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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

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

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.

Profile of Students’ Physics Problem-Solving Skills and the Implementation of Digital Book-Assisted PBL for SDG 4 Dhea Wanda Irani; Elvia Reza Lutfiani; Siska Agustin Sha Hareni; Nofri Hidayatin; Nurul Muawiyan; Binar Kurnia Prahani; Hanandita Veda Saphira
Journal of Current Studies 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/jocsis.2.1.116

Objective: This study aims to analyze the profile of students' physics problem-solving skills as a basis for applying the digital book-assisted Problem-Based Learning (PBL) model to sound wave material at the high school level. This analysis was conducted to determine the level of students' problem-solving abilities and to identify differences in abilities based on gender as a basis for developing more effective learning strategies. Method: This study used a quantitative descriptive approach involving 108 high school students as research subjects. The research instruments included a physics problem-solving skills test, a student response questionnaire, and interviews with physics teachers. The test was compiled based on problem-solving skill indicators that included understanding the problem, planning the solution, implementing the strategy, and evaluating the solution. The data were analyzed using the Rasch model to obtain more accurate measurements of student ability levels and question difficulty levels. Results: The results showed that students' physics problem-solving skills were generally still in the low category. Most students had difficulty understanding problems conceptually, determining the appropriate solution strategy, and evaluating the results of the solution. Analysis based on gender shows that the abilities of male and female students are relatively balanced. However, female students tend to be more thorough in descriptive and evaluative aspects, while male students are more prominent in the solution planning stage. Novelty: The novelty of this study lies in the analysis of students' physics problem-solving skill profiles from a gender perspective using the Rasch model as an empirical basis for developing a more interactive and contextual 3D digital book-assisted PBL model to improve students' physics problem-solving skills.

Profile of Students’ Physics Problem-Solving Skills and the Implementation of Digital Book-Assisted PBL for SDG 4 Dhea Wanda Irani; Elvia Reza Lutfiani; Siska Agustin Sha Hareni; Nofri Hidayatin; Nurul Muawiyan; Binar Kurnia Prahani; Hanandita Veda Saphira
Journal of Current Studies 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/jocsis.2.1.116

Objective: This study aims to analyze the profile of students' physics problem-solving skills as a basis for applying the digital book-assisted Problem-Based Learning (PBL) model to sound wave material at the high school level. This analysis was conducted to determine the level of students' problem-solving abilities and to identify differences in abilities based on gender as a basis for developing more effective learning strategies. Method: This study used a quantitative descriptive approach involving 108 high school students as research subjects. The research instruments included a physics problem-solving skills test, a student response questionnaire, and interviews with physics teachers. The test was compiled based on problem-solving skill indicators that included understanding the problem, planning the solution, implementing the strategy, and evaluating the solution. The data were analyzed using the Rasch model to obtain more accurate measurements of student ability levels and question difficulty levels. Results: The results showed that students' physics problem-solving skills were generally still in the low category. Most students had difficulty understanding problems conceptually, determining the appropriate solution strategy, and evaluating the results of the solution. Analysis based on gender shows that the abilities of male and female students are relatively balanced. However, female students tend to be more thorough in descriptive and evaluative aspects, while male students are more prominent in the solution planning stage. Novelty: The novelty of this study lies in the analysis of students' physics problem-solving skill profiles from a gender perspective using the Rasch model as an empirical basis for developing a more interactive and contextual 3D digital book-assisted PBL model to improve students' physics problem-solving skills.

Profile of High School Students Problem Solving skills and the Implementation of PBL Model Assisted by Digital Books on Dynamic Fluid Material Elvia Reza Lutfiani; Nofri Hidayatin; Nurul Muawiyan; Siska Agustin Sha Hareni
Journal of Innovative Technology and Sustainability Education Vol. 2 No. 1 (2026): April
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.2.1.118

Objective: This study aims to analyze the problem-solving skills profile of high school students on fluid dynamics material as a basis for developing and applying a digital book-assisted Problem-Based Learning (PBL) model. Method: This preliminary study used a qualitative descriptive approach and was conducted at SMAN 1 Driyorejo, involving 102 grade XII students in the 2025/2026 academic year. Data were collected through problem-solving skill essay tests, student response questionnaires, and teacher interviews. Results: The results showed that students' problem-solving skills were still in the low category, with 91 students in the low category, 11 students in the medium category, and no students in the high category. Analysis of the indicators showed that the Visualize the Problem aspect received the lowest score, while the Physics Description indicator had the highest average score. In addition, the results of the questionnaires and interviews showed that physics learning was still dominated by lecture methods and the use of conventional media. Novelty: This study provides an empirical basis for the development of innovative learning through the application of Android-based digital books integrated with the PBL model to improve students' problem-solving skills in fluid dynamics material.

Profile of E-STATPHYS Assisted PBL Model on Static Fluid Material to Improve Problem-Solving Skills of High School Students Siska Agustin Sha Hareni; Binar Kurnia Prahani; Dhea Wanda Irani; Elvia Reza Lutfiani; Nurul Muawiyah; Nofri Hidayatin; Noer Risky Ramadhani
Journal of Innovative Technology and Sustainability Education Vol. 2 No. 1 (2026): April
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.2.1.125

Objective: This study aims to analyze the problem-solving skills of high school students as a basis for considering the application of the Problem Based Learning (PBL) model assisted by the E-STATPHYS digital book on static fluid material. Method: This study used a qualitative descriptive method with 105 grade XI students at SMA Negeri 1 Kedungpring as subjects. Data collection techniques included a preliminary survey in the form of a problem-solving skills test, student response questionnaires, and interviews with physics teachers. Data were analyzed to identify the level of students problem-solving skills. Results: The results showed that 98 students were in the low problem-solving skills category, 7 students were in the medium category, and there were no students in the high category. These findings indicate that students problem-solving skills on static fluid material still need to be significantly improved. Novelty: The novelty of this study lies in the use of the results of the initial analysis of problem-solving skills as a basis for the development and application of the Problem Based Learning model assisted by the E-STATPHYS digital book, which is specifically designed to support physics learning on static fluid material and facilitate the improvement of students problem-solving skills.

The Potential of E-Learning in Understanding Concepts in Science and Physics Education: A Bibliometric Analysis Adrian Bagas Damarsha; Nadi Suprapto; Elvia Reza Lutfiani; Siti Nur Aisah; Husni Mubarok; Alif Syaiful Adam
Journal of Digitalization in Physics Education Vol. 2 No. 1 (2026): April
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jdpe.v2i1.52130

Objective: The objective of this study is to describe trends, contributions, developments, and research opportunities in e-learning for conceptual understanding in physics and science education. Method: The research method employed was bibliometric analysis using the Scopus database. Data were obtained from the Scopus database using the search terms “E-Learning” AND “Physics Education” OR “Science Education” AND “Conceptual Understanding,” yielding 2,735 documents. The Scopus database was filtered by year, document type, and language, resulting in 2,363 documents for analysis. Results: The results indicate that research on e-learning’s impact on conceptual understanding in physics or science education has been a trend over the past ten years. The top contributing authors are H, Gwo-Jen; S, Niwat; K, Heru; and S, Andi, while the top affiliations are Indonesia University of Education, Padang State University, and Malang State University. Current developments in e-learning have been categorized as artificial intelligence, so the opportunity for data-driven research lies in developing artificial intelligence for learning. Novelty: Technological transformation has impacted the world of education, particularly in strategies to improve students’ conceptual understanding. This study presents a bibliometric mapping of e-learning research related to conceptual understanding in physics and science education. This study differs from previous research, which has not presented a thematic evolution to guide future research.

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