The Study of The Problem-Solving of Students Competence with STEM Activities applying Physics concepts Through Problem-Based Learning and Blended Learning Classroom

Abstract

Problem-solving stands as a complex and essential process in our daily lives, representing a crucial skill for 21st-century students. This research aims to compare students' problem-solving competence through STEM activities, focusing on learning by designing spacecraft shock absorption systems. The researcher presents a problem scenario, emphasizing the encouragement of independent problem-solving among students by collaborative integrating concepts from science, technology, engineering design, and mathematics. This research employed a simple random sampling experimental research method. The sample groups used in the research comprised 2 classrooms of students grade 11, divided by a random method into one control group (30 people) and one Treatment Group (30 people). The study conducted a comparison of problem-solving competence between two student groups: the experimental group, which utilized the blended learning classroom (BLC) in a blended learning environment, and the control group, which employed problem-based learning (PBL) in a traditional classroom setting. The blended learning classroom comprised 3 subclasses: 1) On-demand Learning Classroom, 2) Virtual Learning Classroom, and 3) Face-to-face Learning Classroom. Within the blended learning classroom (BLC), students collaboratively tackled group problems, both collectively in the classroom and individually. In contrast, in the problem-based learning classroom (BLC), students only solved problems collaboratively within the classroom. The students' problem-solving competence was analyzed using criteria designed for evaluating such competence, involving the examination of activity worksheets, prototypes, and presentations. Scores, based on measurement criteria, categorized the problem-solving process into four levels: excellent, good, fair, and poor. The dimensions of problem-solving competence included Useful Description, Physics Approach, Specific Application of Physics, Mathematical Procedures, and Logical Progression. Utilizing Independent t-test statistics to compare problem-solving Competence. The results indicated that 1) Despite both groups suitably studying the same problem scenario in, there was no significant difference in problem-solving competence between the two groups of students exposed to different learning environments. 2)Problem-solving competence in Mathematical Procedures. Different learning management styles resulted in varying competence to solve problems significance at the .05 level.