Case-Based Learning: An Exploration of Models for Developing the Problem-Solving Skills of Prospective Chemistry Teachers

Abstract

Problem-solving skills are needed as an essential competency for prospective teachers in the 21st century, enabling them to face diverse and complex educational challenges. This study applies a quasi-experimental design approach using a single-group pretest and post-test to explore the model profile of problem-solving skills development of prospective chemistry teachers through Case-Based Learning (CBL). 30 prospective chemistry teachers built their problem-solving skills by engaging in case analysis, collaborative discussions, and solution development through CBL, which integrated real-world scenarios into the learning process. The data were gathered using test instruments and observation sheets. Paired t-test analysis was performed at a probability level of p ≤ 0.05 significantly. Data analysis utilizing the SPSS statistical program. Research results show that chemistry problem-solving skills through CBL explored and reviewed from prospective chemistry teachers’ activity are excellent, prospective chemistry teachers’ problem-solving skills of prospective chemistry teachers (high and very high categories), N-gain of chemistry problem solving skills (high category), and significant influence of CBL implementation. It can be concluded that using CBL models effectively builds prospective chemistry teachers’ problem-solving skills. This research has implications for teacher educators guiding practical ways to enhance problem-solving skills.