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ICOMSET IOP Publishing
IOP Conf. Series: Materials Science and Engineering 335 (2018) 012084 doi:10.1088/1757-899X/335/1/012084
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Problem Solving Model for Science Learning

H Alberida1*, Lufri1, Festiyed2, E Barlian3

1
Biology Department, Faculty of Mathematics and Science, Universitas Negeri
Padang, Indonesia
2
Physics Department, Faculty of Mathematics and Science, Universitas Negeri
Padang, Indonesia
3
Faculty of Sport Science, Universitas Negeri Padang, Indonesia

*[email protected]

Abstract.This research aims to develop problem solving model for science

learning in junior high school. The learning model was developed using the
ADDIE model. An analysis phase includes curriculum analysis, analysis of
students of SMP Kota Padang, analysis of SMP science teachers, learning
analysis, as well as the literature review. The design phase includes product
planning a science-learning problem-solving model, which consists of syntax,
reaction principle, social system, support system, instructional impact and
support. Implementation of problem-solving model in science learning to
improve students' science process skills. The development stage consists of three
steps: a) designing a prototype, b) performing a formative evaluation and c) a
prototype revision. Implementation stage is done through a limited trial. A
limited trial was conducted on 24 and 26 August 2015 in Class VII 2 SMPN 12
Padang. The evaluation phase was conducted in the form of experiments at
SMPN 1 Padang, SMPN 12 Padang and SMP National Padang. Based on the
development research done, the syntax model problem solving for science
learning at junior high school consists of the introduction, observation, initial
problems, data collection, data organization, data analysis/generalization, and
communicating.

1. Introduction
Science is the knowledge gained through the collection of experimental data,
observations and deductions to produce an explanation of natural phenomena that can be
trusted.According to Carin and Sund [1] there are three principles in Science,the first,
science is the accumulation of knowledge organized systematically, in thesecondscience
as an attitudeand lastly science as the scientific method, while Rustaman [2]
statesScience contains four things: content or products, processes or methods, attitudes,

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IOP Conf. Series: Materials Science and Engineering 335 (2018) 012084 doi:10.1088/1757-899X/335/1/012084
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and technology.Students in learning science, not just learn science product,but also
processes, attitudes and technology, so that science fully understood.
Learning science should be designed to enable the activity of learning in
studentsLearning activities important to establish a learning experience. The student
learning experience derived from the activities it does, not from the activities of the
teacher.Science learning activities undertaken by students should provide a learning
experience about the discovery of a concept.Teachers should be able to design learning
activities that provide a learning experience about the process of science and science
products.The learning experience gained through applied learning model the teacher in
the classroom.
The problem of education in Indonesia today is a weak learning process. School
learning do not encourage students to develop thinking skills. The lesson is mainly
directed so that students are able to remember as much fact and information as possible so
the child must memorize, without understanding what is memorized [3].Weak learning
process occurs almost in all educational units at every level.
The same is true with science learning. Results of research conducted TIMSS 2011,
shows the average score of science grade VIII students in Indonesia is 433.This score
indicates that the average science ability of Indonesian students is in the category of Low
International Benchmark. Students who are in this category mean only being able to
recognize some basic factsbut have not been able to communicate and associate various
science topics;has not been able to apply complex concepts and abstract;has not been able
to combine the information to draw a conclusion,interpret information in diagrams,
graphs and charts to solve problems;has not been able to give a brief explanation that
contain scientific knowledge and causality;and not able to understand the basics of
scientific investigation;can not provide a written explanation to convey scientific
knowledge[4].
The results of TIMSS researchers show that science learning has prioritized the
mastery of procedural, factual and conceptual knowledge.Learning science more oriented
to science as a product, so that students tend to memorize the concepts, principles, laws
and theories[5, 6]. Science has three dimensions:first scientific attitude such as a high
curiosity, critical, creative, honest, loving environment, recognizing the regularity of
nature as creatures of God Almighty.The second dimension is the scientific process which
deals with problem-solving procedures with scientific methods such as problem
identification, hypotheses / predictions, analyze the data, draw conclusions. Third, science
as a scientific product in the form of knowledge, whether it is factual, procedural or
conceptual knowledge in the form of principles, law, and theory.
IPA as the process include the ability to apply the scientific method in the form of a
set of skills required scientists to conduct scientific investigations known to science
process skills[7]. Further Rustaman [7] says that one of the science process skills is a
problem solving knowledge and skills. Essential problem-solving skills are owned by
students as they relate to the ability to apply concepts- the concept of science to solve
problems encountered in everyday life (life skill). Solving problems is a skill, it needs to
be trained on students. Learning science in Indonesia today is less train problem solving

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IOP Conf. Series: Materials Science and Engineering 335 (2018) 012084 doi:10.1088/1757-899X/335/1/012084
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skills to students. Learning needs to familiarize the problem solving, so that students have
the process science skills.
Preliminary test results on the process science skills as a description of the problem
solving ability of grade VII students of SMP Kota Padang showed an average below
50%.Observation skills, and designing experiments, respectively 47% and
39%.Predicting, asking questions and composing hypotheses of 18%, 40% and 27%
respectively. Deducing, perform inference, applying the idea of the new situation and
classify 40%, 34%, 44% and 34%,respectively.The ability of a high enough is to use
simple equipment and take measurements 84% 61%.This result shows from 10 students,
then 3 or 4 people who already have problem solving ability. Stenberg in [8] states
the basis for implementing discovery / inquiry-based learning is problem solving.
According to Carin [9] problem solving, critical thinking and creative thinking include
high-order thinking skills. Carin further stated the purpose of science learning is to help
students change perceptions, images, concepts to spur skills development in problem
solving.Therefore it is understandable The National Curriculum recommends to use
problem solving model.
The problem solving model recommended in the National Curriculum is Creative
Problem Solving.Creative Problem Solving is suitable for common problems related to
everyday life. In addition students are free to express opinions in accordance with
background knowledge and interests.But Creative Problem Solving is difficult to do for
problems that are not related to everyday life. Creative Problem Solving is good for
students who have been accustomed to learning with problem solving model.
Carin [9]proposes the followingproblem solving steps: (1) planning, (2) collecting
data, (3) organizing data, (4) data analysis, (5) generalization, (6) drawing conclusions.
Planning stages from identifying problems, formulating problems, planning activities to
solve problems.But the steps of problem solving is not in accordance with the scope of
scientific work of the National Curriculum for junior high level. The problem solving
steps that are not suited is planning the activity. Planning activities is a learning step that
is suitable for high school level.Planning activities is a competency that must be achieved
by high school students as stated in the scope of scientific work and work safety,
consisting of: formulating problems, submitting hypotheses, determining variables,
designing and conducting experiments, collect and process data systematically, draw
conclusions, and communicate results oral and written experiments.While the steps
problem solving for SMP as follows: formulate problems, predict, conduct experiments,
collect data accurately, process data systematically, draw conclusions, and communicate
the results of experiments orally and in writing.From the scope of science lesson of SMP
it can be seen that the problem solving steps as presented by Carin are too high. How
problem solving model which is suitable for SMP science?

2.Theory of Support
Learning models need to be applied by teachers in classroom activities.Learning model is
a true learning model[10]. The application of a learning model will lead students to
acquire information, ideas, skills, and values through the process of thinking and
expressing themselves.Implementing a learning model means the teacher teaches how to

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IOP Conf. Series: Materials Science and Engineering 335 (2018) 012084 doi:10.1088/1757-899X/335/1/012084
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learn. Furthermore, it is argued that the most important result of learning is the
improvement of students' learning ability in the future to be more effective and easy,
because they already have the knowledge and skills acquired through the learning
process.
Learning model is different from strategy and learning method. The learning model
has its own characteristics. Characteristic of the learning model according to Rusman [11]
were: first, have the theoretical basis of certain educational experts. The foundation of
this theory is logically arranged by the developer of the model.Second, have a specific
mission or educational purpose. The next feature is to be used as a guide to improve
learning activities in the classroom. The fourth characteristic is to have a component
model: syntax, reaction principles, social systems and support systems. Meanwhile,
according to Arends [12] learning model has an attribute that does not have a strategy or
method of learning. Attributes of a model is the theoretical basis and teaching behavior
and structure of the required classes.Jihad and Aris [13] state that the learning model is a
plan or pattern used in preparing the curriculum, organizing the student material, and
giving instruction to the teacher in the class in the teaching setting. Meanwhile, according
to [10] learning model is built by several components; syntax, social system, reaction
principles, support systems and instructional impacts. Syntax or phase, is a sequence of
activities in learning.Syntax is used as a guide for teachers in implementing the learning
models.Syntax is also a guide for students in learning.Syntax made the difference
between models with learning methods.
The second component of the learning model is the social system. The social system
is a description of the role and relationship between teachers and students, as well as the
underlying rules. The role of teachers in each model is different. In one model the teacher
acts as a facilitator of a group, teachers can also act as individual counselors. Joyce,et. al
[10] distinguishes the social system into three levels:activity with a high structure, where
teachers act as centers of activity, and sources of information.The second level is a
moderate structure, the activities of teachers and students are balanced. While the third is
a low structure, in this structure students as the center of activity, so that students are free
to express and put forward the idea.
The third component of the learning model is the principle of reaction.The principle of
reaction according to [10] is the way teachers appreciate, place and respond the student
activities. For example, for one model, the teacher rewards after the student shows a
particular activity, or on learning that aims to build creativity, the teacher puts himself in
the same way as the student, so that the student's self-confidence appears.
The next component of the learning model is the support system. Support systems are
devices that support the implementation of model. Included in the support system is a
guide for teachers, student book or modules, LKS / LDS, instructional media, classroom
conditions, etc.The support system is crucial to the successful implementation of a
learning model.For example in science learning would be better to present the real thing
than to display the image as a instructional media.
The last component of the learning model is the instructional impact and impact of the
companion.Impacts are distinguished by direct and indirect impacts. The direct impact is
the instructional impact,whereas the indirect impact is the impact of companions. For

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IOP Conf. Series: Materials Science and Engineering 335 (2018) 012084 doi:10.1088/1757-899X/335/1/012084
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example, improving competence is a direct impact, but growing the competitiveness is a

companion impact of a instructional model.

3. Method
The development procedure carried out follows the ADDIE development model which
includes the analysis, design, development, implementation and evaluation phase.
3.1. Analysis phase
In the analysis phase, conducted the needs analysis of the problem solving model for
learning science in the field today.Needs analysis includes: (a) A curriculum analysis
consisting of analysis of SMP SKL, KI, and KD. The KI and KD analyzed are KI and KD
in the 2013 curriculum. (b) Analysis of science teachers as users of developed products.
Teacher analysis is done by observing teachers' ability and understanding of scientific
approach.The ability of teachers to implement learning with a scientific
approachconducted through observation of 97 science teachers of SMP Kota Padang who
participated in training and socialization of Curriculum 2013 on 22-26 June 2014.
Observations using the observation sheet in Appendix 1.While the teacher's
understanding of the scientific approach and problem solving obtained by using a
questionnaire as in Appendix 2. (c) Analysis of junior high school students in Padang
City, including analysis of students' science process skills. An overview of the students'
skills in the science process skills is obtained by providing a science-process exam to
junior high school students who have implemented the 2013 Curriculum. Exam on
process science skill given to student of SMPN 1 Padang, SMPN 12 Padang and SMP
Nasional Padang. (d) Analysis of learning, the result of learning analysis is a description
of the implementation of science learning in class VII, such as the model and the
approach used by teachers. (e) The literature review is conducted by analyzing theories
and concepts related to the research.
3.2. The design phase
The initial stage of R & D research is product planning. This stage includes: (1) the
product’s objectives, (2) the product’s target audience, and (3) a description of the
product’s components and how they will be used[14]. The product developed in this
research is problem solving model for science learning,and the target audience is the
science teacher of SMP class VII. The resulting product component is problem solving
model for science learning which consists of syntax, reaction principle, social system,
support system, instructional impact and support. The use of problem solving model in
science learning will improve students' science process skills.
3.3. The development phase
The development stage consists of three steps of activities: a) designing a prototype, b)
perform formative evaluations andc) prototype revisions.
a. Designing a prototype
The prototype design activity begins by devising a problem solving model for science
learning that is documented in book.This model comes with Student Book, and LKPD.
The preparation of students' books is based on the signs issued by Kemendikbud on the
rules of student book writing. Student books are developed to support the implementation
of problem solving models in the classroom.Therefore, in the book students are provided

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IOP Conf. Series: Materials Science and Engineering 335 (2018) 012084 doi:10.1088/1757-899X/335/1/012084
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"problem solving corner" which provides an overview of the steps of problem solving for
students.
In addition to student books, the model also comes with LKPD. LKPD in detail
practice problem solving in students.LKPD is prepared for each meeting. LKPD
contains: topic; purpose of activity, discourse, problem formulation, hypothesis /
prediction / inference, tools and materials, work steps, observation data, questions, and
conclusions.This step produces a draft 1, which then enters the formative evaluation
phase.
b. Conduct formative evaluation
The next stage in the development phase is formative evaluation. Borg& Gall [14] call it
asjustice expert or expert validity. Formative evaluation is intended to get feedback from
experts as a product revision before use. Formative evaluation in this research is
validation test activity by expert. Selection of experts is based on the background of
expertise, needs, and object of research.
c . Revision of prototype
The next step in the development stage is the revision of the prototype. After the validity
test, a revision is made according to the input received. The revised result is a prototype
2 draft of the problem solving model for science learning that is ready to be tested on a
limited basis. Revisions are made based on input from experts. Expert judgment must be
in a valid category, and once the product is valid, it is new to use. If the expert
recommends improper it will be revised again and the formative evaluation phase will be
repeated. If the results of the expert's assessment have declared a valid prototype, then the
research continues at the next stage
3.4. Implementation phase
Implementation stage is done through limited trial. A limited trial is a beginning of
qualitative evaluation of the product to be produced [14].A limited trial was conducted on
24 and 26 August 2015 in Class VII 2 SMPN 12 Padang.At the stage of the trial, the
researchers asked the teachers to run the model of problem solving to learning science
and the use of devices that have been prepared. Researchers follow the learning process
and record events during the process.After a limited trial, a discussion was held with the
teacher to get feedback on the syntax of the model and learning device used. After a
limited trial process, Focus Group Discussion (FGD) was conducted.FGD is product
validation by practitioner that is science teacher. FGD purpose is to get feedback on
products developed from practitioners in the field. The FGD was held on October 2015 at
SMPN 1 Padang.
3.5. Evaluation phase
In accordance with the ADDIE model evaluation stage of which aims to obtain empirical
evidence of the results of the model developed in the student, then make a diagnosis and
revision according to the diagnosis. At this stage the experiments were expanded in
experimental form. The aim is to determine whether the products meet its performance
objectives.The expanded trial is done in experimental form.
In this study, field tests used quasi experimental design in the form of Static-Group
Comparison Design. Field test model problem solving for science learning, conducted in
junior high schools that have implemented the 2013 curriculum. SMP which has

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IOP Conf. Series: Materials Science and Engineering 335 (2018) 012084 doi:10.1088/1757-899X/335/1/012084
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implemented the 2013 curriculum in Padang City is SMPN 1 and SMPN 8 Padang, for
schools with good category (high level). SMPN 12 and SMPN 31 Padang for middle
level. SMP SIMAK and Junior High National for school with category less (low level).
For the field test each school was taken from each category [3] by lottery technique.
Selected schools are SMPN 1 Padang, Padang and SMP SMP 12 National Padang.From
each school 2 classes are taken for testing. In SMPN 1 Padang was chosen class VII F for
experimental class and class VII E for control class. In SMPN 12 Padang was chosen VII
2 class for experimental class and class VII 1 for control class. While in the National
Junior High School for class VII there is only one class that serve as experimental
class.Implementation of this learning model conducted for 8 weeks (16 times of
meetings).
3.6. Research instrument
The instruments used in this study can be grouped into: (1) validation instruments, (2)
instruments of practicality consisting of the practicalities of the learning model; the
practicability of the device according to the teacher; the practicability of the device
according to the students, (3) the instrument of effectiveness includes the instrument of
attitude observation; instruments of knowledge aspect assessment; and science process
skill assessment instruments.
3.7. Data analysis technique
The data obtained through the instruments that have been expressed previously then
analyzed by analytical techniques as follows:
1. Data analysis of validity problem solving model for science learning
Validation results are analyzed descriptively qualitatively by analyzing various inputs to
obtain valid problem solving models for science learning.While the results of quantitative
data are analyzed descriptively quantitative.
2. Analysis of practicality data model problem solving for science learning
Stages to determine the model's practicality were adopted from Haviz's research [15],
where this practical aspect is determined from the implementation of the learning model.
The model implementation data in the learning is obtained from the observer by using the
observation sheet. Observers are two people. Analysis of learning implementation data is
done by following procedure:
𝑛
𝑖=1 𝑉𝑖
𝑅= (1)
𝑛𝑚
While 𝑅 is the average result of the assessment from the observer, 𝑉𝑖𝑗 is score of
assessment result of observer to-j against criterion i, 𝑛 is the number of observers who
judge and 𝑚 is the number of criteria assessed.

Table 1. Criteria for the Implementation of Learning

Performance value Performance Criteria
T > 3,20 Everything is done
2,40 < T ≤ 3,20 Sebagian besar terlaksana
1,61 < T ≤ 2,40 Mostly done
0,81 < T ≤ 1,60 A small part is done
T < 0,80 Nothing happened
Adopted from [16]

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IOP Conf. Series: Materials Science and Engineering 335 (2018) 012084 doi:10.1088/1757-899X/335/1/012084
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The criteria used to determine the problem solving model for science learning meet
the practical aspect seen from the implementation,When the minimum value T is within
the criteria largely accomplished. If the value of T does not reach the minimum value,
then it needs to be revised, especially on the unattended aspects.

4.Results and Discussion

This research is based on the development stages of ADDIE includes: analyzing, design,
develop, implement, evaluate. The results are described as follows.

a. Analyze
In the analysis phase, the need analysis of the problem solving model for science learning
in the field at this time.Based on the analysis of KD in KI 2 it can be concluded that
science learning in junior high school should train students' scientific attitude like
curiosity, objetive, honest, meticulous, meticulous, diligent, responsible, open, critical,
creative, innovative and environmental care. A scientific attitude is manifested both in
classical learning and collaborative or cooperative as stated at KD 2.2. To achieve KD in
KI 2, the problem solving model for science learning is applied with group learning,
whereas the expected scientific attitude is achieved honestly, thoroughly and responsibly.
Analysis of KD in KI 4 then the science process skills that must be achieved in science
learning of SMP is to communicate, and make observations as mentioned in KD 4.1 and
4.2.Another skill is practicum skills in KD 4.1.
Analysis on the KI KD 3 concluded Material Organization System Life has 5 sub
subject that cell as a structural and functional unit of life, tissues, organs, organ systems
and organisms. Material Changes in Nearby Objects have two sub-subjects: the changes
of things that exist in everyday life and the separation of the mixture.
b. Teacher analysis
The analysis of teachers is done because the teacher as a user of model problem solving
for science learning in the field. The results of the analysis of science teachers in Padang
City are as follows. 1). 35% of science teachers in Padang City understand the steps of
problem solving. 2). 41% of science teachers in Padang City understand the role of
teachers in learning with problem solving. 3). 91% of IPA teachers of Padang City agree
that the problem solving model is appropriate for the Curriculum 2013.4) . 91% of IPA
teachers in Padang agree that problem solving skills need to be trained on students.5). .
66% of science teachers in Padang City understand that one of the goals of science
learning is to practice problem solving skills.
This analysis shows that almost half of science teachers of SMP in Padang do not
know that problem solving skill is one of science learning objectives in elementary
education. Most teachers do not understand the steps of problem solvingand the role of
the teacher in the learning with problem solvingBut almost all science’s teachers of
Padang City agree that problem solving needs to be trained on students
c. Student analysis
Student analysis is performed to see the characteristics of students, such as age. From the
students data, it was revealed that the general student sitting in class VII have ranged
between 12-13 years of age. According to Piaget's learning theory, the main characteristic
of development at the formal operational stage of age 11 / 12-18 isable to think abstractly,
logically, and able to develop a hypothesis.At this age, students are included into the
category of individuals who are able to develop their cognitive potential that has been
trained in the use of media including teaching materials LKPD.
Another characteristic is the science process skills of students of class VII.Preliminary
test results on the science process skills as a description of the problem solving ability of

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IOP Conf. Series: Materials Science and Engineering 335 (2018) 012084 doi:10.1088/1757-899X/335/1/012084
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students class VII Padang showed an average below 50%.Observation skills, and
designing experiments respectively 47% and 39%.Predicting, asking questions and
preparing hypotheses 18%, 40% and 27%. Compile conclusions, make inferences, apply
ideas to new situations and classify 40%, 34%, 44% and 34% respectively.A high enough
ability is to use simple equipment 84% and make measurements 61%.This result shows
from 10 students, then 3 or 4 people who have problem solving ability.
4. Learning analysis
Analysis of the implementation of learning in class VII implemented with observation
techniques. The first observation was conducted on peer-teaching of the 2013 Curriculum
Implementation Training on 22-26 June 2014. At the time of application of the scientific
approach in the classroom, teachers are generally not problematic in carrying out
activities observing, gathering information, and communicate.But almost all teachers
have difficulty when implementing the activities of the questioning.
All observed teachers (71 people) used the discovery learning model.The first phase of
the discovery learning model is the problem statement. But most teachers are not able to
carry out that phase.

b. Design phase
Based on literature studies related to model construction, theoretical basis, and learning
activities, the syntax of problem solving model for science learning includes introduction,
observation, initial problem, collecting data, organizing data, analyzing / generalizing
data, communicating.This syntax is adopted from problem solving activities proposed by
Carin [9].
In accordance with science characteristics consisting of science products, science
processes and attitudes, then a suitable learning model is a group of information
processing models, and social groups. So the problem solving learning model in this
research will be developed by modifying the two groups of learning models.Based on
literature study related to model construction, theoretical base, and learning activity, the
syntax of problem solving model for science learning includes introduction, observation,
initial problem, collecting data, organization data, analysis / generalizing data,
communicating.This syntax is adopted from problem solving activities proposed by Carin
[9].
In the design phase of this study formulated the goal of syntax problem solving model
for science learning, description of each syntax, the role of teachers and students, as well
as supporting tools. The syntax of problem solving model for science learning begins
with the introduction. Introduction is important in learning, therefore it needs to be
carefully planned.The thing most students remembered during the lesson is the first 10
minutes and the last ten minutes.
The observations referred to in this model are the use of one or more sense devices
such as sight, listener, smell, touch, and taste for collecting information[17].Observation
is useful to improve students' curiosity so that learning becomes meaningful. The science
process skill contained in the observation activity is observed. Observing can be done by
reading, listening, listening, watching, watching, etc. with or without tools[18]. In this
research, the observation phase is done by reading the discourse that has been prepared in
LKPD.
The initial problem is the next phase in the problem solving model for science
learning.Formulating the problem is an important activity in problem solving.According
to Piaget, problem formulation is one of the most important and creative parts of science
that is often overlooked in science education[19] further states today that educators often

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advocate "problem solving", but we seldom hear the importance of "problem creation"
and ask questions.
Problems are questions that arise from students after observation. Problems can be
questions about what they do not understand, or in the form of curiosity to get additional
information.Problems can be simple questions.Problems in the problem solving model for
science learning, are simple questions that students will answer after learning.
In this research the initial problem phase is done by filling the "problem formulation"
column in LKPD. To train the seventh grade students able to formulate the problem then
in the column "problem formulation" given the signs to formulate the problem.For
example, by guiding students to create questions that begin with one of the questions
asked (4W + 1H), what, when, where, why and how. Next gives the question word at the
beginning of the problem formulation, students proceed by filling in the prepared points.
This also applies to train students to formulate hypotheses (Rezba, TT). Scientific process
skills that are trained in this phase are, ask questions, formulate hypotheses, make
inferences or make predictions[17].
The next phase is to collect data / information.Collecting data can be through
experimental activities in the laboratory, through literature review, observing events,
objects or activities and ask the experts. According to Carin [9], this activity serves to
improve the students' skills in obtaining information, developing vocabulary, measuring,
recording / recording data, using numbers, manipulating materials (utilizing other
materials of the same function).
In order for this activity to run smoothly, then the teacher must prepare well. In this
study tools, materials and procedures that must be done in student collecting data have
been written in LKPD.Scientific process skills that are trained in the phase of collecting
data / information is observing and measuring [17]. Activities undertaken by students in
the form of exploring, trying, discussing, demonstrating, imitating, conducting
experiments, reading sources other than textbooks[18].
Organization data is the activities of grouping data according to certain rules, change the
data into graphs, presents data in the form of tables, charts, diagrams. This activity is to
train students accustomed to record data well, grouping data, changing data in the form of
tables, and graphs. Products generated in this phase are calculations of data, carta, tables,
graphs, groups or groups of information, outlines, and disaggregated objects.Scientific
process skills trained in this phase is to create data tables.
Phase-6 is the analysis and generalization of data included in this activity is to process
the information that has been collected from the results of data collection activities on the
experiments as well as the results of observation activities. This activity aims to develop
skills in the identification of variables, inference, interpretation of data, develop ideas,
develop models, generalize, take conclusions, and predict.To facilitate this activity
teachers should prepare LKPD, which helps students develop their reasoning power
through questions.
Communicating is the last stage of the problem solving model for science learning.
Communicate contains activities of submitting observations and conclusions orally, in
writing or other media. In this model communicate is done orally in the form of class
discussion.
Communicating has several important goals, firstly improving students' thinking
ability[12]. Informing students about something does not necessarily make them
understand, but communicating and discussing a topic will help students strengthen and
expand their knowledge.
The second goal is to increase student engagement. Communicating activities will
increase the student's responsibility for his or her learning and should not be totally

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dependent on the teacher. Communicating also aims to help students learn important
communication skills and thought processes. Developing honest, meticulous, tolerant,
systematic thinking, expressing opinions briefly and clearly, and developing good and
correct language skills [9, 12].
The next model component is the social system. The social system describes the role
of teachers and students in learning.In accordance with the philosophy of learning that is
used as the foundation of progressivism, then the learning on this model centered on
students and give greater emphasis on creativity, activity, naturalistic learning, authentic
assessment and peer experiences.Students perform learning activities in the form of,
observing, measuring, counting, thinking, generalizing and providing assistance to peers
in need.
Teachers act as a motivator, with the motivation in students when formulating the
problem, when guiding the discussions etc.. The teacher also acts as a facilitator. As a
facilitator, teachers prepare all the tools needed for learning, creating an atmosphere that
enables the learning activities to run smoothly. Teachers also act as mentors, and
reflectors.
The next model component is the reaction principle. Principle of reaction problem
solving model on science learning, explaining how teachers appreciate, place and respond
to actions undertaken by students. Some activities on the problem solving model, are still
relatively new for students, for that teachers need patience in guiding and directing. These
activities are identifying problems, formulating problems, formulating questions,
formulating hypotheses.
Learning activities in this model use cooperative learning. Cooperative learning is
useful for empowering peer roles to provide learning assistance to other friends.
Nevertheless, sometimes cooperative learning makes students bored, therefore teachers
should be creative in rewarding the most active groups. In addition to group awards,
teachers should also reward individuals who exhibit positive activities, such as asking
questions, responding to friends' questions, refuting, giving appropriate arguments and so
on.
Teachers must be creative in determining which group should present the results of the
discussion, if the performing is not all groups.Determination of the group can appear with
a variety of games, so the group did not feel forced. Teachers should also reward the
group performing.Awards can be stellar images of cardboard, "smile" pictures etc.This
drawing card is group collected. The group that gets the most pictures means the most
active group.Such awards can help motivate students to learn.
The next model component is a support system. Support system for problem solving
model in science learning is model book, student book, and LKPD The support system
provided helps the teacher in applying this model. In the book students have been
provided "problem solving corner" which gives an idea to the students how to do problem
solving steps.
In addition to student books, the model also comes with LKPD.LKPD more detail to
train problem solving in students.LKPD will greatly assist teachers in applying problem
solving models to science learning.
The impact of the learning model consists of instructional impact (direct impact) and
impact accompaniment (indirect impact). Instructional impact of mastering the concept of
science, science process skills and the impact of accompaniment in the form of values and
attitudes. Mastery concepts include the concept of Science Objects and Their
observations; Classification of Objects; System of Life Organization; Material Changes.
The next instructional impact is the science process skill.Scientific process skills include
basic science process skills in the form of observation and classification; processing skills

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IOP Conf. Series: Materials Science and Engineering 335 (2018) 012084 doi:10.1088/1757-899X/335/1/012084
1234567890‘’“”

in the form of prediction and inference; integrated science process skills in formulating
problems, asking questions, writing procedures, identifying experimental materials,
inductive thinking as well as deductive in concluding, identifying variables, interpretation
of data.
Impact accompaniment of scientific attitudes and social attitudes.Scientific attitude in
the form of: curiosity, thorough, honest, discipline, obey rules, hard work, the ability to
apply procedures. While social attitudes of being polite, respecting the opinions of others,
the ability to communicate with good and polite language.Impact accompaniment is
known through observation during the lesson.

c. Develop phase
The development stage consists of three steps: 1 designing prototype, 2 doing formative
evaluation and 3 prototype revisions.
1. Design the prototype
The activities of designing prototypes begins by devising a model problem solving for
science learning which is documented in book form, as well as model supporting tools in
the form of student books and LKPD.
a. Model book
The problem solving model book for science learning contains four parts: one is rational,
part two supporting theory, part three component model problem solving for science
learning, part four is the implementation of science learning with problem solving model.
b. Student books
Student books are developed to support the implementation of problem solving models in
the classroom, so students' books are provided with the "let's experiment" section that
provides an overview of problem solving steps.In this activity students are trained to
develop thinking skills and solve problems that are guided by problem solving steps.
In this section there are four columns of varying colors to make it more appealing to
students, each column representing a problem solving step. The giving of varied colors
aims to increase students' interest and motivation in learning. In the student book there
are subject matter that must be mastered by students.On some pages there is a
"remember" column that contains important material that students must keep in mind.
c. LKPD
LKPD (Student Activity Sheet) is a student activity sheet that contains problem solving
steps consisting of problem formulation, hypothesis, data collecting, data processing, and
concluding as solution of problem solving.
Discourse columns in LKPD are useful to guide the implementation of the observation
stage in the problem solving model for science learning.In this research, the observation
phase is done by reading the discourse that has been prepared in LKPD. Observation is
useful to improve students' curiosity so that learning becomes meaningful. The science
process skill contained in the observation activity is observed.Observing can be done by
reading, listening, scrutinize, take a look at, watching, etc. with or without a tool[18].

5. Conclusion
Based on the development research done, the syntax model problem solving for science
learning at junior high school consists of the introduction, observation, initial problems,
data collection, data organization, data analysis/ generalization, and communicating.

References
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