A Profile of Senior High School Students’ Problem-solving Skills on Dynamic Fluid Materials

Physics learning requires problem-solving in the learning process. This research is a pre-experimental study with random samples. This research aims to find out the initial profile of high school students’ problem-solving on dynamic fluid material. The subjects of this study were 108 students of grade XI in senior high school. The problem-solving indicator used ACCES, which consists of 5 indicators. The result shows that the problem-solving abilities of high school students in dynamic fluid material still need to be improved because of several factors. Earning models and media need to be more relevant in supporting students’ problem-solving abilities. This research can be used as empirical evidence that students’ problem-solving skill in dynamic fluid material needs to be improved.


Introduction
Intense competition has increased due to the 21 st century's rapid development in various aspects of life; 21 st -century education emphasizes critical thinking and problem-solving, creativity, and learning [1].The challenges of 21 st -century education demand the academic abilities of teachers to create innovative teaching materials that can support and improve students' problem-solving abilities [2][3][4].Students must be encouraged to find ways to analyze and solve the problem using their existing knowledge.Physics is one of the natural sciences that studies what happens in nature.Physics is a field that is developed from the scientific method so that students have valuable learning experiences [5,6].Physics is also closely related to human's daily activities [7].The concepts and theories in physics learning need to be understood and practiced; thus, physics requires theoretical and practical problem-solving abilities [2].Problem-solving is intimately tied to learning physics, so physics learning is considered successful if students master their problem-solving abilities.Sometimes, solving physics problems requires an understanding of other fields [8].Therefore, physics is the basis for developing various technologies, and the ability to solve physics problems is in excellent demand today [9,10].
Problem-solving abilities can increase students' abilities beyond basic abilities so that students can face new problems [11].Problem-solving abilities are crucial since they involve many learning processes [12,13].Problem-solving abilities have a significant role for students to deal with problems [14,15], and they affect emotional, cognitive, and psychomotor processes.Problem-solving is also a crucial component of scientific thinking [9,16,17].Therefore, the ability to solve problems is an important thing that must be emphasized in physics learning.A technique that teachers can do is to use innovative learning methods.Problem-solving learning can help students achieve higher-order thinking skills [18].Students' problem-solving abilities also can be increased using relevant learning models and media [19].
A study that concentrates on looking at the profile of high school students is necessary.In this study, indicators for solving problems using ACCES consist of five indicators, namely, Assent the problem, Create a drawing, Conceptualize the strategy, Execute the solution, and Scrutinize your result.The aim of this research is to determine the problem-solving profile of students in physics learning, especially in dynamic fluids material.The result of this research shows students' obstacles during their learning experience and how they find solutions to solve the problems.The results can also be a reference for teachers showing the learning media that are relevant in improving students' problem-solving.

Method 2.1 Research methods
This study used pre-experimental research aims to determine the profile of problem-solving abilities in a dynamic fluid material.The samples consisted of 108 senior high school students of grade XI, which were split into three classes.The samples were chosen randomly.

Procedure
The procedure of this research was (1) Researchers conducted observations, interviews, and literature studies related to students' problem-solving; (2) Researchers focused on assessing students' problemsolving abilities; (3) Researchers used the ACCES indicator to determine students' problem-solving abilities; (4) Three experts validated the test instruments; (5) Researchers modify the instruments based on the validators' comments; (6) Researchers analyzed the test results of the students using the ACCES indicator; (7) Researchers examined the results of the students' problem-solving tests and made inferences.

Instruments
This study focuses on knowing the profile of students' problem-solving abilities in a dynamic fluid material.The problem-solving indicators used are ACCES: Assent the Problem, Create a Drawing, Conceptualize the Strategy, Execute the Solution, and Scrutinize Your Result.The test kit consists of five questions that have been validated by three experts.The instrument validation results are in Table 1.The validation results of the high school students' problem-solving skill profile and the variable factor from the three validators were outstanding and dependable.

Data Analysis
Profile of students' problem-solving abilities on dynamic fluid material in a descriptive qualitative manner.The results of this analysis will be used to obtain an initial problem-solving profile in a dynamic fluid material.The following section will be used to make recommendations in learning physics related to students' problem-solving abilities.Table 2 shows the problem-solving assessment categories.

Results and Discussion
All three validators declared that the problem assessment tool was valid and reliable.The test was given to 108 students divided into three classes.Table 3 shows the test results and factors.Table 3 shows that students' problem-solving abilities in dynamic fluid material are low in all three classes.Unfortunately, some international students get 0 scores.All students were expected to achieve completeness from the problem-solving indicator.The problem-solving profile requires additional improvement, as shown by Table 4, which means all five problem-solving indicators are still in the low category.The lowest score was Scrutinize your result because students were not accustomed to giving reasons related to the formula they use in problem-solving with the existing theory.The following are examples of student answers in each indicator: Students are expected to be able to locate the principles connected to the difficulties and questions. Figure 1 shows that students needed help to answer the question.The second indicator is creating a drawing problem-solving, where students are expected to be able to change the problem from a sentence to an image accompanied by a clear and precise numeric explanation.Figure 2 shows that the student could not meet the expectation.The third indicator expected students to be able to fully identify the steps in the formula to solve the problem.Figure 3 shows that the students could not fulfill the expectation.The fourth indicator expected the students to put the prior indicator's approach into practice.However, Figure 4 shows that the student failed to accomplish the expected result.The last indicator expected the students to re-examine their answers and provide reasons regarding the formulas and theories used in solving the problems.However, most of the students' answers were only sure and not sure, as shown in Figure 5.

Scrutinize your result
The cause of low problem-solving ability was due to several factors, for example: (1) students were not accustomed to using the ACCES problem-solving indicators to solve problems; (2) students ignored the teacher's explanation when they were trained to solve problems using the problem-solving indicators; (3) teacher used a lecture method, which could not be utilized to practice problem-solving techniques; (4) the student's literacy and numeracy skill was still weak, so it affects the students' problem solving; (5) insufficient learning media; (6) less supportive school environment to improve students' problem-solving abilities; (7) physics learning methods on dynamic fluid material was less relevant to problem-solving; (8) students did not understand the theory when it is related to everyday life.Apart from the abovementioned factors, the cause of students' difficulties in improving problem-solving abilities was also because of the traditional learning methods (teacher-based learning).Seeking information from different sources also caused many students not to fully understand the meaning of the teacher's expression [20][21][22].Creative thinking can occur when students use a method that emphasizes mathematical methods rather than connecting ideas through scientific questions [23][24][25][26].
The results of this study show that students' problem-solving still needs to be improved, especially in dynamic fluid material.There are several ways to improve the low level of problemsolving, for example, by designing a valid, practical, and effective problem-solving learning [27,28].The application of research results related to students' problem-solving skills can help to address students' low problem-solving abilities, such as (1) PBL (Problem-Based Learning) models have been proven to improve students' problem-solving abilities [24,26]; (2) The CTL (Contextual Teaching and Learning) model can improve problem-solving skills [13,28,29]; (3) Improving learning media and learning tools that are relevant in improving students problem-solving skills [30][31][32]; (4) Familiarize students in solving everyday life problems [33][34][35][36].The abovementioned solutions can be used as an alternative by teachers as a suitable learning model supported by relevant learning media to improve students' problem-solving [37][38][39].

Conclusion
The results of this study revealed that by using the ACCES indicator on dynamic fluid material, it is known that students still had low problem-solving ability profiles.The results of this study provide convincing evidence that high school students' ability in dynamic fluid material has to be enhanced.PBL and CTL learning models and the availability of learning materials can be maximized to improve the students' problem-solving skills.Further research is needed to overcome the problem of low senior high school students problem solving, especially in a dynamic fluid material.

Figure 1 .
Figure 1.Example of student's answer in Assent the Problem indicator.

Figure 2 .
Figure 2. Example of student's answer in Create a Drawing indicator.

Figure 3 .
Figure 3. Example of student's answer in Conceptualize the Strategy indicator.

Figure 4 .
Figure 4. Example of student's answer in Execute The Solution Indicator.

Figure 5 .
Figure 5. Example of a student's answer in Scrutinize Your Result indicator.

Table 1 .
Problem-solving test instrument validation results.

Table 3 .
Results of students' problem-solving skills in dynamic fluid material.

Table 4 .
Average results per indicator of problem-solving ability.