IMPROVING STUDENTS' PROBLEM-SOLVING SKILLS IN PHYSICS THROUGH STRUCTURED INSTRUCTIONAL APPROACHES
Abstract
Problem solving is a fundamental component of physics education, yet many students experience difficulties in interpreting problem statements and applying appropriate solution strategies. This study examines the effectiveness of a structured instructional approach designed to improve students’ problem-solving skills. A quasi-experimental design was implemented involving 120 secondary school students divided into experimental and control groups. The intervention lasted four weeks and covered key topics including units and conversions, uniform motion, displacement, and uniformly accelerated motion. The experimental group was taught using a step-by-step structured method, while the control group followed traditional instruction. The results demonstrated a substantial improvement in the experimental group (90%) compared to the control group (30%). The findings suggest that structured instructional approaches significantly enhance students’ analytical thinking, reduce cognitive difficulties, and improve overall learning outcomes in physics education.