The Effectiveness of Problem-Based Learning in Enhancing Students’ Explaining Competence on the Thermodynamics Topic
), Abdul Hakim(3), Shelly Efwinda(4), Tomohiro Takebayashi(5)
| 
Country:
(1) Department of Physics Education, Mulawarman University, Indonesia
(2) Department of Physics Education, Mulawarman University, Indonesia
(3) Department of Physics Education, Mulawarman University, Indonesia
(4) Department of Physics Education, Mulawarman University, Indonesia
(5) Department of Art and Science Education, Yamata University, Japan
Corresponding Author
Scientific literacy, particularly the competence to explain phenomena scientifically, is an important skill for enabling students to apply scientific concepts to everyday contexts and participate in informed decision-making. This study explores the effectiveness of the Problem-Based Learning (PBL) model in enhancing students’ competence to explain scientific phenomena within the topic of thermodynamics, focusing on the cases of LPG and LNG. Using a quasi-experimental design with a pretest–posttest control group, participants were drawn from several public senior high schools in Samarinda, Indonesia, through cluster random sampling. The experimental group was taught using PBL supported by context-based student worksheets, while the control group received conventional, lecture-based instruction. The assessment instrument used essay questions aligned with six PISA indicators for explaining scientific phenomena, validated by experts, and confirmed to have high reliability. The findings show that students in the PBL group achieved greater improvement across all measured indicators compared to those in the conventional group. The most significant gains were observed in constructing and evaluating models, and in explaining the societal implications of scientific knowledge. These improvements were closely related to the structured stages of PBL, including problem orientation, organization of learning activities, guided investigation, development and presentation of solutions, and analysis and evaluation of the problem-solving process. Each stage fostered active engagement, collaborative discussion, the use of multiple representations, formulation and testing of hypotheses, and reflection on both process and outcome. The results suggest that PBL is effective for enhancing students’ scientific literacy, particularly in explaining competence by connecting abstract thermodynamic concepts with real-life contexts. This study supports the broader adoption of PBL as a strategy to strengthen critical thinking and scientific reasoning in line with Indonesia’s long-term educational objectives under the RPJPN 2025–2045 framework.
Keywords: problem-based learning, scientific literacy, thermodynamics, competence in explaining scientific phenomena.
Agustin, N. P., Lesmono, A. D., & Wahyu, R. B. (2017). Pembelajaran fisika di sma dengan menggunakan model kooperatif tipe STAD (Kajian: Di SMAN 1 Tapen Bondowoso) [physics learning in high school using the STAD type cooperative model (study at SMAN 1 Tapen Bondowoso)]. Jurnal Pembelajaran Fisika, 6(2), 196–202.
Ardiyanti, Y., Suyanto, S., & Suryadarma, I. G. P. (2019). The role of students' science literacy in Indonesia. Journal of Physics: Conference Series, 1321(3). https://doi.org/10.1088/1742-6596/1321/3/032085
Arends, R. I. (2012). Learning to Teach. In Central Connecticut State University (Switzerland) (Vol. 11, Issue 1).
Azizah, D. N., Irwandi, D., & Saridewi, N. (2021). Pengaruh model pembelajaran problem based learning berkonteks socio scientific issues terhadap kemampuan literasi sains siswa pada materi asam basa [the influence of problem based learning model with socio-scientific issues context on students' scientific literacy skills in acid-base material]. Jurnal Riset Pendidikan Kimia, 11(1), 12–18.
Fathurrohman. (2020). Pengembangan modul fisika dasar I berbasis literasi sains. Pancasakti Science Education Journal, 5(9), 4–11.
Hafizah, E., & Nurhaliza, S. (2021). Implementasi problem based learning (pbl) terhadap kemampuan literasi sains siswa. Quantum: Jurnal Inovasi Pendidikan Sains, 12(1), 1. https://doi.org/10.20527/quantum.v12i1.9497
Hidayati, N. D., Sunardin, I. M. (2023). Pengaruh model pembelajaran problem-based learning terhadap pemahaman konsep ipa siswa kelas 4 sd negeri doyong 4 kota tangerang [the influence of the problem-based learning model on the understanding of science concepts of grade 4 students of doyong 4 elementary school, tangerang city]. Jurnal Ilmiah Wahana Pendidikan, 9(November), 507–517.
Marhaeni, H. N. (2021). Efektivitas lkpd berbasis problem based learning untuk meningkatkan kemampuan pemecahan masalah matematis siswa sma negeri 1 imogiri. Jurnal Pendidikan Surya Edukasi (JPSE), 7(2), 85–96. https://doi.org/10.37729/jpse.v7i2.7607JPSE
Mellyzar, M., Zahara, S. R., & Alvina, S. (2022). Literasi sains dalam pembelajaran sains siswa SMP [scientific literacy in science learning for middle school students]. Pendekar: Jurnal Pendidikan Berkarakter, 5(2), 119. https://doi.org/10.31764/pendekar.v5i2.10097
Nurtanto, M., Sofyan, H., Fawaid, M., & Rabiman, R. (2019). Problem-based learning (PBL) in Industry 4.0: Improving learning quality through character-based literacy learning and life career skill (LL-LCS). Universal Journal of Educational Research, 7(11), 2487–2494. https://doi.org/10.13189/ujer.2019.071128
OECD. (2018). PISA 2015. PISA Result In Focus. OECD.
OECD. (2019). PISA 2018 assessment and analytical framework: reading, mathematics, and science. OECD Publishing. OECD. https://doi.org/10.1787/b25efab8-en
OECD. (2022). PISA 2022 Assessment and analytical framework: mathematics, reading, and science. OECD. https://www.oecd.org
Permanasari, A. (2016). STEM Education: inovasi dalam pembelajaran sains [innovation in science learning]. Prosiding Seminar Nasional Pendidikan Sains VI, 23–34.
Quraisy, A., & Madya, S. (2021). Analisis nonparametrik mann whitney terhadap perbedaan kemampuan pemecahan masalah menggunakan model pembelajaran problem-based learning [mann whitney non-parametric analysis of differences in problem-solving ability using the problem-based learning model]. VARIANSI: Journal of Statistics and Its Application on Teaching and Research, 3(1), 51–57. https://doi.org/10.35580/variansiunm23810
Riyanto, M., Asbari, M., & Latif, D. (2024). Keefektifan problem based learning terhadap kemampuan berpikir kritis. Journal of Information Systems and Management, 03(01), 20–25. https://doi.org/10.52005/belaindika.v1i2.14
Sarminah. (2018). Penerapan pendekatan kontekstual untuk meningkatkan hasil belajar IPA Kelas VI SD Negeri 004 tembilahan kota kecatamatan tembilahan [implementation of a contextual approach to improve science learning outcomes for grade vi of sd negeri 004 tembilahan city, tembilahan district]. Jurnal PAJAR (Pendidikan dan Pengajaran) 2(2), 1–23.
Srirahayu, R. R. Y., & Arty, I. S. (2018). Pengembangan instrumen experiment performance assessment untuk menilai keterampilan proses sains dan kerja sama [Development of an experimental performance assessment instrument to assess science process skills and collaboration]. Jurnal Penelitian Dan Evaluasi Pendidikan, 22(2), 168–181. https://doi.org/10.21831/pep.v22i2.20270
Sugiyanto. (2009). Model-model pembelajaran inovatif. In Surakarta: UNS.
Untari, D. T. (2020). Buku ajar statistik 1. CV. Pena Persada.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.