<![CDATA[Penelitian ini bertujuan untuk memperoleh informasi terkait faktor-faktor yang mempengaruhi pelaksanaan pembelajaran fisika berbasis masalah yang ditinjau dari kesiapan belajar peserta didik, kemampuan kognitif, proses pembelajaran oleh guru serta sarana dan prasarana di SMAN 6 Wajo. Penelitian ini merupakan penelitian survei dengan jumlah populasi sebesar 153 peserta didik kelas XI yang mengambil mata pelajaran Fisika di SMAN 6 Wajo. Sampel dipilh secara acak sebanyak 119 peserta didik. Teknik pengumpulan data diperoleh melalui kuesioner, tes kognitif, observasi, dan wawancara. Hasil penelitian menunjukkan 79% peserta didik berada dalam kategori “siap” untuk aspek kesiapan belajar. Kemampuan kognitif peserta didik menunjukkan bahwa peserta didik yang berada pada kategori tinggi dalam soal berbasis operasional formal juga cenderung tinggi dalam soal berbasis operasional konkret. Namun, peserta didik dengan kemampuan rendah dalam soal operasional formal mayoritas juga mengalami kesulitan dalam soal konkret. Keterlaksanaan pembelajaran berbasis masalah oleh guru belum optimal, terutama pada fase investigasi dan evaluasi. Sarana dan prasarana meskipun tercatat lengkap secara administratif, tidak dapat digunakan secara maksimal akibat kerusakan yang disebabkan oleh banjir. Kata Kunci: Kemampuan Berpikir Formal, Kesiapan Belajar, Pembelajaran Berbasis Masalah, Sarana dan Prasarana This research aims to obtain information related to factors that influence the implementation of problem-based physics learning in terms of students' learning readiness, cognitive ability, learning process by teachers and facilities and infrastructure at SMAN 6 Wajo. This research is survey research with a total population of 153 students of class XI who take Physics at SMAN 6 Wajo. The sample was randomly selected as many as 119 students. Data collection techniques were obtained through questionnaires, cognitive tests, observations, and interviews. The results showed 79% of learners were in the “ready” category for aspects of learning readiness. Learners' cognitive ability shows that learners who are in the high category in formal operational-based problems also tend to be high in concrete operational-based problems. However, most learners with low ability in formal operational problems also have difficulty in concrete problems. The implementation of problem-based learning by teachers is not optimal, especially in the investigation and evaluation phases. Facilities and infrastructure, although recorded as complete administratively, could not be used optimally due to damage caused by flooding. Keywords: Formal Thinking Ability, Learning Readiness, Problem-based Learning, Facilities and Infrastructure.]]>
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