Dwikoranto, Sri Dewi, Rahyu Setiani
This research aims to analyze differences in improving problem solving abilities between classes that use the PBL model and conventional models, as well as identifying challenges and strategies for implementing PBL in the context of an independent curriculum. Using a quasi-experimental design with a pre-test post-test control group. This research involved 64 class XI students of SMAN Gresik who were selected using a purposive sampling technique. Quantitative data was collected through problem solving ability tests, while qualitative data was obtained through observation and interviews. Analysis includes paired t-test, N-Gain, effect size, and thematic analysis. The results showed a significant increase in the PBL class in all problem solving indicators, with an N-Gain of 0.49 and an effect size of 0.70 in the medium category, compared to the control class of N-Gain of 0.32 and an effect size of 0.50 in the low category. Key challenges include teacher adaptation to new roles and holistic assessment. Recommended strategies include ongoing professional development, PBL-specific training, and systematic support. So PBL is effective in improving problem solving abilities and supporting the implementation of an independent curriculum in high school physics learning. © 2026 Author(s).
Physics Education, Universitas Negeri Surabaya, East Java, Indonesia; Universitas Bhinneka (UBHI) PGRI Tulungagung, East Java, Indonesia
