M.D.M. Puspitasari, Sutopo, A. Taufiq, E. Supriana
Introduction. The development of global learning and education in the last five years has undergone a significant transformation driven by the demands of 21st century abilities. There is an increasing focus on the development of abilities relevant to the modern job market such as problem-solving. One of the paradigm shifts in higher education has been how to prepare students who are ready to compete in the world of work by improving problem-solving abilities. This improvement can be done by implementing learning that is in accordance with the concepts that students must understand. This also what engineering students must have. In line with that, problem-solving abilities are raised as competencies in the Electronic Engineering study program. Therefore, solving electrical circuit problems is very important for Electronic Engineering students. This study discusses the improvement of electrical circuit problem-solving abilities through 5E learning based on knowledge integration. Study participants and methods. The research instrument used in this study was essay questions given to 22 Electronic Engineering students of Universitas Nusantara PGRI Kediri to obtain data on problem-solving abilities. These questions are two questions on the concept of Ohm's law and two questions on Kirchoff's law, which are conceptual materials of electrical circuits. The data analysis techniques used in the study were quantitative and qualitative data analysis. Quantitative data were obtained from integrated tests analyzed from problem-solving ability identification scores. Problem-solving abilities increased as indicated by conducting an n-gain value analysis. N-gain was obtained from pretest-posttest scores both globally and for each component. Problem-solving data were analyzed qualitatively, focusing on shifts in the distribution of each ability component and supplemented by students' thinking methods. Results. First, the median n-gain of problem-solving ability globally is 0.310 in the lower medium category and IQR=0.612-0.290. This indicates that the impact of 5E learning based on knowledge integration increased n-gain global problem-solving ability. 5E learning based on knowledge integration improves students' ability to solve electrical circuit problems globally and in each component. Second, the problem-solving ability consists of four levels from the best to the lowest, namely Level A (doing all problem-solving steps), level B (doing 50% of problem-solving steps), level C (doing 25% of problem-solving steps) and level D (not solving the problem). Each level indicates the level of quality of students' problem-solving ability. Conclusion. This study shows that 5E learning based on knowledge integration has improved students' electrical circuit problem-solving abilities. However, the concepts of Ohm's law and Kirchoff's law still have challenges, so they require consistent practice. So ideally, in the future, more exercises are needed in 5E learning based on knowledge integration to further improve the problem-solving skills of Ohm's law and Kirchoff's law. In addition, this research is limited to analyzing electrical circuit problem-solving capabilities, so it can be carried out further on other concepts. © M. Dewi Manikta Puspitasari, Sutopo, Ahmad Taufiq, Edi Supriana, 2025 The author’s declared no conflicts of interest
Physics Education Study Program, Universitas Negeri Malang, Malang, Indonesia; Electrical Engineering Study Program, Universitas Nusantara PGRI Kediri, Kediri, Indonesia; Physics Education Study Program, Universitas Negeri Malang, Malang, Indonesia; Department of Physics, Universitas Negeri Malang, Malang, Indonesia; Department of Physics, Universitas Negeri Malang, Malang, Indonesia
