Science Kit-Assisted Problem-Based Learning: Its Impact on Students' Problem-Solving Skills
Abstract
This study aimed to determine the difference in problem-solving skills between students who learned using the Problem-Based Learning model assisted by a Science Kit and students who learned using a conventional learning model. This research was a quantitative study employing a non-randomized quasi-experimental design, in which the sample was selected using a purposive sampling technique. The study was conducted at SMP N 1 Kejajar, with the research subjects consisting of Class VIII A as the experimental class (25 students) and Class VIII D as the control class (24 students). Data were collected through observation, tests, documentation, and questionnaires. The research instruments used were a problem-solving skills test and a student perception questionnaire. Data were analysed using validity and reliability tests, normality and homogeneity tests, an independent t-test for hypothesis testing, and an N-Gain test to measure the improvement in problem-solving skills. The results showed that, prior to the implementation of the Science Kit-assisted Problem Based Learning model, the learning process was still teacher-cantered, causing students to be relatively passive. After the model was implemented, students became more active in discussions, conducting experiments, and solving the given problems. The analysis revealed a significant difference between the experimental and control classes, as indicated by an independent t-test value of 0.746 and a calculated significance value of 0.000, which is smaller than 0.05. The implementation of the Science Kit-assisted Problem-Based Learning model was also able to improve students' problem-solving skills, as shown by the N-Gain calculation for the experimental class of 0.761, categorized as high.
Downloads
References
[2] U. Kalsum, H. Hamzah, and N. M, "Implementasi Model Pembelajaran Berbasis Proyek Pendekatan SETS Terhadap Kemampuan Berpikir Kreatif Peserta Didik," Jurnal Fisika dan Pembelajarannya, vol. 2, no. 1, pp. 35–44, 2019.
[3] C. W. Cahyani and T. Djudin, "Pembelajaran IPA Berbasis Lingkungan untuk Siswa Sekolah Dasar: Sebuah Kajian Literatur," Jurnal Pendidikan Dasar Perkasha, vol. 10, no. 2, pp. 1102–1116, 2024.
[4] J. Siswanto, "Strategi Meningkatkan Keterampilan Pemecahan Masalah Menggunakan E-Worksheet dalam Pembelajaran IPA," Media Penelitian Pendidikan: Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran, vol. 19, no. 2, pp. 475–480, 2025.
[5] E. S. Karnel and A. R. Purnomo, "Penerapan Model PBL untuk Meningkatkan Keterampilan Pemecahan Masalah pada Materi Pencemaran Lingkungan," Jurnal Basicedu, vol. 8, no. 5, pp. 3621–3628, 2024.
[6] H. P. Ramadhani, "Peningkatan Kemampuan Pemecahan Masalah Pembelajaran IPA tentang Siklus Air melalui Model Pembelajaran Problem Based Learning," Kalam Cendekia: Jurnal Ilmiah Kependidikan, vol. 9, no. 1, pp. 148–153, 2021.
[7] K. Zaharani and F. N. Pertiwi, "Analisis Kemampuan Pemecahan Masalah Peserta Didik Melalui Kelompok Triple Problem Solving Space (TPSS)," Jurnal Tadris IPA Indonesia, pp. 255–271, 2025.
[8] OECD, Programme for International Student Assessment (PISA) Results: The State of Learning and Equity in Education. Paris, France: OECD Publishing, 2022.
[9] Rosdiana, Y. Oktarisa, and Y. R. Denny, "Analisis Kemampuan Pemecahan Masalah Siswa SMA pada Materi Pemanasan Global," Jurnal Edu Research, vol. 5, no. 1, pp. 143–149, 2024.
[10] S. N. Muthia, A. I. Sugandi, and W. Setiawan, "Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa SMP Kelas 7 Melalui Model Problem Based Learning dalam Materi Rasio dan Perbandingan," Jurnal Pembelajaran Matematika Inovatif, vol. 7, no. 3, pp. 535–544, 2024.
