The impact of problem solving laboratory in physics learning to improve students' science literacy ability

Abstract

The limitations of practical learning during the covid-19 pandemic make students unable to carry out experimental activities. This study aims to determine the effectiveness of physics learning activities based on the Problem Solving Laboratory (PSL) practicum on the concept of sound intensity level on students' scientific literacy skills. The implementation of learning is carried out by referring to the syntax of the PBL model using the help of Worksheet based on the Problem Solving Laboratory. The data in this study were collected using observation sheets, pretest, and post-test. Observation sheet data is used as an indicator of learning implementation, which is analyzed using an assessment rubric. The pretest and post-test data were analyzed using Normalized gain (N-gain) and statistical tests, which were used as indicators of increasing students' scientific literacy. The results showed an increase in learning implementation in the low category with an N-gain value of 0.29 and an effect size value of 1.69 with a high interpretation. Thus, the implementation of Problem Solving Laboratory-based physics learning model is not effective to improve student scientific literacy but can use as an alternative to conduct experimental activities during pandemic Covid-19.