Parmin, - and Erna Noor Savitri, FMIPA Pendidikan IPA (2022) Prospective Science Teachers Problem-solving Skills through Science-integrated Learning. Unnes Science Education Journal, 11 (2). pp. 51-56. ISSN 2252-6617

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Abstract

Problem-solving skills require an integrated understanding of the data, facts, and scientific theories being studied. Prospective teachers need problem-solving skills so that their way of thinking becomes more critical and analytical. This study aims to measure prospective science teachers’ problem-solving skills after applying the science-integrated learning model. This study uses a mixed method. Quantitative data in this study were obtained from the test results measuring problem-solving skills. Qualitative data were obtained from exploring the test results through in�depth interviews with respondents. Prospective science teachers have excellent problem-solving skills. The average score is 86, the highest score is 92, and the low�est score is 80. Most students get a score >85, and there are no students who score below 80. This study concludes that problem-solving skills are measured from vari�ous prospective science teachers’ learning outcomes through practicum, discussion, and assignments

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