Hasil penelitian menunjukkan bahwa keempat indikator keterampilan pemecahan masalah berada pada kategori baik yaitu dengan persentase merumuskan masalah 66,80% mengembangkan jawaban sementara (hipotesis) 75,39% merencanakan solusi 76,95% dan mengecek kembali/membuat kesimpulan 73,83%. Data hasil penelitian dianalisis menggunakan analisis statistik deskriptif untuk mendeskripsikan keterampilan pemecahan masalah siswa, serta analisis menggunakan program excel untuk menghitung rata-rata tiap indikator keterampilan pemecahan masalah. Pengumpulan data pada penelitian ini menggunakan soal tes keterampilan pemecahan masalah berbentuk uraian dan wawancara semi terstruktur bersama guru mata pelajaran biologi beserta beberapa orang siswa yang bertujuan untuk dijadikan sebagai informasi tambahan untuk mendukung hasil penelitian. Subjek penelitian dalam penelitian ini adalah satu kelas dari siswa kelas XII IPA yang berjumlah 32 orang. Penelitian ini bertujuan untuk mendeskripsikan keterampilan pemecahan masalah siswa SMA Negeri 1 Wonomulyo pada mata pelajaran biologi. Beberapa hasil penelitian mengungkapkan bahwa keterampilan pemecahan masalah siswa masih rendah, padahal hampir di seluruh sekolah saat ini telah dituntut untuk menerapkan kurikulum 2013 yang diharapkan mampu memusatkan pembelajaran kepada siswa untuk mengembangkan kemampuannya.
Masalah dalam penelitian ini terkait dengan pemberdayaan keterampilan pemecahan masalah. Penelitian ini merupakan jenis penelitian deskriptif dengan pendekatan kuantitatif. The learning outcomes test showed an increase in the N-gain value for the experimental class by 0.71 in the high category, the N-gain value for the control class by 0.50 in the medium category The results of the implementation of problem-based student worksheets can improve students' problem-solving skills which are marked by an increase in the pretest-posttest value based on the results of the experimental class N-gain test of 0.93 in the high category, the control class N-gain value of 0.60 in the medium category.
The results of the student worksheet feasibility test obtained a percentage of 98.30% indicating that the student worksheet problem-based to improve problem-solving skills and learning outcomes is very feasible to use. The problem-solving skills of students were analyzed using the N-Gain test to see the effect before and after the problem-based student worksheet was implemented. The instruments used in this study were problem-based students’ worksheets, problem-solving skills tests, and learning outcomes tests. student worksheet implementation design uses One Group Pretest-Posttest Design. This study uses a quantitative approach with a quasi-experimental research design. The purpose of this study was to identify the influence of using problem-based Student worksheets on improving problem-solving skills and student learning outcomes on business and energy materials. One of the 2013 curriculum imposed by the government focuses students on problem-solving skills. Problem-solving skills are the needs of students in the 21st century so they are deemed necessary to have. In short, the instrument based on Javanese gamelan Ethno-STEM instruments on Vibration and Sound Waves was appropriate to improve and optimize students' HOTS. The data analysis of the science test instrument feasibility showed that: (1) both experts’ and practitioners’ judgment with overall score classified into a very good category and students’ response classified into good categories and (2) the reliability test showed a correlation coefficient of 0.8 so that it was declared as reliable. The learning expert validation sheets, practitioner validation sheets, student questionnaires, and student ability test results were used in this particular research. The sample in this study was 24 students of VIII grades. The development research referred to the Thiagarajan 4-D (Four-D) development model with define, design, develop, and disseminate. The study aimed to develop an ethno-STEM-based HOTS science test instrument for Javanese gamelan musical instruments for junior high school students. Ethno-STEM is appropriate to accommodate High Order Thinking Skills (HOTS).
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