<![CDATA[Problem-solving skills are among the essential competencies students need to face the challenges of the 21st century. However, problem-solving skills in physics are still relatively low, indicating the need for instructional models that can effectively facilitate their development. This study aimed to examine the effectiveness of the Problem Based Learning (PBL) model integrated with Predict, Observe, Explain (POE) in improving problem-solving skills on renewable energy topics. A quasi-experimental method with a non-equivalent control group design was employed. The population consisted of all tenth-grade students at a public senior high school in Bandung. The sample was selected using convenience sampling, involving 32 students in the experimental class and 30 students in the control class. Problem-solving skills were measured using an essay test. Data were analyzed using N-Gain, an Independent Samples t-test, and effect size. The results showed the experimental class achieved a higher N-Gain score (0.50, moderate category) than the control class (0.31, moderate category). The Independent Samples t-test yielded a significance value of less than 0.001. The effect size analysis produced a Cohen's d value of 1.264 (large category). These findings indicate the PBL model integrated with POE effectively improves problem-solving skills on renewable energy topics.]]>
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