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Analysis of Physics Problem Solving Skills of Junior High School Students through PBL-HOTS on Magnetism Material

Physics Communication · Vol. 9 No. 1 (2025) · hlm. 27–39

DOI
10.15294/pc.v9i1.1821
ISSN
2528-598X, 2528-5971
Terbit
2025-02-28
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Critical thinking and problem-solving skills are essential components of 21st-century education goals. Weak problem-solving and higher-order thinking skills (HOTS) can become problematic for students studying physics, particularly in the context of magnetism. To address this issue, efforts are being made to improve physics problem-solving skills through the application of problem-based learning (PBL) and HOTS. The study aims to determine whether students' physics problem-solving skills are better when using PBL-HOTS compared to PBL alone. Additionally, the study aims to determine the improvement and profile of physics problem-solving skills according to Heller after the application of PBL-HOTS on magnetism material. The study employed a mixed-methods sequential explanatory pre-test post-test control group design. The participants were ninth-grade students from SMP Negeri 1 Kersana during the 2021/2022 academic year. The sample was selected using purposive sampling, with Class IX A as the experimental group and Class IX C as the control group. Data was collected using a physics problem-solving test, including descriptions, interviews, and post-test documentation checks. The t-test results indicate that students who applied PBL-HOTS had better physics problem-solving skills than those who applied PBL. Additionally, the N-Gain test showed a moderate increase in students' physics problem-solving skills after the application of PBL-HOTS, with an average N-Gain score of 0.4785. The results of interviews and examination of posttest documentation support Heller's profile of students' physics problem-solving skills. This includes indicators of focusing on the problem (84.69%), describing physics concepts (70.94%), planning solutions (87.81%), implementing problem-solving plans (95.63%), and evaluating solutions (46.88%).

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  • State University of Semarang
  • Indonesia University of Education
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Rekan penulisOrganisasiArtikel bersama
Bambang SubaliState University of Semarang10
Wiwi IsnaeniState University of Semarang6
Bambang SubaliAfiliasi tidak diketahui5
Sigit SaptonoState University of Semarang5
Arif WidiyatmokoState University of Semarang5
Susilo SusiloState University of Semarang5
Ani RusilowatiState University of Semarang4
Bambang SubaliState University of Semarang3
Ian YuliantiAfiliasi tidak diketahui3
Agus YuliantoState University of Semarang3
Wiyanto WiyantoState University of Semarang3
Siti WahyuniState University of Semarang3
Woro SumarniState University of Semarang3
Siti AlimahState University of Semarang3
Aditya MariantiState University of Semarang3
Tri Joko RaharjoAfiliasi tidak diketahui2
Decky AvriliandaState University of Semarang2
Pratiwi DwijanantiState University of Semarang2
Ian YuliantiState University of Semarang2
Sarwi SarwiState University of Semarang2
Tri Joko RaharjoState University of Semarang2
Alvian AlvianAfiliasi tidak diketahui2
Teguh DarsonoAfiliasi tidak diketahui2
Nila ZahidahAfiliasi tidak diketahui2
Lisdiana LisdianaState University of Semarang2
Sudarmin SudarminState University of Semarang2
Zulfatul FaizahState University of Semarang2
Masturi MasturiState University of Semarang2
Siti Nur KhotimahState University of Semarang1
Muthia CholilaState University of Semarang1
H. DarmahastutiAfiliasi tidak diketahui1
Ida KaniawatiIndonesia University of Education1
Dadi RusdianaIndonesia University of Education1
Harry FirmanIndonesia University of Education1
Listiyanto ListiyantoAfiliasi tidak diketahui1
Natalia Erna SetyaningsihAfiliasi tidak diketahui1
Fitri NurdianaAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/pc/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Analysis of Physics Problem Solving Skills of Junior High School Students through PBL-HOTS on Magnetism Material</dc:title>
	<dc:creator xml:lang="en">Nurhasan Ropi'i</dc:creator>
	<dc:creator xml:lang="en">Sunyoto Eko Nugroho</dc:creator>
	<dc:creator xml:lang="en">Ellianawati, Ellianawati</dc:creator>
	<dc:subject xml:lang="en">Physics problem solving skills</dc:subject>
	<dc:subject xml:lang="en">PBL-HOTS</dc:subject>
	<dc:subject xml:lang="en">Magnetism material</dc:subject>
	<dc:description xml:lang="en">Critical thinking and problem-solving skills are essential components of 21st-century education goals. Weak problem-solving and higher-order thinking skills (HOTS) can become problematic for students studying physics, particularly in the context of magnetism. To address this issue, efforts are being made to improve physics problem-solving skills through the application of problem-based learning (PBL) and HOTS. The study aims to determine whether students' physics problem-solving skills are better when using PBL-HOTS compared to PBL alone. Additionally, the study aims to determine the improvement and profile of physics problem-solving skills according to Heller after the application of PBL-HOTS on magnetism material. The study employed a mixed-methods sequential explanatory pre-test post-test control group design. The participants were ninth-grade students from SMP Negeri 1 Kersana during the 2021/2022 academic year. The sample was selected using purposive sampling, with Class IX A as the experimental group and Class IX C as the control group. Data was collected using a physics problem-solving test, including descriptions, interviews, and post-test documentation checks. The t-test results indicate that students who applied PBL-HOTS had better physics problem-solving skills than those who applied PBL. Additionally, the N-Gain test showed a moderate increase in students' physics problem-solving skills after the application of PBL-HOTS, with an average N-Gain score of 0.4785. The results of interviews and examination of posttest documentation support Heller's profile of students' physics problem-solving skills. This includes indicators of focusing on the problem (84.69%), describing physics concepts (70.94%), planning solutions (87.81%), implementing problem-solving plans (95.63%), and evaluating solutions (46.88%).</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-02-28</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/pc/article/view/1821</dc:identifier>
	<dc:identifier>10.15294/pc.v9i1.1821</dc:identifier>
	<dc:source xml:lang="en">Physics Communication; Vol. 9 No. 1 (2025): February 2025; 27-39</dc:source>
	<dc:source>2528-598X</dc:source>
	<dc:source>2528-5971</dc:source>
	<dc:source>10.15294/pc.v9i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/pc/article/view/1821/3260</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Physics Communication</dc:rights>
</oai_dc:dc>