is in line with Levin et al (2021) that claimed students in the problem-solving group possessed better conceptual knowledge performance.…”

Teaching Philosophy Statement for Physics Teachers: Let’s Think About

“…The education scholars have conducted various researches aiming to provide thinking processes in physics education. Some of them may enhance their thinking skills using simulation (Bakri et al, 2019), learning material (i.e., open online course (Serevina & Andriana, 2019), and virtual labs (Gunawan et al, 2018), STEM (Science, Technology, Engineering, and Mathematics) approach (Soros et al, 2018), and various learning models (i.e., Guided Inquiry Learning (Maknun, 2020), Ethnos Science-Based Direct Instruction Learning Model (Risdianto et al, 2020), and Problem-based Learning Model (Sari et al, 2019). As shown in Table 1, There are many suggestions from previous studies to construct better conditions in the classroom.…”

“…Higher-order Thinking(Bakri et al, 2019;Ramadhan et al, 2019;Serevina & Andriana, 2019) 3 Critical Thinking(Soros et al, 2018;Maknun, 2020;Risdianto et al, 2020) 4 Problem Solving Thinking(Gunawan et al, 2018;Soros et al, 2018) 5 Analytical Thinking(Sari et al, 2019) 6 Creative Thinking(Hakim et al, 2017) 7 Logical Thinking(Bektasli, 2006;Marušić & Sliško, 2017;Muzaky & Sunarno, 2020) …”

Pengaruh Model Pembelajaran CCM CCA Terhadap Kemampuan Pemecahan Masalah Fluida Statis Peserta Didik

“…Pembelajaran yang demikian menyebabkan kemampuan dalam memecahkan masalah menjadi rendah, terutama ketika menemui soal-soal baru yang bentuknya berbeda dari apa yang telah dicontohkan sebelumnya. Gunawan et al (2018) menyatakan bahwa pada beberapa titik penyelesaian masalah dimana peserta didik masih mengalami kesulitan, maka bantuan dan pembiasaan menyelesaikan masalah harus terus dilakukan.…”