<![CDATA[Problem-solving ability is an essential outcome in physics education, particularly in kinematics where students must connect real motion, graphs, and equations. Although Collaborative Real-World Analysis (CReW-A) assisted by Video and Interfaces Analysis (VIA) has previously been developed and validated as a learning model, rarely study has tested its differential effect on distinct aspects of problem-solving ability. This study tackles that gap by examining students' responses to the implementation of CReW-A assisted by VIA and investigating the improvement of three problem-solving aspects: understanding the problem, planning a strategy, and applying the strategy. The study used a one-group pretest-posttest design involving 31 third-semester students in the Physics Education Study Program, selected through convenience sampling from an intact kinematics class taught over four meetings (uniform motion, uniformly accelerated motion, free fall, and projectile motion). Data were collected using a 10-item response questionnaire (Cronbach's alpha = 0.918) and a 10-item essay test (content validity 93.67%, ‘very good’; Cronbach's alpha = 0.698) measuring the three problem-solving aspects. Students' responses were very positive (M = 4.43 of 5; 88.52%). The weighted total problem-solving score increased from 27.15 to 71.64 (N-gain = 0.61, medium; paired t(30) = 11.14, p < .001, dz = 2.00), with the largest gain in applying the strategy (N-gain = 0.73) and medium gains in understanding the problem and planning a strategy. These findings, limited to the studied cohort given the absence of a control group, indicate that CReW-A assisted by VIA is associated with the greatest gains in procedural application of kinematics problem solving, while understanding and planning require additional scaffolding, a pattern carrying direct implicationsfor worksheet and rubric design in physics teacher preparation.]]>
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