Problem Solving Skills on Direct Current Electricity through Inquiry-Based Learning with PhET Simulations

Abstract

The purpose of this research was to explore students' problem-solving skills through inquiry-based learning with PhET simulation, focussed on direct current electricity matter. The research used a mixed method approach with an embedded experimental model with 34 prospective physics teacher at the State University of Jambi, Indonesia. The data was obtained by using open-ended questions. Data were collected using tests and interviews regarding inquiry-based learning with PhET simulations. Data analysis was done by using Kruskal Wallis test and rubric for physics problem-solving skills. Problem-solving skills were classified into the scientific approach, plug and chug (structured manner and unstructured manner), memory-based approach, and no clear approach. The research showed that there are many students with solving problems using unstructured methods, memorybased approach and no clear approach, which then influences students' problemsolving skills. The students who applied a scientific approach had better problemsolving skills than students using the other approaches. Thus, student problemsolving skills are influenced by the type of approach used in solving the problem.