P-ISSN: 2303-1832 Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi 07 (2) (2018) 79-90

e-ISSN: 2503-023X DOI: 10.24042/jipfalbiruni.v7i2.2802

October 2018

DEVELOPMENT OF PROBLEM SOLVING-ORIENTED

WORKSHEET OF PHYSICS LEARNING
IN SENIOR HIGH SCHOOL

Muhammad Syahrul Kahar*1, Ismail Suardi Wekke2, Muhamad Ruslan Layn3

1, 3
Mathematics Education Department, Universitas Muhammadiyah Sorong, Papua, Indonesia
2 State Islamic College of Sorong, Papua, Indonesia

*Corresponding address: [email protected]

Received: July 2nd, 2018. Accepted: October 20th, 2018. Published: October 28th, 2018

Abstract: This study aimed at identifying how did the improvement in the problem-solving ability of learners
work in improving the ability of learners in constructing the materials obtained after the development of
LKPD (Learner’s Worksheet) in classroom learning. This research used Research and Development (R &
D) approach using the Kemp model. Data collections were done through problem-solving tests, validation
analysis, and correlation test. The indicators of this study included the effectiveness of the developed
learner’s worksheet and the increased ability of problem-solving that was seen from the learning results
obtained. The results showed that the average increase in the learning outcomes of the learners was equal to
79.44 with a difference in the scores of learning outcomes where tcount = 32.806 > ttable = 1.734, with a
significance level of 0.000. Also, the improvement of learning outcomes on the response of learners gives
significant influence with a score of 0.338 with a significance level of 0.085. Based on these results the
development, the problem-solving oriented students’ worksheet is declared valid and effective based on the
results of validation tests by experts and the results of the implementation of classroom learning. These
results impact the students’ learning outcomes. It is expected that in the learning process with different
materials, the worksheet can be applied in improving students' ability to solve problems. It is suggested for
a research to collaborate the worksheet with other models and, media that can be linked to the problem-
solving aspects, so that in its implementation, students have the confidence to succeed, be more active, and
interested in problem-solving given.

© 2018 Physics Education, UIN Raden Intan, Lampung, Indonesia.

Keywords: Learning of physics, learner’s worksheet, problem-solving

INTRODUCTION evidenced by the students’ inability to

Physics learning is a subject that connect material taught with the
requires quite a lot of relatively high phenomena that exist in their environment.
intellectualize so that most learners have The students’ competence in the material
difficulty in learning. They assume that provided has not been maximally
physics learning is a fairly difficult lesson achieved. Also, another thing that is very
because it requires not only mathematical influential is the use of strategies in
calculation but also the understanding of implementing learning tois make students
concepts (Keller et al., 2017). Therefore, active without losing focus on the material
the researchers apply problem solving- provided. These results are also consistent
oriented learning model. with reports from the two countries which
Some research results in various explain that students whose teachers often
countries such as Sweden and Japan show use a variety of approaches or strategies
that the average implementation of have a higher level of achievement on
learning that has been carried out is not problem-solving compared to teachers
directed to the students’ critical thinking who only explain in conventional ways
and the ability to solve problems. This is (Asami-Johansson, 2015).
80 Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi, 07 (2) (2018) 79-90

Based on the elaboration of the findings for the learner’s learning process to be
in the two countries, Indonesia is facing effective, the teacher must act as a
similar problems. It can be seen at the facilitator that provides an environment for
research site that in the implementation of the learning process to take place
learning in schools, the teacher only effectively and efficiently. To be a good
implements learning by explaining the facilitator, the teacher must master the
material without carrying out the concepts and principles of the learning
collaboration of various learning strategies process. While (Fathurrahman et al., 2018)
and media, thus impacting the and (Kahar, 2017) stated that in physics
competencies possessed by students. The learning activities, teachers rarely train
matter gives a change in mindset for learners with skills. Practical activities are
students towards the willingness and also rarely done on the grounds of limited
interest in participating in the lesson. time to learn conceptually and inadequacy
In overcoming the problems that exist of laboratory facilities and infrastructure,
in the classroom, there needs to be an so the potential ability of learners is less
implementation of learning that is oriented trained.
towards problem-solving. The ability to When the development of learners’
solve problems within certain limits can be potency, especially their creativity of
established through the field of study and thinking during learning, is not optimal, it
the disciplines. The issue of how to teach will result in learning that is not optimal as
‘problem solving’ will never be overcome well. Therefore, a real effort is needed, one
without considering the type of problem to of which is to improve the learning process
be solved, suggestions and forms of the that occurs in the classroom through the
program prepared, and a student's innate use of different learning models and
variables. Similarly (Ceberio & Franco, approaches. Thus, it needs a strategy that
2016) explained that the problem solving includes aspects of the development and
oriented learning process could improve implementation of tools or learning media
the ability of students to make hypotheses to improve interest in learning and increase
and analyze the results of the practice its outcomes (Kahar, 2018).
found. This strategy and development show
Problem-solving strategies, in students that every subject of physics is
principle, use real-world problems as a necessarily a way of thinking they must
context for learners to learn about critical understand, not just by letting them learn
thinking and problem solving and to from the teacher or the book, but the
acquire essential knowledge and concepts teacher must provide for them an
from the subject they learn. Darma opportunity to apply the knowledge they
(2018) states that in carrying out a learning have in the real world. One of the learning
using problem solving-oriented learning tools developed is the learner’s worksheet
model that directs the learning outcomes (LKPD) which supports to develop the
on problem-solving abilities, it is possible strategy of problem solving-oriented
for students to be able to describe learning. Similarly (Rahayu et al., 2017)
information in accordance with their explained that the implementation of
abilities and skills in processing the students worksheet in learning oriented to
information obtained. various learning methods could improve
In according to (Purnamawati, some aspects of students' abilities such as
Ertikanto, & Suyatna, 2017) stated that the learning motivation, and classroom
process of learning with the teacher is a learning activities.
series of reciprocity between student This is in line with (Kahar et al., 2018)
activities and teaching activities. In order which explained that a learning approach
 Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi, 07 (2) (2018) 79-90 81

using a worksheet could construct learners' apply the concept well, to absorb learning
understanding. The construction of the carefully (Kahar, 2018). Also, the learning
worksheet development is classified into process that uses worksheets can provide
five stages including clarification of more contextual learning related to the
issues, opinion disclosure, evaluation and daily lives. The implementation is
selection, implementation, and creative expected to be able to have an impact on
performance. (Noor et al., 2017) Also students in improving their learning
stated that the development of learning outcomes (Barniol & Zavala, 2016)
tools could show the improvement of the The development is also focused on the
ability of learners determined by the ability subject of fluid that can support more
to think, especially to solve the problems dominant discussion about materials
of life they face. Furthermore (Powell et related to the learners’ daily life. Firdaus &
al., 2017) stated that the use of learning Wilujeng (2018) explain that the
media could provide cognitive development of inquiry-oriented
implications for students in improving worksheets was able to improve the
problem-solving abilities. students’ ability and also able to improve
This problem solving-oriented learning students' critical thinking skills in solving
strategy can be a good solution for learners the given questions. This can also have an
in dealing with physics lessons. The use of impact on the learning activities carried
a model or method of learning by the out by students during learning.
characteristics of the material taught Based on the above description, it is not
allows teachers to communicate well with appropriate to teach the subject of fluid or
learners and add their insight thinking, so other materials that were collaborated into
they can learn the whole concept well applicative aspects of learning solely by
(Fitriah, 2013). Similarly, (Tanti et al., lecturing methods in the classroom. It
2017) expressed that the use of various should be taught by inviting learners to
models of learning that focus on the observe what they will learn and
formation of models and media in physics understand why the material is essential to
learning through contextual problem them. Therefore, the purpose of this study
solving can provide opportunities for was to evaluate how does the improvement
learners to actively engage in problem- of the problem-solving ability of the
solving, and can assist them in developing learners work after the development of the
learning media and other media related to problem solving-oriented worksheet. In
the subject of physics. according to (English, Hudson, & Dawes,
One of the models and learning 2013) stated that the problem-solving
approaches that can make learners become process was able to construct students'
more active and grow their meta-cognition skills in collaborating with the context of
skill, learning think mathematically, and knowledge that was obtained.
interest in learning is by using the Problem Based on the results of the research
Solving model (Schoenfeld, 2016). stated above, the implementation and
Similarly (Putri et al., 2017) stated that the development of a learning media by
development of learning-oriented critical applying an approach can provide
thinking skills could improve the ability of significant results in improving learning
students in problem-solving for the outcomes. Still, based on the previously
material being taught and the mentioned research, there has not been any
implementation of these learning runs development of worksheets that are
effectively and efficiently. oriented to the students’ ability to solve
This allows the learners to follow problems. Therefore, the researcher
physics learning more contextually, can intends to develop a worksheet that is
82 Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi, 07 (2) (2018) 79-90

problem-solving oriented because in METHOD

physics learning, especially in the fluid The research method employed is
material, it is possible to stimulate the research and development (R & D), where
students to solve every problem stated in the design of research and development of
the worksheet. learners’ worksheet was done by referring
Therefore, the achievement of the to the development of the Kemp model.
above-mentioned research objectives, This development model consisted of
students are expected to be able to identify several stages are (1) identification of
models, methods, and strategies that were learning problems, (2) material analysis,
applied in every classroom learning, in (3) analysis of specific learning objectives,
order to improve their achievement and (4) designing learning strategies, (5)
learning outcomes during the learning establishing learning methods, and (6)
process. Also, they are also able to developing evaluation instruments(Kemp,
understand better the material obtained 1995). The revision stage can be done
with the help of models, methods or tools based on advice's given as stated in figures
in the form of LKPD applied in learning. 1.

Figure 1. The cycle of development of the kemp learning model worksheet

This research was conducted at SMA form of suggestions and opinions which
Muhammadiyah Al-Amin, Sorong. The then be used to revise the worksheet. There
sample was 18 students of the second were two validators consisted of lecturers
semester of the eleventh grade of Class XI and practitioners (teacher). The
MIA. The number of the samples was quite instruments used to collect data are as
small since the overall students of the follows:
school were also limited.
The instruments used to collect the data Expert Validation
in this study were the expert validation Expert validation was used by the team
sheet and the problem-solving test. The of validators to validate worksheets and
expert validated the developed worksheet. research instruments that had been
The results of the validation can be in the designed. The result of this validation was
 Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi, 07 (2) (2018) 79-90 83

in the form of validators’ suggestions and Ai = mean of the ith aspect

opinions were used to revise such devices n = amount of aspects
Furthermore, the total mean (X ) was
and instruments.

Problem-solving test assessed based on the interval rate

To identify the achievement of the determined as follows:
physics learning of learners, they were 3.5  M  4 Very valid
given a multiple-choice test. This multiple- 2.5  M  3.5 Valid
choice test consisted of 20 items that were 1.5  M  2.5 Quite valid
used after the research to the same class M  1.5 Not valid
(Suharsimi, 2006). It was intended to The criteria used to decide that the
identify the achievement of the problem- learner's worksheet had a sufficient degree
solving skills of learners by referring to of validity were, among others, the mean
their physics learning outcomes after being value of validity for the overall aspects was
taught using a problem-solving worksheet. at least being in a valid category.
Also, the achievement of learning they Otherwise, a revision was necessary to do
obtained, once collaborated on their based on the suggestion of the validators or
responses, was analyzed using a by reviewing the aspects that were
correlation test. considered to be lacking.
To analyze data of the development of
problem solving-oriented worksheet, RESULTS AND DISCUSSION
descriptive statistical analysis technique The results of the research are (1)
was used. The data analyzed were: Analysis of expert test on the learner’s
worksheet; and (2) Field test analysis.
Data analysis based on experts’ The initial product developed is a
validation learner's worksheet (Figure 1) in physics
Data that had been validated by experts learning at SMA Muhammadiyah Al-
were analyzed by considering their inputs, Amin. Before trial, it is necessary to
comments, and suggestions. The results of validate by experts by the field of research
the analysis were presented as guidelines to validate the resulting product.
for revising the worksheet used in the Validation is done by providing an initial
study. draft of the learner's worksheet with an
Activities carried out in the process of evaluation sheet for each physics expert
analyzing the validity were by finding the and teacher. An evaluation sheet is a
questionnaire that contains aspects of
total mean of the mean of ( X ) for all
aspects using the formula of assessment and quality, suggestions, and
n comments from experts and teachers of
A
j =i
i
physics of SMA Muhammadiyah Al-Amin
X = , (1) about the worksheet. The results of the
n evaluation are in the form of values of the
aspect of the quality of the learning
Information: worksheet by using scale 1 to 4. The results
X The = total mean of all aspects of the development of worksheet can be
seen in Figure 2.
84 Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi, 07 (2) (2018) 79-90

Figure 2. The developed product

This developed worksheet has received that the mean score earned is three then the
feedback from some experts so that it can mean score is categorized as ‘Excellent’.
be more qualified and achieve the expected More details were seen in Figure 3.
goals. The assessment developed includes
four main elements. 4,5
3,75 4
The four elements include Format, 4
3,5 3,5 3,5
Content, Language, and Benefits/ 3
Usability. The experts in the assessment of 2,5
the worksheet developed are (1) 2
Rahmatullah Bin Arsyad, S.Pd., M. Pd 1,5
(Lecturer of FKIP Muhammadiyah 1
University of Sorong) and (2) Nurlia 0,5
Malawat, S. Si (Physics Teacher). The data 0
presented are the result of the experts’
assessment of the worksheet product that Validator 1
was developed. The results so vary Validator 2
according to the assessors. The assessment average
presented in order to see how far the Figure 3. Experts’ validation chart
quality of the product was developed.
Firstly, the format shows that the mean The results of the scoring data obtained
score obtained is 3.75. When viewed from from the experts can show that the
the rating category described in the worksheet product belongs to the category
previous section, then the mean score is of ‘Very Good.’ This proves that the
included in the category of ‘Very Good.’ experts averagely give a high assessment
Secondly, the content shows that the mean of the developed worksheet product.
score earned is 3.5 then the mean score is Therefore, it concluded that the
considered as ‘Very Good.’ Thirdly, development of student worksheets in
Language shows that the mean score SMA Muhammadiyah Al-Amin, Sorong,
earned is 4.0 then the mean score is in the can be used for every trial conducted. This
category of ‘Very Good.’ Fourthly, is consistent with research by (Alina et al.,
Benefit/Usability of the worksheet shows
 Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi, 07 (2) (2018) 79-90 85

2016) who explained that validation of the N 18

worksheet has an impact on the learning Mean 79,44
Median 80,00
outcomes of the students in the classroom. Modus 65,00
The result of the normality test of the Standard Deviation 10,27
learners’ outcomes seen in figure 4. Skewness 0,12
Minimum Score 65,00
Maximum Score 95,00

This analysis proves that the

achievement of the results obtained by the
learners during the learning of physics in
the classroom experienced a significant
improvement with the maximum score of
95 and the minimum score of 65. The
results of t-test done using one sample tests
how that the score of tcount = 32.806 > ttable
= 1.734 with the significance degree of
0.000. Those show that the development of
learners' worksheets affects improving
Figure 4. Normality test chart problem-solving skills. The results
The figure above shows that the results obtained agree with (Sadipour et al., 2017)
obtained by the learners when following explaining that the oriented learning model
the learning process have a normal of students' academic performance was
distribution. Based on these data, the able to provide better learning
results of the descriptive analysis done achievement, motivation, and problem-
show that the score obtained by the solving abilities.
learners in following the learning on the In addition to the analysis mentioned
Fluid subject showing the results of above data, simple regression test results
problem-solving is 79.44. This indicates between students' learning outcomes and
that the learners, averagely, can understand their responses in the next learning using
the learning materials when a problem- worksheets can describe as well. This
solving-oriented learning process is shown in Table 2.
implemented based on the process of
Table 2. Correlation Test between Learning
practicum in the classroom and the Outcomes to Student's Response
laboratory. Outcomes Response
This is also supported by another
research by Seyhan (2015) that shows the Pearson Outcome 1,000 0,338
Correlation Response 0,338 1,000
students' problem-solving abilities are very
dependent on the perception of the subject Sig. Outcome - 0,085
matter that has been learned. In addition, (1-tailed) Response 0,085 -
with the improvement of the ability, the N
Outcome 18 18
students are able to be more active in Response 18 18
honing their thinking skills caused by the
application of good learning methods. The From the table above, it can be seen that
results of the descriptive analysis indicate the score of learning achievement and the
that the scores of problem-solving of the response of learners obtained have a
learners are as shown in table 1. significant correlation to the response of
Table 1. Descriptive analysis of the scores of learners with Pearson correlation
problem-solving of the learners coefficient of 0.338 and significance level
86 Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi, 07 (2) (2018) 79-90

of 0.085. These results indicate that the learners during the learning process with
level of achievement of the development the results indicating a linkage to the
of problem solving-oriented learner's effectiveness of the development of the
worksheet shows a significant worksheet.
improvement in the implementation. Based on the results of the analysis of
Similarly (Barniol & Zavala, 2016) who the data obtained, it found that the
explained that understanding to students achievement of the learning process in the
could be improved through worksheets, to class got good results. This can be seen
produce active learning. On the other hand from the aspect of the device used. The
(Stozhko et al., 2015) also suggests that achievement in question is to develop a
project-based learning can develop valid, practical, and effective worksheet.
students' problem-solving skills which are To know the validity, each worksheet was
assisted by the use of learning media such assessed by two people. The results of the
as using worksheets, IT and so on. assessment of the two validators show that
Compared to other countries, such as from the worksheet used in the developed
Japan, the advantages in applying learning, it was concluded that the
problem-solving learning by collaborating worksheet is valid and practical.
with various methods or approaches in The validity was illustrated by the
implementing learning include: (1) results of the assessment of two validators
students are more active and often express where the developed learner’s worksheet
their ideas; (2) students have the meets the criteria of validity with the
opportunity to use their knowledge and average value of validity of 3.68 and is in
skills extensively; (3) this method can give the category of ‘very valid.’ This shows
low-achievement students the opportunity that from the aspect that was assessed and
to respond in their own way; (4) students measured in the implementation of
are motivated to take lessons and (5) build validation, it was seen that the learner’s
a desire to find a problem (Asami- worksheet used is suitable for use in the
Johansson, 2015). In addition, the results learning process, so it was expected that
of the study by Seyhan (2015) reveals that this validation would have an impact on
at the level of perception of problem- the improvement of learners' learning
solving abilities, other process skills, and outcomes. In according to (Alina et al.,
logical thinking abilities are more effective 2016) the validity of worksheets provides
in compared to another conventional a good response in the implementation of
teaching methods. In addition, the learning the learning process in the classroom.
outcomes obtained by students towards The scores obtained indicate that the
problem-solving abilities are quite learners while following the lesson
significant. responded positively and were interested
On the other hand, these results prove in the implementation of the learning
that the response of learners has a process using problem solving-oriented
significant relationship with their learning worksheet in the classroom. Differences in
outcomes in which their ability to solve the results obtained were due to the
problems has increased. This is also previous learning process different from
supported by (Fhadhila, Ertikanto, & the process of learning-oriented problem
Rosidin, 2018) which stated that the solving using the learner's worksheet,
learner’s worksheet effectively improves where each learner shows considerable
the average of the learning outcomes, in interest in solving the problem. This is in
which the achievement of the development line with research conducted by (Khairani
objectives is in the category of ‘Good’. & Febrinal, 2016) which stated that testing
This is seen from the feedback given by the the potential impact of the use of learning
 Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi, 07 (2) (2018) 79-90 87

media can provide convenience to learners (Lan, Hsiao, & Shih, 2018) explained that
in understanding the lesson in the the implementation of a design in learning-
classroom. oriented towards the use of instructional
The application of the oriented learning media was able to provide meaningful
process enables the learners to be able to learning for students. Furthermore (Kahar,
implement the results obtained and 2017) also explained that the problem-
connect each learning material with daily solving ability could give impact to the
life. In addition, it also describes the level students in their ability of mathematical
of ability of learners in completing the thinking in solving problems in their
problem-solving test, where the results of everyday life.
the testability of learners obtained on In according to (Panaoura et al., 2017)
average are in the category of explained that problem-oriented learning
completeness, but the minimum score could improve student learning outcomes
obtained learners fall into the category and can also help improve understanding
does not reach the minimum mastery of physical concepts. On the other hand
criteria (KKM) which became the basis of (Diani, Yuberti & Syarlisjiswan, 2018)
the assessment of learning outcomes. explained that learning based on problem-
There were just four students who can based learning could provide positive
obtain that score. This indicates that there interaction for students so that the learning
is still a small percentage of learners who process carried out by students can run
still need special treatment in the learning effectively, efficiently and be able to
process. In according to (Keller et al., understand the material being taught.
2017) stated that teachers must have Another result of research (Amin &
pedagogic abilities in delivering material Mahmud, 2016) also explains that the
contextually to increase motivation and development of a learning media through
learning achievement. visual media or worksheets were able to
Guidance and interest in the have a significant impact on improving
implementation of physics learning need to students' problem-solving abilities which
be encouraged again to improve their include concept map ability and
abilities. On the other hand, according to mathematical abilities.
(Rahayu et al., 2017) the development of
problem solving-oriented learning strategy CONCLUSIONS AND SUGGESTIONS
using a worksheet can be a new model for Some conclusions can be made based
learners in developing their thinking skills on the results of the research: the
and honing other skills. This strategy development of problem-solving oriented
encourages them to think more creatively. student worksheets is declared valid and
Therefore, learning based on problem- effective based on the results of validation
solving aspect and development of the by the experts and the results of the
learner’s worksheet which is carried out by implementation of classroom learning.
the process of practicum able to train Furthermore, in learning by using
learners to construct their knowledge and problem-solving oriented worksheets, it is
investigate a concept, as well as able to obtained the average learning outcomes of
reflect the concept that was understood. 79.44 with the results of the analysis of
This is in line with the statement of tcount = 32.806 > ttable = 1.734 with the
(Puspitasari & Munawi, 2018) which significance degree of 0.000. On the other
explained that the implementation of an hand, in the implementation of worksheets
approach, method, and model of learning oriented to problem-solving shows the
could stimulate changes in the mindset of influence on students' responses to
learners in solving the problem. Similarly
88 Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi, 07 (2) (2018) 79-90

learning with a score of 0.338 with a Problem Solving Oriented Lesson

significance level of 0.085. Structure: A Swedish case study. In
The implication by these results has an Linkoping Universitet.
impact on improving student learning Barniol, P., & Zavala, G. (2016). A tutorial
outcomes so that it was expected that worksheet to help students develop
learning process with different materials the ability to interpret the dot product
can be applied in improving students' as a projection. Eurasia Journal of
ability to solve problems. It is expected Mathematics, Science and
that in the learning process with different Technology Education, 12(9), 2387–
materials, the worksheet can be applied in 2398.
improving students' ability to solve https://doi.org/10.12973/eurasia.201
problems. It is suggested for a research to 6.1271a
collaborate the worksheet with other Ceberio, M., Manuel Almudi, J., & Franco,
models and, media that can be linked to the A. (2016). Design and Application of
problem-solving aspects, so that in its Interactive Simulations in Problem-
implementation, students have the Solving in University-Level Physics
confidence to succeed, be more active, and Education. Journal of Science
interested in problem-solving given. Education and Technology, 25(4),
590–609.
ACKNOWLEDGMENT https://doi.org/10.1007/s10956-016-
Thanks to the Directorate of Research 9615-7
and Community Service and the Darma; I, K, Candiasa; I, M, Sadia; I, W,
Directorate General of Research and D. N. (2018). The effect of problem-
Development Reinforcement of the based learning model and an
Ministry of Research, Technology and authentic assessment of mathematical
Higher Education who have provided problem-solving ability by using the
funding assistance in 2018. numeric ability as the covariable The
effect of problem-based learning
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