Maharani Eka Larasati, Alifya Crystal Jasmine Zafira Zahra Budimansyah, Yuslikha Al Mudhotin, Nadi Suprapto, Hasan Nuurul Hidaayatullaah, Nurita Apridiana Lestari
This research seeks to analyze problem-solving in physics education from both students' and teachers' perspectives while exploring various learning models aimed at enhancing physics problem-solving skills. The study employs a literature review methodology, focusing on qualitative library research that primarily utilizes existing literature. Teaching problem-solving is crucial in physics education; however, many students face challenges in this area. While students often claim to understand the problems and associated physics concepts, their problem-solving abilities, particularly in harmonic motion, are generally insufficient. This issue can be addressed through the application of STEM-based Project-Based Learning (PjBL), which enables students to tackle problems via prototyping and scientific design. Implementing problem-based strategies can significantly enhance their problem-solving skills. Additionally, the study highlights that critical thinking abilities and positive character traits can be developed through problem-based learning. Students' problem-solving capabilities are assessed at several stages: the useful description stage (50%), the physics approach stage (42%), the physics application stage (28.63%), the mathematical procedure stage (25.41%), and the logical development stage (18.43%). © 2026 Author(s).
Faculty of Mathematics and Natural Science, State University of Surabaya, Surabaya, 60231, Indonesia
