Problem-Solving Method: The Effectiveness of The Pre-service Elementary Education Teacher Activeness in The Concept of Physics Content

This research aim is to know the effectiveness of the problem-solving method on the activeness of the preservice elementary education teacher. This research used experimental research with a 2x2 factorial design where the experiment class used the problem-solving method and the control class used traditional lecturemethod. Data for this research was collected in 2 ways, the data was obtained by the observation of student’s learning activities and the test of the student’s cognitive ability. From those data, it shows that problemsolving methods can increase students’ learning activities, especially in physics learning. Moreover, the interaction between each variable was searched using the Analysis of Variance (ANOVA) test. The result of the test, the first hypothesis was rejected that indicates that there was a difference in effect between learning methods on the students’ cognitive ability. The second hypothesis was also rejected which means that there was a difference in effect between the category of the students’ learning activities on the students’ cognitive ability. On the other hand, the third hypothesis was accepted that indicates that there is no interaction between the use of learning methods and students' learning activities on the students’ cognitive ability. Keyword: problem-solving method, pre-service teacher, students learning activities, ANOVA Copyright (c) 2020 Bramianto Setiawan, Reza Rachmadtullah, dan Vina Iasha  Corresponding author : Address : Jl. Dukuh Menanggal no.14, kec. Gayung, Kota Surabaya ISSN 2580-3735 (Media Cetak) Email : sbramianto@gmail.com ISSN 2580-1147 (Media Online) Phone : 08562805580 DOI: https://doi.org/10.31004/basicedu.v4i4.484 1075 Problem-Solving Method: The Effectiveness of the Pre-service Elementary Education Teacher Activeness in the Concept of Physics contentBramianto Setiawan, Reza Rachmadtullah, Vina Iasha DOI: https://doi.org/10.31004/basicedu.v4i4.484 Jurnal Basicedu Vol 4 No 4 Tahun 2020 p-ISSN 2580-3735 e-ISSN 2580-1147 INTRODUCTION Along with the fast development of science and technology, it must be realized that improving the quality of human resources in Science, Technology, Engineering, and Technology (STEM) is very necessary. Education design that includes STEM knowledge is one important aspect that plays a role to improve the quality of human resources (Peercy and Svenson 2016). There are many ways to improve education quality that can increase the STEM knowledge i.e. development of curriculum (Kuan et al. 2016; Rowe and Zegwaard 2017), applying technology in the field of education (Arista and Kuswanto 2018; Setiawan et al. 2017), using the appropriate learning method in the class (Dywan and Airlanda 2020; Jannah and Mudjiran 2019), the development of instrument assessment (Merta Dhewa et al. 2017; Simarmata, Wardani, and Prasetyo 2019), and others. But, the use of the learning methods is one of a good way to improve education quality because it is directly related to human resources (students). By giving a good learning method in the class, students will easily understand the concept, especially in the physics field. The traditional lecture-method from the teacher can give large information to the student but it also makes passive learning result such as low motivation in the learning process, low understanding of basic knowledge, and short memory of the course material (Goldstein 2016). So, the alternative method is needed to solve this problem. The problem-solving method can be an alternative method to change the traditional lecture-method that focused on the student based on constructively learning in education especially in physics concepts (Savery 2015). In the problemsolving method, the students both individually and cooperatively are required to solve relevant problems that can enhance their knowledge (Dolmans et al. 2016; Fidan and Tuncel 2019). So, this method can stimulate the student's creative thinking ability and make the learning process in the classroom more relevant to real-life (Fidan and Tuncel 2019). Some researchers were used problemsolving methods in the learning process. Prahari et. al. used the problem-solving method in physic learning. They concluded that this model could effectively improve the self-confidence of the students in physics (Prahani et al. 2018). Simamora et. al. in their research also said that the problem-solving method could improve the learning activities and problem-solving ability of the students (Simamora, Sidabutar, and Surya 2017). Jennifer et. al. used the problem-solving method in their class. They concluded that by integrating problem-solving into the curriculum, students could produce higher quality solutions than before and had higher scores on conceptual and problem-solving measures (Docktor et al. 2015). Argaw et. al. in their research result report that the problem-solving method is a good alternative method in the learning process to increase academic achievement students (Argaw et al. 2016). Moreover, the problem-solving method could generate interest in the STEM career in the future (LaForce, Noble, and Blackwell 2017). In the learning process, students’ learning activities are also one of the important aspects that 1076 Problem-Solving Method: The Effectiveness of the Pre-service Elementary Education Teacher Activeness in the Concept of Physics contentBramianto Setiawan, Reza Rachmadtullah, Vina Iasha DOI: https://doi.org/10.31004/basicedu.v4i4.484 Jurnal Basicedu Vol 4 No 4 Tahun 2020 p-ISSN 2580-3735 e-ISSN 2580-1147 must be considered by the teacher to get maximum results in the class. Students’ learning activities can be defined as a series of physical and mental student activities in following the teaching and learning process to develop the students’ potential (Am 2011). Suitable learning methods can increase student learning activities so it becomes very memorable and easy to remember. This fact can be caused that the learning process through the thought process, processing data, and then issued again in different forms, such as expressing opinions or carrying out tasks. Students with high learning activities have higher both skill and knowledge abilities than other students (Watson et al. 2017). Based on the observation result, the authors obtained information that the traditional lecturemethod gives low motivation, especially in the students’ learning activities in the class. So, the problem-solving method is an alternative method that authors use to know the effects of the Problem-solving method on the activeness especially in for the pre-services elementary school education teacher in a physics concept.


INTRODUCTION
Along with the fast development of science and technology, it must be realized that improving the quality of human resources in Science, Technology, Engineering, and Technology (STEM) is very necessary. Education design that includes STEM knowledge is one important aspect that plays a role to improve the quality of human resources (Peercy and Svenson 2016). There are many ways to improve education quality that can increase the STEM knowledge i.e. development of curriculum (Kuan et al. 2016;Rowe and Zegwaard 2017), applying technology in the field of education (Arista and Kuswanto 2018;Setiawan et al. 2017), using the appropriate learning method in the class (Dywan and Airlanda 2020;Jannah and Mudjiran 2019), the development of instrument assessment (Merta Dhewa et al. 2017;Simarmata, Wardani, and Prasetyo 2019), and others. But, the use of the learning methods is one of a good way to improve education quality because it is directly related to human resources (students). By giving a good learning method in the class, students will easily understand the concept, especially in the physics field.
The traditional lecture-method from the teacher can give large information to the student but it also makes passive learning result such as low motivation in the learning process, low understanding of basic knowledge, and short memory of the course material (Goldstein 2016).
So, the alternative method is needed to solve this problem. The problem-solving method can be an alternative method to change the traditional lecture-method that focused on the student based on constructively learning in education especially in physics concepts (Savery 2015). In the problemsolving method, the students both individually and cooperatively are required to solve relevant problems that can enhance their knowledge (Dolmans et al. 2016;Fidan and Tuncel 2019). So, this method can stimulate the student's creative thinking ability and make the learning process in the classroom more relevant to real-life (Fidan and Tuncel 2019).
Some researchers were used problemsolving methods in the learning process. Prahari et.
al. used the problem-solving method in physic learning. They concluded that this model could effectively improve the self-confidence of the students in physics (Prahani et al. 2018). Simamora et. al. in their research also said that the problem-solving method could improve the learning activities and problem-solving ability of the students (Simamora, Sidabutar, and Surya 2017). Jennifer et. al. used the problem-solving method in their class. They concluded that by integrating problem-solving into the curriculum, students could produce higher quality solutions than before and had higher scores on conceptual and problem-solving measures (Docktor et al. 2015). Argaw et. al. in their research result report that the problem-solving method is a good alternative method in the learning process to increase academic achievement students (Argaw et al. 2016). Moreover, the problem-solving method could generate interest in the STEM career in the future (LaForce, Noble, and Blackwell 2017).
In the learning process, students' learning activities are also one of the important aspects that  Giving the ideas to solve the problems in the discussion 3. Answering questions asked without being invited by the teacher 4. Giving attention to the teacher while the lesson is taking place 5. Giving attention when other students give their opinions/presentations 6. Listening to the explanation from the teacher 7. Listening to the explanations of the friends who give the argue / presentations 8. Taking the notes from the teacher's explanation 9. Writing the discussion result 10. Writing the answers to the questions on the board without being appointed This research also used ANOVA test that has three hypotheses, namely: • H0A:αi = 0 There is no difference in effect between the problem-solving method and the traditional lecture method on the students' cognitive ability.
• H0B:βj = 0 There is no difference in effect between a high and low category of the student's learning activities on the students' cognitive ability.
• HAB:αβij = 0 There is no interaction between the use of learning methods and students' learning activities on the students' cognitive ability.

Similarity Initially Test
Before the research began, the similarity initially of the samples using the two-tailed t-test was used to know the capability of each sample.

Students' Learning Activities
The students' activities data that were collected using an observation form was shown in The data for each category high and low student learning activities in both experiment and control class was shown in figure 1. Figure 1 shows that the experiment class using the problemsolving method has a higher number of students' activeness samples than the control class. This indicates that the problem-solving method is the right method to use in the learning process for pre-

Students Cognitive Ability
The students' cognitive ability was gotten by testing of the student using multiple-choice questions. The data from cognitive ability were collected using multiple-choice questions that were shown in Table 6.

Class
The distribution of the students testing results in both experiment and control classes was shown in figure 3.   (Cheng, She, and Huang 2017). With the problem in the learning process, students will explore to get the answers to these problems. This activity makes students more easily recorded the physics concept than they only listening from the teacher.

Hypothesis Testing Results
The hypothesis research was tested using a two-way analysis of variance (  The problem-solving method made the students more active in the learning process and could prove the truth of physics theory. While the traditional lecture method made the students less active to find their physics concept because the concept was obtained by seeing the demonstration from the teacher. So, the student mastery of the concept was less than the problem-solving method.
The second hypothesis which interaction students' learning activities category on students' cognitive ability also has a higher value of Fobs (6.747) than Ftable (F4.08). It means that there was a difference in effect between the high and low category of the students' learning activities the students' cognitive ability. Students who have high learning activities have a strong desire to be active in the learning process. While the students who have low learning activities will have low awareness to be active in the learning process. The activeness level of the students given an effect on knowledgeability. It is proven by the result of the testing result which the active students have higher testing results than others.
On the other hand, the third hypothesis has a lower value of F (Fobs) than Ftable (Fα). It indicates that there is no interaction between the use of learning methods and students' learning activities on the students' cognitive ability. The result shows that the learning method and the students learning activities give their influence on the students' knowledgeability. Furthermore, these results can occur due to internal or external factors.

Conclusion
In this research, the data result shows that the problem-solving method is the right method that can increase students' learning activities and cognitive ability. The ANOVA test was also used to know the interaction of each variable. Based on the statistic calculation, the first hypothesis was rejected that indicates that there was a difference in effect between the problem-solving method and the traditional lecture method on the students' cognitive ability. The second hypothesis was also rejected which means that there was a difference in effect between the high and low category of the students' learning activities the students' cognitive ability. On the other hand, the third hypothesis was accepted that indicates that there is no interaction between the use of learning methods and students' learning activities on the students' cognitive ability.