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All Journal Journal of Psychology and Culture Behavior in SDGs
Nurul Muawiyah
Universitas Negeri Surabaya
Education Social Sciences Other

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Profile of the Problem-Based Learning Model Assisted by ELTRA to Strengthen Students’ Problem-Solving Skills in Support of SDG 4: Quality Education Nurul Muawiyah; Elvia Reza Lutfiani; Nofri Hidayatin; Siska Agustin Sha Hareni; Dhea Wanda Irani; Binar Kurnia Prahani
Journal of Psychology and Culture Behavior in SDGs Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jopacbis.2.1.119

Abstract

Objective: This study aims to analysed senior high school students’ physics problem-solving skills on the topic of Light Waves as a basis for implementing a Problem-Based Learning (PBL) model assisted by a digital book (ELTRA) in supporting SDG 4: Quality Education. Method: The research employed a qualitative descriptive design using a preliminary survey approach. Data were collected through problem-based essay tests, student response questionnaires, and teacher interviews. The participants were 104 eleventh-grade students from three science classes at MAN 2 Gresik. Students’ test results were analysed using qualitative descriptive analysis based on five indicators of problem-solving skills: visualizing the problem, describing physics concepts, planning solutions, executing plans, and evaluating results. Results: The findings revealed that most students demonstrated low problem-solving skills. A total of 102 students were categorized at a low level (scores 0–40), only two students reached the moderate category (scores 41–70), and none achieved a high level (scores 71–100). These results indicate that students experience difficulties in applying structured problem-solving steps, particularly in planning and executing solutions. Novelty: This study provides an empirical problem-solving profile as a foundational need analysis for developing a PBL model integrated with an ELTRA digital book, specifically designed to support structured physics problem-solving skills and align physics learning innovation with the objectives of SDG 4.
Profile of the Problem-Based Learning Model Assisted by E-THERM to Strengthen Students’ Problem-Solving Skills in Support of SDG 4: Quality Education Nofri Hidayatin; Nurul Muawiyah; Siska Agustin Sha Hareni; Elvia Reza Lutfiani; Dhea Wanda Irani; Binar Kurnia Prahani
Journal of Psychology and Culture Behavior in SDGs Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jopacbis.2.1.120

Abstract

Objective: The purpose of this study is to analyze the problem-solving abilities of 11th-grade students at State Senior High School 1 Sidoarjo on the topic of temperature and heat as a foundation for implementing a digital book-assisted Problem-Based Learning (PBL) model. Method: This study employed a descriptive quantitative approach in the form of preliminary research involving 105 students selected through purposive sampling. Data were collected using essay tests based on Heller’s five problem-solving indicators, a Likert-scale questionnaire, and teacher interviews, and were analyzed descriptively to examine students’ initial abilities and readiness for digital book-assisted PBL implementation. Results: The findings show that 62.9% of students were categorized as having fair problem-solving abilities, 32.4% were in the poor category, and no students reached the good or very good categories. The physics description indicator was the most mastered aspect, while students’ abilities declined starting from the plan-a-solution indicator, indicating difficulties in systematically applying physics concepts to problem-solving. Novelty: This study provides empirical evidence on students’ readiness for implementing a digital book-assisted PBL model in physics learning, highlighting specific weaknesses in problem-solving indicators that can be addressed through the integration of digital learning resources within the PBL framework.
Co-Authors Binar Kurnia Prahani Dhea Wanda Irani Elvia Reza Lutfiani Nofri Hidayatin Siska Agustin Sha Hareni