Preliminary research on the development of PS-BK learning model in basic electronics courses

This research is motivated by the importance of increasing the competence of human resources in facing global competition in the current 4.0 revolution era. Therefore, learning models that can prepare students to master critical thinking, problem-solving, communication, collaboration, and creative and innovative thinking skills must be developed. This preliminary study aims to identify the elements necessary for the development of the PS-BK (Integrated Problem Solving and Creative Thinking) learning model in basic electronics courses. The Plomp development design’s preliminary research stage is this one. The needs and context analysis, literature review, and conceptual theory development make up this preliminary research. Data collection techniques are using questionnaires and observation sheets. The data analysis technique used is the percentage technique. The learning outcomes obtained by dividing the value with the highest percentage, on the B- and C+ grades, indicate that the majority of lecturers use conventional models so that learning activities have not maximally involved students in building knowledge and developing their thinking skills, over the preceding three years (2019, 2020, and 2021).. Based on needs and context analysis as well as analysis of student characteristics in basic electronics learning, it is known that PS-BK learning models need to be developed in improving students’ abilities and developing creative thinking ability.


Introduction
This research is based on the importance of increasing the competence of human resources in facing global competition in the current 4.0 revolution era.As a foundation for developing learning models that can prepare students to master critical thinking, problem solving, communication, collaboration, and creative and innovative thinking skills, this preliminary research must be carried out.. The initial research phase is also known as needs analysis.Plomp stated that the investigation is a very important element, because at this stage of the investigation the researcher collects and analyzes information, problem definitions and further plans for the product being developed [1].
One of the most important skills that should be developed through learning activities is the ability to solve problems because it helps students solve problems.In addition, finding a set of rules that can be combined to overcome a new circumstance is the process of problem solving.Students' ability to solve problems is critical to their future success.Within certain limits, the subjects and fields of study taught can develop problem-solving skills [2].That learning is a process in which students interact with lecturers and learning resources in a learning environment, in accordance with national education standards.Interactive, holistic, integrative, scientific, contextual, thematic, effective, collaborative, and student-centered are the characteristics of the learning process [3].
Learning is defined by national education standards as the process by which students interact with learning resources and teachers in a learning environment.Interactive, holistic, integrative, scientific, contextual, thematic, effective, collaborative, and student-centered are the characteristics of the learning process.Therefore, students' learning must prioritize the development of personality, creativity, and independence in acquiring new knowledge.Learning outcomes are achieved through a process that emphasizes scientific inquiry and requires problem-solving skills in one's field [4].Physics consists of many concepts and principles which are generally abstract, so to be able to interpret various concepts and principles in physics requires the ability, among others, to identify and interpret concepts which are important prerequisites for using concepts to make more complex inferences.or for solving physics problems related to these concepts [5]- [7] Creative thinking is an important soft skill to produce something unusual, make new connections, generate ideas that have an impact on the development of innovation and the ability to produce results.original and valuable.A creative person always sees things differently, new, and usually not seen by others.This ability has evolved into a critical skill that every student in education must acquire [8], [9].Students who have the ability to think creatively are able to understand learning well and are able to improve their intellectual abilities in learning.Aspects of fluency (the capacity for fluent thinking), flexibility (the capacity for flexible thinking), originality (the capacity for original thinking), and elaboration (the capacity for detailed thinking) are examples of creative thinking skills that are learned [10]- [14].In electronics courses, the creation of teaching materials incorporates creative thinking skills, resulting in reliable and useful outcomes [15]- [18] [19].
Basic electronics learning requires students to be able to design, create, analyze, electronic circuits, and be able to communicate, critically, creatively, innovatively in studying the basic electronics material [20].As a result, in order for students to successfully build their knowledge and solve problems, it is expected of them to develop problem-solving and creative thinking abilities.In order for students' potential to be developed, they must be actively involved in the learning process.They put in a lot of effort when reading, researching, writing, figuring out solutions to problems, and so on.Student-centered learning is the name given to this kind of education.The teacher or lecturer's role in education is that of a motivator, facilitator, mentor, and assessor [21].The application of problem-solving instruction has the potential to boost active student participation and enhance learning outcomes [22]- [25] Problem solving is an important cognitive processing that occurs during the learning process, and refers to people's efforts to achieve goals because they do not have solutions.automatic and many learning theorists consider that problem solving is a key process in learning, especially in mathematics and science [26].problem solving refers to cognitive processing that is directed to achieve a goal when students are faced with a problem that at first the solution method is not known directly [27]- [30] Learning model Problem solving by integrating students' creative thinking skills is one of the learning models that is considered effective in developing various abilities and improving student learning outcomes.In order for basic electronics learning to facilitate the development of problem solving skills and creative thinking skills, it is necessary to develop an attractive and meaningful design of basic electronics learning model.This is in line with Damopolii's view, which asserts that problem-solving can enhance student learning outcomes.[31].This is also in accordance with the results of his research showing that problem solving learning can improve students' understanding of physics concepts [32].
The goal of the stage preliminary research is to develop a conceptual framework that will serve as a reference for future research by analyzing the primary issue that accounts for the PS-BK learning model's significance in basic electronics classes.In addition, questionnaires on the needs analysis of the PS-BK learning model for lecturers and students, as well as an analysis of student needs for the PS-BK learning model, were validated in order to prepare the conceptual framework.These instruments support the implementation of preliminary research.The research that will be carried out later aims to develop PS-BK learning models in basic electronics courses.

Research Method
The Plomp development design's preliminary research stage is this one.Table 1 depicts the procedure for the activities in this study.Aiken formulates the Aiken's V formula to calculate the content-validity coefficient based on the results of an expert panel assessment of n people on an item in terms of the extent to which the item represents the construct being measured.Data collection instrument used is a validation sheet.This is the validation analysis technique that is used [33].The formula for calculating the validity coefficient of Aiken's V is as follows: With s = rlo, lo = the lowest rating score, C = the highest rating score, r = the number given by the rater and n = Many validators.At the end of the assessment, the value of the content validity of the instrument was obtained.The validity category of an instrument can be seen in Table 2.

Category
Criteria V ≤ 0,8 Very high 0,4 ≤ V < 0,8 Currently V <0,4 Low Aiken's Modification [34] The expert validated the instrument first, and the student needs and characteristics were assessed using the instrument.Table 3 displays the validation results for the instruments used.The results of the validation of the instruments used are at very high criteria

Student learning outcomes
Based on a preliminary study, the learning outcomes obtained by students in basic electronics courses are still not as expected, from the distribution of basic electronics scores for the last three years with a total sample of students in 2019 as many as 108 students., in 2020 as many as 63 students and in 2020 as many as 97 students can be seen in the graph in Figure 1.

Figure 1. Distribution of Basic Electronics Values 1
In Figure 1, it shows that student learning outcomes are viewed from the student's ability to master concepts/materials in electronics courses base is still low.With the distribution of values with the highest percentage, the values of B-and C+.The low acquisition of learning outcomes shows an indication of the low level of mastery of concepts/materials and student learning activities and the lecturers are not optimal in managing meaningful learning.
These results also show that the learning is not focused on students, generally students can solve the given problem if the problem is similar to the example given, but if given a problem (series) that is different from the one exemplified, only about 7% can solve it.This also shows that the level of student analysis is still low, and this is partly due to the low creative thinking ability of students [16].
The learning typically focuses on mathematical analysis-based equation reduction.Students try to memorize the equations, but they don't understand what they mean or how they are used.In terms of their education, students are still awaiting the lecturer's explanation, examples, questions, practice, and assignments.Students who are less capable in mathematics will find it difficult to learn physics because the questions that are trained are typically in the form of questions that emphasize mathematical manipulation rather than understanding and thinking skills.Because the questions that are trained are so far removed from the students' actual lives, learning basic electronics becomes less meaningful to the students themselves.As a result, students are unfamiliar with the process of developing skills like problem-solving and creative thinking abilities.Because there is a positive relationship between creative thinking skills and students' problem solving abilities [35]

Results of needs and context
Based on the analysis of the results of the questionnaire given to lecturers who teach basic electronics courses, it was found that while teaching basic electronics courses they had never used the PS-BK learning model.The learning models that have been used so far include group discussion learning, independent learning and giving assignments and expository methods.In teaching and learning activities, lecturers use learning tools that have been prepared such as textbooks or teaching materials, and use internet access if there is material that is not included in the discussion.Lecturers as supervisors of basic electronics courses are required to make RPS (Rencana Pembelajaran Semester) and make SAP (Satuan Acara Perkuliahan), but in their design they have not used the PS-BK learning model.The role of the subject lecturer in teaching and learning activities is more likely to be a source of information, in this case the lecturer dominates more in learning activities.This condition can be seen when the lecturer explains the material on an ongoing basis and finally is given examples of questions and exercises.This results in students not being optimal in building their own knowledge and also not getting used to solving problems and developing their thinking skills, thus causing the learning objectives to be completely achieved.
Furthermore, the reason for not using a learning model based on problem solving by facilitating the development of creative thinking skills is because such a learning model requires optimal time and preparation and requires understanding to implement the model.Therefore, lecturers in learning prefer learning that is easy to implement, such as learning that is oriented to class discussion.So the learning that has been used so far has not been able to fully meet the needs of students as today demands a more innovative and varied learning model.
The results of the data obtained by the lecturer admitted that there were many obstacles in teaching basic electronics when using conventional learning models, in which students seemed less enthusiastic and less able to demonstrate the development of students' reasoning power because the material discussed in the course was on average how to do analysis.of a circuit composed of electronic components using the basic laws of electrical circuits.The learning that has been carried out so far has not been maximal in involving students, especially those related to cognitive, affective and psychomotor abilities because the learning carried out has not been optimal in multi-directional interactions and developing problem solving abilities and developing creative thinking skills.
Furthermore, based on a questionnaire given to 47 students, it was found that the problems faced in learning basic electronics were 84% stated that it was difficult to understand the material provided, and 13% stated that lecture time was limited.This shows that students generally have difficulty understanding basic electronics material, and the time for this basic electronics course is 100 minutes per meeting in class.Furthermore, regarding the lecture process that can help improve understanding, as many as 77% want learning to be carried out interactively and given guidance in learning, as many as 20% want to study in groups.So this shows that students want learning that can involve them more maximally.
The material found to be difficult, 80% stated that it was in analyzing the circuit and applying the equations that would be used in solving problems in the series.This condition also shows that students are not optimal in developing problem solving and creative thinking skills.In basic electronics lectures, 98% of the learning resources used use books, in addition, 66% also use sources from the internet.Textbooks that are used as learning resources that are generally used by students focus more on material descriptions and exercises that are arithmetical.Analysis of student characteristics, by giving a questionnaire to 52 students who answered yes to the given statement, obtained results as shown in the graph in Figure 2.So from the analysis of this characteristic data, it was obtained that 92.3% of students stated that prerequisite knowledge was needed before learning basic electronics, 46.2% said they could understand the basic laws used in basic electronics, 40.4% felt it was easier to accept the concepts used in basic electronics.has been studied, and 34.6% stated that they were able to solve problems related to basic electronics concepts/materials.This shows that a change is needed in learning basic electronics by considering the condition of the student.Furthermore, only 38.5% were able to use the same theory directly, 55.8% of students stated that they could give meaning to each analysis made in solving problems related to basic electronics material, and only 32.7% of students could find ideas.new ideas in solving problems related to basic electronics.This also shows that students have not been able to develop their creative thinking skills.
Furthermore, only 50% were able to communicate the answers made, only 40.4% were able to relate basic electronics material to their lives, 92.3% students expressed interest if learning started with problem solving.So generally students want learning by increasing problem-solving skills in basic electronics.Furthermore, only 46.2% of students are able to elaborate on other materials or sources, so this condition needs to be improved by increasing the ability of students to carry out such elaboration.In this electronic learning, 94.2% of students wanted it to be done in group discussions, then 69.2% stated that their ideas helped in completing the given task, but only 26.9% could find new ideas in completing the given task and 61, 5% said they could communicate their ideas in discussions.Based on the characteristics of these students, it is necessary to develop learning that can facilitate students in improving their problem solving and creative thinking ability.
According to the KKNI (Kerangka Kualifikasi Nasional Indonesia), the applicable curriculum served as the basis for the design of the syllabus and lesson plans.In making RPS (Rencana Pembelajaran Semester) and SAP (Satuan Acara Perkuliahan) based on the level of learning achievement, the curriculum serves as a guide.The basic electronics course, which covers topics like voltage amplifier circuits, buffer circuits, DC coupled amplifier circuits, transistor switch circuits and their applications, multivibrator circuits with transistors and their applications, and operations and applications of amplifier circuits, is one of the physics department's required courses.In order to achieve learning objectives, the content that becomes the target of learning outcomes is poured into sub-outcomes of learning courses and learning indicators.Therefore, learning must be supported by specially designed learning tools and materials.So that the development of the PS-BK learning model is needed to improve students' problem-solving abilities and creative thinking abilities.This is because there is a positive and significant relationship between the ability to think creatively and the problem solving abilities of students with a fairly strong correlation [36].

Conclusion
Based on preliminary research on the development of the PS-BK learning model for basic electronics courses, it is possible to draw the conclusion that the current learning model is still not optimal for improving student learning outcomes.This is demonstrated by the B-value distribution of scores obtained by students, which shows the percentage of students who received the highest score and C+, based on an analysis of the needs of lecturers and students, as well as the characteristics of students studying basic electronics, learning is required to train students in problem-solving and creative thinking.Therefore, research on the development of PS BK models is needed for further developments in basic electronics courses.

Figure 2 .
Figure 2. The results of the analysis of student characteristics in learning basic electronics

Table 1 .
Learning Model Instruments PS-BK

Table 3 .
Research Instrument Validation Results