<![CDATA[Penelitian ini menggunakan pendekatan kuantitatif dengan desain Nonequivalent Control Group Design. Populasi dalam penelitian ini adalah seluruh peserta didik kelas XI di SMA Negeri 1 Toraja Utara. Sampel terdiri atas dua kelas, yaitu kelas eksperimen yang diajar menggunakan model Problem Based Learning (PBL) dan kelas kontrol yang diajar menggunakan model konvensional. Tujuan dari penelitian ini adalah untuk menganalisis kemampuan pemecahan masalah peserta didik sebelum dan sesudah diajar menggunakan model Problem Based Learning (PBL) dan model konvensional, serta untuk mengkaji perbedaan kemampuan pemecahan masalah antara kedua kelas. Instrumen penelitian berupa tes pretest dan posttest yang disusun berdasarkan empat indikator pemecahan masalah. Data dianalisis menggunakan statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa sebelum perlakuan, nilai rata-rata pretest kelas eksperimen lebih rendah dibandingkan kelas kontrol. Setelah perlakuan, rata-rata nilai posttest kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Hasil uji independent sample t-test menunjukkan nilai p = 0,001 < 0,05, yang berarti terdapat perbedaan signifikan dalam kemampuan pemecahan masalah antara peserta didik yang diajar menggunakan model Problem Based Learning (PBL) dan yang diajar menggunakan model konvensional. Dengan demikian, model Problem Based Learning (PBL) memberikan pengaruh yang berbeda dibandingkan dengan model konvensional terhadap kemampuan pemecahan masalah peserta didik pada materi usaha dan energi. Kata kunci: Pemecahan masalah, Problem based learning, Usaha dan energi  This research employed a quantitative approach with a Nonequivalent Control Group Design. The population consisted of all 11th-grade students at SMA Negeri 1 Toraja Utara. The sample included two classes: an experimental class taught using the Problem-Based Learning (PBL) model and a control class taught using a conventional model. The objectives of this study were to analyze students' problem-solving abilities before and after being taught using both the Problem-Based Learning (PBL) model and the conventional model, and to examine the differences in problem-solving abilities between the two classes. The research instrument was a pretest and posttest designed based on four indicators of problem-solving. Data were analyzed using descriptive and inferential statistics. The results showed that prior to the intervention, the experimental class had a lower average pretest score than the control class. After the intervention, the experimental class achieved a higher average posttest score. The results of the independent sample t-test showed a p-value of 0.001 < 0.05, indicating a significant difference in problem-solving abilities between students taught using the Problem-Based Learning (PBL) model and those taught using the conventional model. Thus, the Problem-Based Learning (PBL) model had a different effect compared to the conventional model on students’ problem-solving abilities in the topic of work and energy. Keywords : problem based learning, problema-solving, work and energy]]>
