Problem solving profile and the implementation of Collaborative Problem Solving (CPS) module in biology

Abstract

Problem Solving has become an important and necessary competency in the 21st Century Fourth Industrial Revolution (4IR). However, in reality there are still many learning processes that have not maximized the Problem Solving of students. The aim of this research is to determine the problem solving profile students and implementation of the Collaborative Problem Solving (CPS) module in biology. This type of research uses qualitative research with a descriptive approach. The subjects in this study were 36 students of 10th grade in Klaten. The subject taking technique uses simple random sampling technique. The method for collecting data in this study is the method of testing, interviews, and observation sheets. The test method uses a biological problem solving test about the identification of refill drinking water which consists of 8 breakdown questions. Test analysis rubric using Problem Solving ability (PSA) based on PISA assessment: 1) exploring and understanding; 2) representing and formulating; 3) planning and executing; 4) monitoring and reflecting. Data analysis in this study includes data reduction, data presentation and drawing conclusions, while testing the validity of the data in this study using data source triangulation techniques. The results of the study showed that the PSA of students profile were low of 34.80%; comprising planning and executing 30.56% in low category; representing and formulating 33.68% in low category; monitoring and reflecting 36.11% in low category; exploring and understanding amounted to 38.89% in low category. Based on the literature study, Collaborative Problem Solving (CPS) Module is very potential to empower the ability of Problem Solving students in Biology.