How e-Worksheet Based Blended Problem Based Model Improve

Problem Solving Skills?

Yanti Sofi Makiyah

and Sandi Septiana

Physics Education, Siliwangi University, Siliwangi Street No. 24, Tasikmalaya 46115, Indonesia

Keywords: e-Worksheet, Blended Problem-Based Learning, Problem-Solving Skills.

Abstract: Problem-solving skills are one of the skills that pre-service physics teachers must possess in this century as

prospective professional physics teachers. Therefore, one way that can be done to practice problem-solving

skills is by providing e-Worksheets based on Blended Problem-Based Learning (e-WB-PBL) model. This

study aimed to determine the effectiveness of using e-WB-PBL in improving problem-solving skills. This

study was carried out as part of Siliwangi University's physics education study program for pre-service

physics teachers taking mechanics courses for the 2022/2023 academic year. This study uses mixed methods

with a sequential explanatory design (two groups pretest-posttest). The sample was determined by purposive

sampling with a full selection of 85 pre-service physics teachers. The control class consisted of 43 pre-service

physics teachers, and the experimental class consisted of 42 pre-service physics teachers. The control class

applies Discovery Learning (DL) learning, while the practical course applies Blended Problem-Based

Learning (B-PBL). Statistical tests were used to analyze the data that were acquired, including N-Gain, to

determine the improvement in problem-solving skills after using e-WB-PBL; the effectiveness of e-WB-PBL

was determined by calculating the effect size, and the effect of e-WB-PBL was determined based on the

results of the Mann Whitney test. The results of the N-Gain analysis show that the improvement in the problem

skills of the experimental class is more significant than that of the control class, which is 0.9 in the "high"

category. The results of the effect size calculation stated that e-WB-PBL was "very effective" in improving

problem-solving skills, with a value of 1 in the "huge" category. The results of the Mann-Whitney test stated

significant differences in the problem-solving abilities of the control class and the experimental style, with

the improvement in the practical class's problem-solving skills being better than the control class. Based on

the three results of the analysis, using e-WB-PBL is very influential and effective in improving problem-

solving skills.

1 INTRODUCTION

Problem-solving skills are one of the 21st-century

skills that need to be trained in physics education so

pre-service physics teachers to become professional

physics teachers. Problem-solving skills are

fundamental in learning physics (Rizqa et al., 2020).

Amin et al (2021) state that problem-solving skills

must be taught and developed in the 21st century to

meet graduate competency standards to deal with

societal problems and environmental issues. It is also

essential to train problem-solving skills to develop

pre-service physics teacher's potential, which is

directed through scientific investigation and helps

https://orcid.org/0000-0003-0957-9365

https://orcid.org/0009-0000-3813-4280

solve a problem, find facts, building theories and

concepts so that they are used to dealing with

problems they encounter in their daily activities,

especially physics learning activities at school.

One physics learning model that can be used to

practice problem-solving skills is problem-based

learning (PBL). The PBL model incorporates real-

world challenges they must resolve to develop pre-

service physics teachers' problem-solving abilities

(Diana & Makiyah, 2021). One way that can be done

to solve this problem is by carrying out investigations

in the form of practical activities in the laboratory so

that pre-service physics teachers will also be

competent in problem-solving skills (Darmaji et al.,

Makiyah, Y. and Septiana, S.

How e-Worksheet Based Blended Problem Based Model Improve Problem Solving Skills?.

DOI: 10.5220/0012196900003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 90-95

ISBN: 978-989-758-669-9; ISSN: 2975-9676

2019). The PBL model is also proven to be an

alternative to improving problem-solving skills,

especially in Physics (Diana et al., 2022).

Observations in the mechanics class revealed that

one barrier to using the PBL model to practice

problem-solving abilities was that the time needed

was still insufficient, depending on offline or online

learning. Therefore, one solution that can be done to

overcome these obstacles is to combine face-to-face

learning with online education combined with

independent laboratory practicum activities so that

the teaching is called Blended Problem-Based

Learning (B-PBL).

PBL is the foundation of the B-PBL model, which

combines offline and online syntax learning.

Applying the PBL model can further support pre-

service physics teachers in mastering problem-

solving skills. The PBL model engages physics

teacher candidates in an interactive, cooperative,

learner-centered learning process that fosters

problem-solving skills (Aripin et al., 2021). This is by

Tong, Kinshuk, & Wei (2020), which state that B-

PBL effectively improves problem-solving skills.The

B-PBL model is divided into five stages, namely first,

orienting pre-service physics teacher's problems that

are carried out offline, secondly organizing pre-

service physics teachers to study offline and online,

thirdly guiding group investigations (practice

activities independently in the laboratory), fourthly

developing and presenting the results of discussions

online, and fifth, the problem-solving process is

examined and evaluated offline (Ibrahim et al., 2022;

Qalbi & Saparahayuningsih, 2021; Tong et al., 2020).

This B-PBL uses an e-worksheet to make it easier to

direct pre-service physics teachers in carrying out

each stage in B-PBL. It also provides guidance

questions in solving problems for learning activities

outside the classroom independently or online. The e-

worksheet was created based on the five steps in B-

PBL and trained four indications of problem-solving

abilities, such as comprehending the problem,

developing a strategy, putting the plan into action,

and reflecting on the final answer (Polya, 1978). B-

PBL also leverages the use of technology that is

accessible to digital resources, simulations, software,

or online learning platforms (Lalima & Lata, 2017).

Based on the preceding context, the researchers are

interested in knowing how the B-PBL-based e-

worksheet enhances problem-solving abilities and

how pre-service physics teachers view B-PBL

learning.

2 METHOD

This study employs a sequential explanatory design

and a mixed method. Analysis in the early stages was

carried out by collecting data and analysing it using

quantitative methods and then deepening it with

qualitative methods (Sugiyono, 2014). They combine

data from the two ways connecting with data

collection and analysis of the two methods carried out

separately but made continuous. In Figure 1, the

research design is displayed.

Figure 1: Sequential explanatory research design.

The pre-service physics teachers who took the

two-class mechanics course during the 2022/2023

academic year served as the research sample. There

were 42 pre-service physics teachers in the

experimental class and 43 pre-service physics

teachers in the control class.

The research instrument consists of an essay-

based three-question test of problem-solving skills,

each measuring four indicators of problem-solving

skills regarding kinematics, dynamics, and harmonic

motion. Other instruments, namely a list of semi-

structured interviews and a student perception

questionnaire, consist of statements with a Guttman

scale on B-PBL consisting of 6 comments.

As for how to calculate the score of problem-

solving skills according to Hudha et al (2017) as

follows:

P = (x/xi) X 100% (1

)

Pretest: Problem

solving skills

Implementation of

B-PBL using

e-worksheets for the

experimental class

and implementation

of the Discovery

Learning (DL) model

for the control class

Posttest: Problem

solving skills

Semi-structured

interviews and filling

out pre-service

physics teachers

perception

questionnaires

Quantitative and

qualitative data

analysis: Pretest and

posttest; interviews

and questionnaires

Conclusion

How e-Worksheet Based Blended Problem Based Model Improve Problem Solving Skills?

Where P is the percentage of the final score, x is the

score obtained by the pre-service physics teachers on

one indicator, and xi is the maximum overall score on

the one indicator. The values obtained are then

categorized according to each indicator according to

Diana & Makiyah (2021) in Table 1.

Table 1: Problem-solving skills category.

Presents

(

)

Cate

0-39,9 Ver

less

40-54,99 Less

55,00-69,99 Enough

70,00-84,99 Goo

85,00-100,00 Ver

Questionnaire scores use the Guttman scale with

the options "Yes" or "No". The following equation

then calculates the scores obtained from all pre-

service physics teachers:

P = (f/

) X 100% (2)

Where P is the percentage of the perceived value

of the respondent, f is the total score obtained from

the respondent, and N is the maximum overall score

(Arikunto, 2012; Subana et al., 2015). The calculation

results are then analyzed with the following criteria.

Table 2: Questionnaire percentage criteria.

Presents

(

)

Cate

There aren't an

–

Fraction

–

Almost half

Half

–

Most of the

–

Almost entirel

100

Entirely

Calculation of the score (N-Gain) can be

expressed in the following equation:

N −Gain =











 





(3)

The N-Gain value obtained is interpreted using

Hake's criteria (1999) as follows:

Table 3: N-Gain criteria.

N-Gain Criteria

N-Gain < 0.3 Low

0.7 ≥ (N-gain) ≥ 0.3 Mediu

(N-Gain) > 0.7 High

The equation used to determine the effect size is as

follows:

effect size =





−X















(4)

Where 𝑋



The average of the pretest and posttest

scores, and S is the standard deviation. The effect size

value obtained is interpreted using the criteria of

Diana & Makiyah (2021) as follows:

Table 4: Effect size criteria.

Effect Size Criteria

ES<0,2 Ver

small

0,2≤ES<0,5 Small

0,5≤ES<0,8 Moderate

0,8≤ES<1,0 Large

ES≥1,0 Hu

The statistical analysis included normality and

hypothesis tests using the SPSS software. If the

significance value (Sig.) obtained from the normality

test is more significant than 0.05, it indicates that the

data is typically distributed. In these circumstances, a

t-test is performed. However, the Mann-Whitney U

test in SPSS is utilized if the data is not normally

distributed. The alternative hypothesis (Ha) is

accepted when the significance value or asymptotic

significance (Asymp. Sig.) (2-tailed) is less than or

equal to 0.05. Conversely, Ha is rejected when the

significance value or asymptotic importance (Asymp.

Sig.) (2-tailed) is more significant than 0.05.

The problem-solving skills instrument that has

been made has been validated by three experts and

then tested on 35 pre-service physics teachers to

determine the value of validity and reliability. Based

on the results of the validity test with SPSS, it can be

seen that the problem-solving skills essay questions

are all valid and the reliability test results for

problem-solving skills questions are 0.710 in the high

category.

3 RESULT AND DISCUSSION

Based on data analysis in Figure 2, it was found that

the posttest average in the experimental class was

more significant than the control class, with the "very

good" category for the experimental class and the

"good" category for the control class. The practical

course and the control class improve problem-solving

abilities, although to a different extent. Discovery

Learning and B-PBL treatments can improve

problem-solving skills but have different

improvement categories. In the experimental class,

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

problem-solving skills have improved by 0.9 in the

"high category," compared to 0.6 in the "medium

category" for the control class. Discovery Learning

(DL) and B-PBL are effective for improving

problem-solving skills but have different

effectiveness criteria. B-PBL using e-worksheet has a

"huge" sort while DL has a "moderate" criteria. The

hypothesis test results show that B-PBL has a more

significant effect on improving skills than DL with

Asymp. Sig. (2-tailed) 0.000 less than 0.05 then Ha is

accepted. When it comes to improving problem-

solving skills, B-PBL outperforms DL because the

model syntax in B-PBL trains problem-solving skills

very well by training understanding the problem,

devising a plan, carrying out a plan, and looking back

at the completed solution. The best way to teach

problem-solving is still to confirm the syntax model

of the DL with stimulation, problem statements, data

collecting, data processing, verification, and

generalization. E-worksheets, according to other

studies, considerably enhance problem-solving

abilities (Hasna et al, 2021; Islam et al., 2021).

According to other investigations, e-worksheets

enhance problem-solving abilities through B-PBL

applicable to everyday phenomena (Destianingsih,

Pasaribu, & Ismet, 2016; Sari & Sinurya, 2019).

Figure 2: Results of pretest and posttest data analysis.

Based on the data in Figure 3, it was found that B-

PBL is very effective and very significant in

improving each indicator of aptitude for solving

issues. The experimental class's posttest average for

problem-solving abilities fell into the "very good"

category. The e-worksheet utilized in B-PBL gives

"guidance questions and instructions" in addressing

problems, enabling pre-service physics teachers to be

independent and active in solving problems. B-PBL

is very effective and significant for enhancing each

indicator of problem-solving skills. Pre-service

physics teachers get experiences that are challenging,

interesting, and fun so that they are prepared to have

problem-solving skills.

Figure 3: The result PSS indicator score.

Physics pre-service education According to the

findings of a Google Form survey, physics instructors

provided thoughtful comments. Almost all pre-

service physics teachers stated that through B-PBL,

using e-worksheets on kinematics, dynamics, and

harmonic motion could improve problem-solving

skills. Researchers also observed that pre-service

physics teachers were more independent and active in

finding solutions to problems during the learning

process. Almost all pre-service physics teachers

stated that Blended-Problem Based Learning (B-

PBL) made it easier for them to understand

kinematics, dynamics, and harmonic motion

materials. Nearly all physics teachers in training

claimed that Blended, Problem-Based Learning (B-

PBL) improves their problem-solving abilities.

Almost all physics teachers in training said they like

and appreciate Blended-Problem Based Learning (B-

PBL) on kinematics, dynamics, and harmonic

motion. Almost all pre-service physics teachers noted

that the problems given in Blended-Problem Based

Learning (B-PBL) on kinematics, dynamics, and

harmonic motion are interesting, so they are

motivated to solve these problems independently.

0,6

0,7

0,9

0 20406080100

Pretest Average

Posttest Average

N-Gain

Effect Size

Experimental Class Control Class

100

Pretest

Posttest

Pretest

Posttest

Pretest

Posttest

Pretest

Posttest

Understand

the

problem

Devising a

plan

Carry out a

plan

Looking

back at the

completed

solution

Average Problem Solving Skills Indicator

Score

Control Class Experimental Class

How e-Worksheet Based Blended Problem Based Model Improve Problem Solving Skills?

This learning provides a meaningful and

memorable experience. Almost all pre-service

physics teachers wanted Blended-Problem Based

Learning (B-PBL) replicated to other mechanics

concepts. The findings of this investigation are

investigated by Ukhtikhumayroh & Rahmatsyah

(2021), stating that respondents responded positively

to the application of B-PBL. Learning that is student-

centered and involves active interaction in solving

practical problems contributes to an increased

understanding of more significant problems

(Lukitasari et al., 2019). The characteristics of B-PBL

learning encourage pre-service physics teachers to

actively plan strategies for solving physics problems

and involve intense interactions in the learning

process (Triyanto & Prabowo, 2020). The B-PBL

model also provides opportunities for pre-service

physics teachers to get feedback and reflection on

solutions to solve problems to encourage the

development of better evaluation abilities (Suwono &

Dewi, 2019).

Indicators of problem-solving abilities in the

experimental class employing B-PBL are more

significant in enhancing student problem-solving

abilities, according to the results of the pretest-

posttest indicators of problem-solving abilities in the

experimental and control classes because learning is

carried out much more effectively, namely face-to-

face and online, so that time student learning can be

more to strengthen the concept of each material

studied. In addition, in B-PBL, students go through a

process of investigation and laboratory work that is

not verification in nature because, in B-PBL, students

are asked to learn to make various assumptions and

actively think about finding solutions to solving

problems (Dewi, 2013).

4 CONCLUSIONS

In this study, the e-worksheets-based blended

problem-based model is very effective with a vast

category in improving problem-solving skills.

Furthermore, the worksheet instructions are designed

to be easily understandable, and an element of humor

is incorporated to add enjoyment to the experience of

pre-service physics teachers as they independently

and actively answer questions and find solutions to

problems. Based on the data analysis findings, e-

worksheets-based blended problem-based models are

essential for significantly improving the problem-

solving skills of pre-service physics teachers,

particularly in the high category. These models

provide the necessary training for enhancing

problem-solving skills by answering questions in the

worksheet and actively seeking solutions to

problems. As a result, pre-service physics teachers

gain valuable and meaningful experiences that are

both exciting and engaging. E-worksheets-based

blended problem-based models are highly

recommended for learning to improve problem-

solving skills.

ACKNOWLEDGEMENTS

Researchers would like to thank Lembaga Penelitian,

Pengabdian Kepada Masyarakat, and Penjaminan

Mutu Pendidikan (LP2M-PMP) for financing this

research. This activity can be carried out correctly and

smoothly with the support and assistance of various

related parties. Therefore, the research team would

like to thank the chair of the Siliwangi University

LP2M-PMP, the dean of the Siliwangi University

FKIP, and the lecturers in the Department of physics

Education and pre-service physics teachers class of

2021 in Siliwangi University.

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How e-Worksheet Based Blended Problem Based Model Improve Problem Solving Skills?