Skripsi_Sofi-revisi-fix

ENHANCING STUDENTS’ PROBLEM-SOLVING SKILLS THROUGH DESIGN THINKING APPROACH IN LEARNING ENVIRONMENTAL POLLUTION RESEARCH PAPER Submitted as Requirement to Obtain Degree of Sarjana Pendidikan in International Program on Science Education (IPSE) Study Program Arranged by: Sofi Alfiani NIM 1703816 INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FACULTY OF MATHEMATICS AND SCIENCE EDUCATION UNIVERSITAS PENDIDIKAN INDONESIA 2021

ENHANCING STUDENTS’ PROBLEM-SOLVING SKILLS THROUGH DESIGN THINKING APPROACH IN LEARNING ENVIRONMENTAL POLLUTION Oleh: Sofi Alfiani Skripsi ini diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Program Studi International Program on Science Education (IPSE) Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam © Sofi Alfiani Universitas Pendidikan Indonesia Juli 2021 Hak Cipta Dilindungi Undang-Undang Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian Dengan dicetak ulang, difotokopi, atau cara lainnya tanpa izin dari Penuli

APPROVAL SHEET ENHANCING STUDENTS’ PROBLEM-SOLVING SKILLS THROUGH DESIGN THINKING APPROACH IN LEARNING ENVIRONMENTAL POLLUTION Arranged by: Sofi Alfiani 1703816 Approved and Confirm by: Supervisor I Dr. Eka Cahya Prima, S.Pd., M.T NIP.1990062622024041001 Supervisor II Rika Rafikah Agustin, S.Pd., M.Pd NIP. 198308032012122001 Perceived by, Head of International Program on Science Education Study Program Dr. Eka Cahya Prima 2021.07.15 09:51:19 +07’00 Dr. Eka Cahya Prima, S.Pd., M.T NIP. 1990062622024041001 i

DECLARATION I do hereby declare that every aspect was written in this research paper entitled “Enhancing Students’ Problem-Solving Skills through Design Thinking Approach in Learning Environmental Pollution” genuinely results from my original idea, efforts, and works. The theories, findings of experts, opinions, and others contained in this paper have been quoted or referenced based on scientific code from UPI and following scientific ethics that applies in scholars' society. This declaration is created truthfully and consciously. When an infringement towards scientific ethics subsequently is found or if there is a claim of any others towards the authentically of this research paper, hence I am willing to be responsible and accept academic sanctions correspond to the rules. Bandung, July 2021 Declarant, Sofi Alfiani NIM. 1703816 ii

ACKNOWLEDGEMENT The author praises the highest gratitude to Allah Swt. for His Mercy so that the author can complete this research paper. On this occasion, the author would like to express sincere gratitude and appreciation to the following parties for their assistance, guidance, and encouragement, namely; 1. Dr. Eka Cahya Prima, S.Pd., M.T., as the first supervisor who consistently provided me with unwavering assistance, unwavering support, vast knowledge, warm appreciation, and tremendous encouragement throughout my research work to complete my research paper. 2. Rika Rafikah Agustin, S.Pd., M.Pd., as the second supervisor who has to provide me essential assistance, high encouragement, insightful comments, and meaningful interactions during this research paper’s completion. 3. Eliyawati, S.Pd., M.Pd., as an academic supervisor for IPSE 2017 who always give us warm support and appreciation until form the first time we entered IPSE in 2017 until we graduate 4. Suwarno, S.Si and SMP Ar-Rafi’ Drajat family as my research sites for giving a chance to conduct the research and helping and facilitating the authors during collecting data. 5. All of IPSE lecturer who always gives me the guidance, encouragement, and support during the academic process in IPSE 6. My parents, brother, and little sister for their love and support, caring, and warm hug in the process of research paper completion. 7. My beloved friends IPSE 2017, especially Rossy Andini for support and helping me in the process of research completion. Also, all those who cannot be mentioned one by one, thank you for being a part of the unforgettable journey. 8. My college friends in Lingkar Bidikmisi UPI, especially Ade Nasep Sumardi, Clarisa Septiani, Siti Susanah, Landia Hadiawan, and Ujang Kusnadi who always listen to my grievance during the process of completing this research paper and also for their support and warm caring who always make me enthusiastic to finish this research paper so that we can graduate together. iii

ENHANCING PROBLEM-SOLVING SKILLS THROUGH DESIGN THINKING APPROACH IN LEARNING ENVIRONMENTAL POLLUTION Sofi Alfiani International Program on Science Education Universitas Pendidikan Indonesia [email protected] ABSTRACT Indonesian students are categorized as low achievement in problem-solving skills based on the TIMSS survey. Whereas problem-solving skills is one of 21st-century skill that important for the student to have to compete globally with other countries. Design thinking is an approach that can be implemented in the learning process to improve student's problem-solving skills because design thinking help students to design the solution based on a user perspective. This study is made to investigate the enhancement of student problem-solving skills and students' experience toward design thinking in learning environmental pollution. This study using a Poor Experimental Method with a sample of 42 students in one of the Private Junior High school in Bandung. The result of this research indicates that there is an enhancement for student problem-solving skills in learning environmental pollution with the N-gain of 0.391. The N-gain in four aspects of problem-solving skills based on Polya’s statements as follows (1) understanding the problem aspect of 0.33; (2) planning for the problem-solving aspect of 0.59; (3) implementing the problem-solving aspect of 0.83; and (4) reviewing the solution aspect of 0.61. Other thing found that student shows positive experiences towards design thinking. However, group collaboration presents a crushing problem for students to adopt design thinking on online learning. Keywords: Problem-solving skills, Design Thinking, Environmental Pollution iv

MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH PADA SISWA MELALUI PENDEKATAN DESIGN THINKING DALAM PEMBELAJARAN PENCEMARAN LINGKUNGAN Sofi Alfiani International Program on Science Education Universitas Pendidikan Indonesia [email protected] ABSTRAK Siswa/i Indonesia berada dalam kategori pencapaian rendah dalam kemampuan pemecahan masalah berdasarkan survey yang dilakukan oleh TIMSS. Sedangkan kemampuan pemecahan masalah merupakan salah satu keterampilan abad 21 yang sangat penting dimiliki siswa untuk dapat bersaing secara global dengan Negara lain. Design Thinking merupakan pendekatan yang dapat diterapkan dalam pembelajaran untuk meningkatkan kemampuan pemecahan masalah siswa, karena design thinking membantu siswa dalam merancang solusi berdarkan masalah yang ada dalam persepektif pengguna. Penelitian ini dilakukan untuk menyelidiki peningkatan kemampuan pemecahan masalah siswa dan mendeskripsikan pengalaman siswa dalam penggunaan pendekatan design thinking dalam pembelajaran pencemaran lingkungan. Penelitian ini menggunakan metode Poor Experimental dengan sample siswa sebanyak 42 siswa dari salah satu Sekolah Menengah Pertama Swasta di Bandung. Hasil dari penelitian ini menunjukkan adanya peningkatan kemampuan pemecahan masalah pada siswa dalam pembelajaran pencemaran lingkungan dengan N-gain sebesar 0,391. N-gain dalam empat aspek pemecahan masalah berdasarkan pendapat Polya diperoleh (1) aspek memahami masalah sebesar 0,33, (2) aspek merencanakan pemecahan masalah sebesar 0,59, (3) aspek menerapkan solusi sebesar 0,83, dan (4) aspek mengevaluasi pemecahan masalah sebesar 0.61. Hal lain ditemukan bahwa siswa memperlihatkan pengalaman positif dalam penggunaan pendekatan design thinking. Namun kolaborasi dalam grup menjadi permasalahan yang paling krusial dialami siswa dalam penerapan pendekatan design thinking dalam kondisi daring. Kata kunci: Kemampuan pemecahan masalah, Design Thinking, Pencemaran Lingkungan v

TABLE OF CONTENT APPROVAL SHEET ....................................................................................................................... i DECLARATION ............................................................................................................................ ii ACKNOWLEDGEMENT ............................................................................................................. iii ABSTRACT................................................................................................................................... iv TABLE OF CONTENT................................................................................................................. vi LIST OF TABLES....................................................................................................................... viii LIST OF FIGURES ....................................................................................................................... ix LIST OF APPENDICES................................................................................................................. x CHAPTER I INTRODUCTION..................................................................................................... 1 1.1 Background .......................................................................................................................... 1 1.2 Research Problem................................................................................................................. 4 1.3 Research Question ................................................................................................................ 4 1.4 Limitation of Research ......................................................................................................... 4 1.5 Research Objective............................................................................................................... 5 1.6 Research Benefit................................................................................................................... 5 1.7 Organization of the Research ............................................................................................... 6 CHAPTER II LITERATURE REVIEW ........................................................................................ 8 2.1 Student Problem-Solving Skills ........................................................................................... 8 2.1.1 Problem-Solving Skill .................................................................................................... 8 2.1.2 The Aspect of Problem-Solving Skills ........................................................................... 8 2.1.3 The Important of Problem-Solving Skills ...................................................................... 9 2.2 Design Thinking Approach ................................................................................................ 10 2.2.1 Design Thinking ........................................................................................................... 10 2.2.2 The Implementation of Design Thinking Approach in Learning Process.................... 12 2.2.3 Implementation Design Thinking Approach in Environmental Pollution Topic ......... 13 2.3 Environmental Pollution..................................................................................................... 14 2.3.1.1 Water Pollution.......................................................................................................... 15 2.3.1.2 Air Pollution .............................................................................................................. 19 2.3.1.3 Soil Pollution ............................................................................................................. 21 CHAPTER III RESEARCH METHODOLOGY ......................................................................... 26 vi

3.1 Research Method and Research Design ............................................................................. 26 3.1.1 Research Method .......................................................................................................... 26 3.1.2 Research Design ........................................................................................................... 26 3.2 Research Subjects............................................................................................................... 27 3.3 Operational Definition........................................................................................................ 27 3.4 Hypothesis .......................................................................................................................... 28 3.5 Research Instrument ........................................................................................................... 28 3.5.1 Objective Test............................................................................................................... 28 3.5.2 Students’ Worksheet..................................................................................................... 35 3.6 Data Collection................................................................................................................... 39 3.7 Data Analysis ..................................................................................................................... 41 3.7.1 Statistical Data Processing............................................................................................ 41 3.7.2 Descriptive Analysis..................................................................................................... 43 3.8 Research Procedure ............................................................................................................ 44 3.8.1 Preparation Stage .......................................................................................................... 44 3.8.2 Implementation Stage ................................................................................................... 44 3.8.3 Completion Stage ......................................................................................................... 47 CHAPTER IV RESULT AND DISCUSSION............................................................................. 48 4.1. Implementation of Design Thinking Approach................................................................. 48 4.2 Students’ Problem-Solving Skills ...................................................................................... 64 4.3 Students Experience towards Design Thinking.................................................................. 74 CHAPTER V CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS ................. 82 5.1 Conclusion.......................................................................................................................... 82 5.2 Implications ........................................................................................................................ 83 5.3 Recommendation................................................................................................................ 84 REFERENCES ............................................................................................................................. 85 APPENDICES .............................................................................................................................. 89 vii

LIST OF TABLES Table 3.1. One Group Pretest-Posttest Design.............................................................................. 26 Table 3.2 Problem-Solving skills blueprint question.................................................................... 29 Table 3.3 Validity interpretation................................................................................................... 30 Table 3.4 Reliability interpretation ............................................................................................... 30 Table 3.5 Difficulty level interpretation ....................................................................................... 31 Table 3.6 Discriminating power interpretation............................................................................. 32 Table 3.7 Recapitulation of test item analysis .............................................................................. 32 Table 3.8 Test item blueprint after revision.................................................................................. 34 Table 3.9 Blueprint of student worksheets ................................................................................... 36 Table 3.10 Statement revision from expert judgment................................................................... 38 Table 3.11. Design thinking implementation................................................................................ 44 a Table 4.1 Implementation of Design Thinking in Learning Process ............................................ 49 Table 4.2 Problem-Based Learning and Design Thinking Implementation ................................. 57 Table 4.3 Learning Process of the Implementation of Design Thinking ...................................... 60 Table 4.4 Result of Normality Test on Students’ Problem-Solving Skills ................................... 64 Table 4.5 Result of Homogeneity Test on Students’ Problem-Solving Skills.............................. 65 Table 4.6 Result of Paired Sample t-Test on Students’ Problem-Solving Skills.......................... 66 Table 4.7 The Result of Pretest and Post-test of the Students’ Problem-Solving Skills ............. 68 Table 4.8 Categorized of N-Gain Score....................................................................................... 69 Table 4.9 N-Gain Score of Problem-Solving Skills Aspect ........................................................ 69 Table 4.10 Students’ Opinion Regarding the Environmental Pollution Topic............................ 74 Table 4.11 Students’ Opinion about Learning Strategy................................................................ 75 Table 4.12 The Students’ Opinion about Learning Media Zoom Meeting................................... 77 Table 4.13 Students’ Difficulties in the Application of the Design Thinking Approach ............ 78 Table 4.14 The Contribution of Design Thinking ....................................................................... 80 viii

LIST OF FIGURES Figure 2. 1 Proposed five-stage design thinking model:............................................................... 12 Figure 2. 2 Water Pollution in the River....................................................................................... 15 Figure 2. 3 Industrial Waste.......................................................................................................... 16 Figure 2. 4 Household Waste in the River.................................................................................... 17 Figure 2. 5 Agricultural Waste...................................................................................................... 17 Figure 2. 6 Air Pollution causes by Vehicle ................................................................................. 19 Figure 2. 7 Air Pollution by Burning Forest ................................................................................. 20 Figure 2. 8 Soil Pollution .............................................................................................................. 22 Figure 2. 9 Soil Pollution caused by Industrial Waste................................................................. 22 h Figure 4. 1 Prototype Group 1 ...................................................................................................... 62 Figure 4. 2 Prototype Group 2 ...................................................................................................... 62 Figure 4. 3 Prototype Group 5 ...................................................................................................... 62 Figure 4. 4 N-Gain Score of Aspects Problem-Solving Skills ..................................................... 71 Figure 4. 5 Worksheet for Design Thinking Implementation....................................................... 73 ix

LIST OF APPENDICES Appendix A. 1 Lesson Plan .......................................................................................................... 91 a Appendix B. 1 Research Instrument Objective Test................................................................... 101 Appendix B. 2 Research Instrument Students' Worksheet ......................................................... 119 Appendix B. 3 Students' Interview Question.............................................................................. 133 Appendix B. 4 Expert Validation Form...................................................................................... 134 a Appendix C. 1 Research Permission Letter ................................................................................ 139 a Appendix D. 1 Recapitulation of Test Item ................................................................................ 143 Appendix D. 2 Recapitulation of Problem-Solving Skills Result............................................... 148 Appendix D. 3 Recapitulation of Students Worksheet ............................................................... 150 Appendix D. 4 Recapitulation of Students' Interview ................................................................ 154 a Appendix E.1 Review Form ....................................................................................................... 155 x

CHAPTER I INTRODUCTION 1.1 Background The changing times necessitate that people acquire 21st-century abilities in all aspects of their lives, particularly in education. A shift in learning activities is the result of the influence. Education no longer teacher-centered activity but students are required to find their concept of learning and it’s called student-centered learning. Learning in the twenty-first century should ensure that students acquire 21st-century abilities such as life skills, thinking skills, work habits, and character traits that are seen to be necessary for a successful life (Anazifa & Djukri, 2017). The learning process now is for problem-solving, logical thinking, and learning to learn (Akinoǧlu & Tandoǧan, 2007). There are a lot of 21st-century skills, one of the skills required for a student is problem-solving skills. Problem-solving is a basic ability that students should have to use knowledge, facts, and data to effectively solve the problem in daily life as well as critical thinking (Bruning, Schraw, Norby, & Ronning, 2004). Students' problem-solving abilities is the essence of learning objectives that become students' needs in facing real-life by paying attention to the characteristics and stages of intellectual development and the ability to think abstractly so that students can become innovative problem-solvers in their future lives (Sastiawan, Ruyani, & Karyadi, 2019). According to the previous research by Ardiyaningrum, Retnowati, Jailani; & Trisniawati (2019) reported the findings to show that the state of students' problem-solving abilities is highly diverse, with skills below 0 nevertheless being quite high. This suggests that students' problem-solving skills in elementary schools can still be enhanced. Problem-solving is essential for students to learn how to solve problems using both of these skill sets to analyze and make judgments, finding effective answers requires logic and a problem-solving strategy (Bruning et al., 2004). Students' problem-solving skills aid in the acquisition of new knowledge and the support of scientific activities in the classroom (Wulandari, Agustina, Hidayati, & Tsulutsya, 2019). The Polya model is one paradigm that 1

2 can be used to help students improve their problem-solving abilities (Sipayung & Anzelina, 2019). According to Polya (1956) there are several indicators of problem-solving ability that can be used as a reference in measuring student problem-solving skills, including 1) understanding the problem, 2) planning for problem-solving, 3) implementing problem- solving, 4) check or reviewing the solution (Havill & Havill, 2020). In the study organized by the International Association for the Evaluation of Education Achievement (IEA), an international association for assessing achievement in education, centered at Lynch School of Education, Boston College, USA assessing grade IVelementary school students and class VIII middle school named Trends International Mathematics and Science Study (TIMSS), Indonesian students are still below the TIMSS average achievement score. TIMSS is an international study on the trend or development of mathematics and science, Indonesia is still in the low country-level in mathematics and science achievement in 2015, out of 47 countries Indonesia is in the 44th position in Science of Grade 4 with an average score of 397 while the countries that have high achievement has a value of 590 which is Singapore (Martin, Mullis, Foy, & Hooper, 2016). While for grade 8, in 2015 only 39 countries participated TIMSS excluding Indonesia based on official page of IEA TIMSS & PIRL International Study Center. The achievement of grade 8 students in Indonesia in 2011 mostly in low international benchmark with ranked 34 out of 35 countries taken the test. Low achievement on TIMSS score of students is caused by several factors, one of which is because students in Indonesia are less trained in solving contextual problems, demanding reasoning, argumentation, and creativity in solving the problems, where these questions are characteristic of TIMSS questions (Knight, 2020). To answer that, the Ministry of Education and Culture of the Republic of Indonesia launched a Kurikulum 2013 in which it states that students should be taught learning that focuses on problem-solving that can train students' critical thinking skills and problem- solving abilities so that students can compete with other countries (Pendidikan & Kebudayaan, 2014). Regardless of the important problem-solving abilities of students, a learning strategy or approach to improve students' problem-solving abilities is also important. Learning strategy must have (1) learning and innovation skills, such as critical thinking and problem-solving, communication and collaboration, creativity and

3 innovation; (2) information, media, and technology skills; and (3) life and career skills as the result (Anazifa & Djukri, 2017; Trilling & Fadel, 2009). To improve students' problem- solving abilities, the approach used in learning must be appropriate. To build problem- solving skills in students, design thinking is one approach that suitable to implement. Design thinking is the hottest topic in innovation that helps to break the messiest problem with a systematic approach to uncovering creative insight and new solutions. To ensure that the correct issues are answered, design thinking seeks to transcend the immediate boundaries of the problem. The process envisages steps that allow participants, through drawing, prototyping, and storytelling, to examine, synthesize, diverge, and generate insights from different domains (Panke, 2020). The design thinking process allows students to offer solutions to a problem through the stages of empathy, define, idea, prototype, and test that can make students creative and innovative problem solvers (IDEO, 2014). Design thinking can be defined as a discipline that uses the sensibility and methods of the designer to meet the needs of people with what is technologically feasible and what can be transformed into consumer value and market potential by a viable business strategy (Matthews & Wrigley, 2017). Design thinking is both a process and mindset that involve scientific thinking to solve the 'wicked problems' (Luka, 2020). Not only in business, design thinking very applicable in the field of education to improve student problem-solving skills, especially in science education to solve problems in everyday life. In the previous research by Munyai (2016); McCurdy, Nickels, & Bush (2020); and Lee, Jung, & Yoon (2019) reported that design thinking was used as a learning strategy in higher education, to improve student empathy in STEM, and fostering group creativity in the teaching-learning process and design thinking is successfully implied in the learning process. From that evidence, the researcher attempt to apply design thinking in science education to give the student understanding and mindset as a designer to be an innovative problem solver in learning environmental pollution. The novelty of this research is to involve students directly in observing and looking for problems (empathy stage in design thinking) and making students plan solutions based on the perspectives and needs of the surrounding society by integrating together the problem based learning process. so the problem would be come from society and the solution is for society but involve students in planning, so that students become more skilled in solving problems.

4 The topic of environmental pollution is a very suitable topic to be taught to students in increasing problem-solving skills of students through design thinking approach because the environmental pollution topic is related to their environment around them so they can see and tell what is happening to the surrounding environment and find the right solution to environmental problems around them and increase their concern for the environment. The topic of environmental pollution is also in line with the aims of the Kurikulum 2013 that students must be able to compete and face future challenges to create a sense of responsibility towards the environment (Pendidikan & Kebudayaan, 2014). So the researcher believes that design thinking is a suitable approach to improve student problem- solving abilities to address environmental issues and can be applied in education especially in environmental pollution topics. Therefore researcher decides to conduct the research entitled “Enhancing Students’ Problem-Solving Skills through Design Thinking Approach in Learning Environmental Pollutions” 1.2 Research Problem Based on the background stated, the research problem is “How does the design thinking approach enhance problem-solving skills on the student in learning environmental pollutions topic”? 1.3 Research Question Based on the research problem, the researcher attempt to elaborate on the research question as follows: 1) How is the implementation of design thinking enhance student Problem-Solving skills in learning environmental topics? 2) How is the enhancement of student problem-solving skills after using a design thinking approach in environmental pollutions topic? 3) How is the students’ experience towards design thinking approach after learning environmental pollution topic? 1.4 Limitation of Research Based on the background stated above, the limitation of this research as follows: 1) The problem-solving skill is described as the ability to formulate a fresh response to build solutions that are increasingly facing each other in their daily lives (Irwanto, Saputro, Rohaeti, & Prodjosantoso, 2018). Problem-solving skill in this paper is

5 limited which is stated by Polya which has 4 phases such as 1) understanding the problem, 2) planning for problem-solving, 3) implementing problem-solving, 4) reviewing the solution (Havill & Havill, 2020). The problem that will be solved by the student is limited by the problem is related to the environmental pollution problem. 2) The stages of design thinking that are implementing in this research based on guided of Stanford d-school of design thinking there are five stages of design thinking approaches as the stage of empathy or understanding, the stage of define, the stage of ideate, the stage of prototype and the last is a stage of the test. 3) The topic coverage in this research is limited to an environmental condition the specific topic was chosen is environmental pollution in grade 7. The topic is limited by core competence no. 3 and 4. Then, for basic competence limited for 3.8 and 4.8 that are attached in the 2013 National Curriculum of Indonesia for Junior High School. 1.5 Research Objective Elaborating on the research question stated above, the objective of this research is specified as follows: 1) To investigate the implementation of a design thinking approach to enhancing Problem-Solving skills in learning environmental pollution. 2) To analyze the enhancement of problem-solving skills on students in learning environmental pollutions topics using a design thinking approach. 3) To investigate the students’ experience towards design thinking after learning environmental pollution 1.6 Research Benefit This research is expected to provide benefits for: 1) Students Students can enhance their problem-solving skills through a design thinking approach so they can implement this to overcoming environmental problems that happen in their life and maintain the environment around them. The student also can implement this approach to solve another problem that happens in their life using design thinking.

6 2) Teacher Teachers can implement and found an interesting and meaningful approach to educate the student about the environment. This design thinking can also become material for consideration in selecting and developing evaluation tools that can improve students' problem-solving abilities. 3) Another researcher This paper can be used as a reference or example in the making of research about the problem-solving skill of the student. Design thinking can also be used to measure student empathy, creativity, and communication skill, and another skill related to 21st- century skills. It can be a reference for the researcher in the future. 1.7 Organization of the Research 1) Chapter I: Introduction This chapter which is an introduction covers the background of the research, research problems, research questions, limitation of the research, research objectives, research benefits, and systematic structure of the research paper. 2) Chapter II: Literature Review This chapter contains the relevant theories and research that underlie the discussion in detail containing the research variables in this research. The literature includes the fundamental explanation about problem-solving skills, design thinking approach, and environmental pollution topic. 3) Chapter III: Research Methodology This chapter explains the detail of the research conducting in this research. The methodology consists of research methods, research design, research subject, operational definition, assumption, hypothesis, research instrument, data analysis, and research procedure. 4) Chapter IV: Result and Discussion This chapter describes the discussion of the research finding. In this chapter, the stated research concerns are addressed through analysis using figures, tables, and references to earlier studies. 5) Chapter V Conclusions, Implications and Recommendations

7 This chapter contains the research conclusion, implications as well as recommendations for further research.

CHAPTER II LITERATURE REVIEW 2.1 Student Problem-Solving Skills 2.1.1 Problem-Solving Skill Problem-solving is one of the 21st-century skills that are important for students to have in adapting to the times. Problem-solving is a way of thinking that requires reasoning in solving a problem to process and solve the problem in an innovative way (Central Board of Secondary Education, 2020). According to Irwanto et al., (2018) in research conducted by (Çalışkan, Selçuk, & Erol, 2010) Problem-Solving is described as formulating a new solution response, in which each stage is the pioneer of the next step and the outcome of the previous step. Solving the issue that allows them to interpret, synthesize, and assess will enhance the student's problem-solving skills. In line with the goals of science learning today, that science is not only taught to be known but also facilitates students to face the challenges of real-world globalization and students can become innovative problem solvers in the future. Nowadays problem-solving is important to implement in the learning process especially in engineering and science education. The ability to consider open-ended problems, as well as the ability to cope well under the overload of information, put an engineer and scientist under unfamiliar pressure because the student must be able to solve problems quickly. It is assumed that if they learned advanced thought and problem-solving skills, engineers and scientists will be able to cope much more effectively with this strain (Belski, 2007). Because it covers all other types of thinking: critical thinking, creativity, and decision making, problem-solving is the ultimate thinking skill. Problem-solving skills is one of the higher order thinking abilities that must be cultivated as a result of the learning process in order to equip students with the ability to address everyday problems in the future, both individually and in groups (Hadiansah, Safitri, & Suhada, 2019). 2.1.2 The Aspect of Problem-Solving Skills Problem-solving is a process that needs logic to find a solution to a problem (Prastiwi dan Nurita, 2018). The steps of problem-solving according to Polya, there 8

9 are 4 such as 1) Understand the Problem, 2) Device a Plan or Planning for Problem- Solving, 3) Take the Plan Out or Implementing the Problem-Solving, and 4) Reviewing the Solution or Evaluation. To be able to solve a problem, students must know and know well what problems they are facing. Therefore, the first aspect is to understand the problem to make students understand how the problem occurs and what causes the problem to occur so that they can find the most appropriate solution. In the second aspect, students are required to be able to devise a plan, students must be able to identify the root of the problem, check the reciprocal relationship (cause-effect) of a given problem, check the severity of the problem, check the solutions that have been done to solve related problems (Novitasari, Ramli, & Maridi, 2015). In the third and fourth aspects, students can carry out the plans that have been made and evaluate them. So that the suitability of the solution that has been made can be known, the solution design must be implemented and if it does not match the design, it must be evaluated and re-planned to find the most effective solution to solve the problem. 2.1.3 The Important of Problem-Solving Skills To teach and introduce the thinking and problem-solving skills to the student are important, through several studies that have been conducted by several researchers investigating thinking and problem-solving skills that problem-solving skills are abilities that must be possessed by students to be able to answer challenges and solve complex problems that occur in their daily life and the future. By teaching thinking and problem- solving skills, students can train and have high creativity and can be an innovative problem solvers. If students are trained to solve a problem, they will be able to decide because they have been proficient at analyzing the information and realizing how vital it is to re-examine the conclusion obtained (Hidayati & Permana, 2019). To solve a problem, we must first identify what type of problem is being faced. Sipayung in his research states that there are two types of problems that should be solved which are the routine problem and non-routine problem (Sipayung & Anzelina, 2019). The problem-solving method that does not require a high degree of logic to complete is categorized as a routine problem. While non-routine problems are special issues that require the use of expertise, ideas, or values to solve them. It is not possible to predict the outcomes of non-routine problems, and it cannot be solved by proven methods or formulas

10 (Sipayung & Anzelina, 2019). In this sense, the critical thinking and imagination of people can be strengthened by paying attention to the fact that non-routine problems, that is, the kind of problems that come to our minds in our everyday lives, are given more (Özreçberoğlu & Çağanağa, 2018). Not only that, but with problem-solving skills, students will be able to hone meticulous, logical, critical, analytical, and creative reasoning, which will help to advance science and technology in the industrial revolution era 4.0 (Hidayati & Permana, 2019). In this research, the problem that would be solved is the non-routine problem about science phenomena such as environmental pollution, so the student should have skills or expertise, value, and idea to solve the phenomena. Following the objectives of the 2013 curriculum, especially in science learning that students are expected to have problem- solving abilities as stated in the basic competencies in the 2013 curriculum (Prastiwi & Nurita, 2018) \"students are expected to understand the concepts and principles of science and their interrelation and are applied in solving problems in life\" (Pendidikan & Kebudayaan, 2014). Therefore, the ability to think critically is very important for students to have and it is also important to teach in learning so that students can apply this knowledge in their daily lives, especially in overcoming non-routine problems that occur in their lives. 2.2 Design Thinking Approach 2.2.1 Design Thinking Design thinking is the hottest topic in innovation that helps to break the messiest problem with a systematic approach to uncovering creative insight and new solutions. Design Thinking is a discipline that uses the mentality and sensitivity of the designer and approaches to meet the needs of the end-users to arrive at a solution that is both technologically feasible and viable for business, turning it into consumer value and market potential (Lor, 2017) In short, the sensibilities or mindsets and methodologies often used by designers are used by design thinking to generate new concepts, strategies, alternatives and options that fulfill the expectations of end-users or stakeholders. It is abductive because it allows one to clear one's mind of conventional solutions that lead to fresh and innovative Problem-Solving (Lor, 2017). Design thinking not only improving the problem-solving skill in students but also other 21st-century skills such as creativity, innovation, and also

11 collaboration. Design thinking is a human-centered problem-solving approach solution derived using this approach affords considerable possibilities of innovation (Yang, 2018). Design thinking can implement in education especially in science education to make students improve their deep reasoning and thinking skills to become innovative problem solvers. In recent years, numerous education strategies have introduced design thinking into classes to stimulate students’ conception of innovative ideas to resolve the existing problem or expected problems (Yang, 2018). Design thinking is a problem-solving strategy that distills some broad design methodologies into a simple, repeatable framework that can be used to a growing number of circumstances and issues (Girgin, 2021; Johansson- Sköldberg et al.,2013; Kimbell, 2011; Liedtka, 2015; Nelson & Stolterman, 2000). Although the term “design” is commonly associated with products’ quality and/or aesthetic appearance, the main goal of design as a discipline is to promote well-being in people’s lives (IDEO, 2014). According to Panke (2020) that reported in Cochrane & Munn, (2016) observational testing, visual sensing, and rapid prototyping are the three core elements of design thinking. A typical design thinking process is defined by the authors as a loop of (1) empathizing and observing, (2) problem description or define, (3) concept formation or ideate, (4) prototyping, and (5) testing (Panke, 2020). We need to know our users and care about their lives to make meaningful developments, so we tried to consider what people need in the empathy phase because design thinking is a process of human- center design (Kelley & Brown, 2018). The next stage is to define or problem description that the only way to construct the correct solution is to frame the correct problem. The next stage is ideate or concept formation that is not about finding the ‘right’ definition it's about developing the widest variety of possibilities. After getting the appropriate solution to a certain problem, the design thinking facilitates the prototype stage to visualize the solution into a visual project that can be reviewed by the society to improve the quality of the project in the stage of the test. As the statement stated by Li, Ho, & Yang, (2019) design thinking is iterative design is a process that involves repeating procedures. There are five stages of design thinking as given in Figure 2.1.

12 Figure 2.1 Proposed five-stage design thinking model (Souce: www.xd.adobe.com) 2.2.2 The Implementation of Design Thinking Approach in Learning Process Design thinking is defined in education as \"a learning orientation that encompasses active Problem-Solving and marshaling one's ability to achieve impactful change” (Lor, 2017). Design thinking is a very applicable approach that implements in the teaching-learning process because design thinking allowed the student to explore their capability to derive the solutions to the problem to get the possible and better solution. The design thinking will analyze the pain and gain that society feels in the problem so the student is easier to solve the problem. In her ethnographic research on Design Thinking in the middle school classroom, Carroll (2010); Lor, (2017) noted that it affects the way students participate in the learning process, fostering creativity and innovation and facilitating cooperation as students can listen, take risks and share peer ideas. Design thinking is expected to be a solution to improving students ' problem- solving skills in students' daily activities in the teaching and learning process. According to Baderan & Indrajit (2020) mention that there are four basic things of design thinking as follows: 1) The big problem Design thinking the methodology to solve the problem. The 'wicked problems' method is initially and foremost associated with design thinking as a problem-solving

13 activity (Luka, 2020). A big problem is difficult or impossible to solve due to insufficient, contradicting, and shifting requirements that are frequently difficult to detect (Baderan & Indrajit, 2020) . 2) Human-centered perspectives In all stages of the problem-solving process, design thinking takes a human-centered approach (Baderan & Indrajit, 2020). Human-centered design is a concept, not a set of tools, that posits that the best way to innovate is to get close to consumers and observe their requirements (Munyai, 2016; Norman & Verganti, 2012). 3) Abductive reasoning Analytical (deductive and inductive) and intuitive thinking are combined in design thinking (knowing without reason). In design thinking initiatives, the ideate method tries to support creativity by producing a wide number of ideas from which the best, most practical, or most original solution can be chosen (Baderan & Indrajit, 2020). 4) Prototyping No matter how good an idea we have if it is not poured into a real project it will mean nothing. In the design thinking approach, the basic stages are prototypes, utilizing images, artifacts, models, and so on to become real forms in the visualization of the solution project that will be tested. it is an important stage in design thinking. In the project prototype stage, storyboarding is very important to do to find out the response from users who will receive the project. 2.2.3 Implementation Design Thinking Approach in Environmental Pollution Topic In Indonesia, several environmental issues are still homework that needs solutions because these issues are very crucial and affect the quality of life in the future (Tjumano, 2018). The topic of environmental pollution is a very suitable topic to be taught to students in increasing problem-solving skills of students through design thinking approach because the environmental pollution topic is related to their environment around them so they can see and tell what is happening to the surrounding environment and find the right solution to environmental problems around them and increase their concern for the environment.

14 2.3 Environmental Pollution The content that is going to be taught in this study is environmental pollution that is learned in Grade VII of Junior High School, limited by Kurikulum 2013, core competence No. 3, and Basic Competence No. 3.8 and 4.8 as shown below: a) Core Competence Memahami dan menerapkan pengetahuan (factual, konseptual, dan procedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, dan budaya terkait fenomena dan kejadian tampak mata. “Understand and apply knowledge (factual, conceptual, and procedural) based on their curiosity about science, technology, art, and culture related to visible phenomena and events” b) Basic Competence 3.8 Menganalisis terjadinya pencemaran lingkungan dan dampaknya bagi ekosistem 4.8Membuat tulisan tentang gagasan penyelesaian masalah pencemaran di lingkungannya berdasarkan hasil pengamatan “3.8 Analyzing the occurrence of environmental pollution and its impact on the ecosystem 4.8 Writing about ideas for solving pollution problems in the environment based on observations” c) Sub-Topics 1) Water Pollution 2) Air Pollution 3) Soil Pollution 2.3.1 Environmental Pollution Environmental pollution is one of several factors that could be good environmental quality in the form of physical and chemical materials which can upset the balanced ecosystem. Environmental pollution can be caused by human factors, namely daily activities and natural factors such as natural disasters and so on. Substances that can pollute the environment and can interfere with sustainable living things are called pollutants. These pollutants can be chemicals, dust, sound, radiation, or heat entering the environment (Widodo, Rachmadiarti, & Hidayati, 2013).

15 2.3.1.1 Water Pollution Water is a very important component of human life because water can be used by humans to carry out various activities such as bathing, washing, cooking, and so on. But what if the water around us is polluted and unusable? Water is said to be polluted when it is water it has changed, whether in color, smell, or taste. Following the results of your activities, polluted water has a high acidity different from water that is not polluted. Water pollution, such as the entry of living things, substances, energy, or component into the water. As the result, water quality decreases and causes the water to no longer function properly with its designation. Figure 2.2 Water Pollution in the River (source: nrdc.org) Water pollution is a condition of the water that changes from the properties of the water normally. Water quality determines life in marine or marine waters river. If the waters are polluted, then the ecosystem balance in it will also be disturbed. Water can be polluted by inorganic components, including various dangerous heavy metals. The components of this heavy metal come from industrial activities. a) Factors that cause water pollution Water pollution can occur in springs, wells, rivers, rawa-rawa, lakes, and seas. Water pollution can come from industrial waste, household waste, and agricultural waste. 1) Industrial waste Industrial wastewater can contain hazardous substances, due to industrial activities besides producing the main product (finished material), to produces unused byproducts, namely waste. Types of waste that come from industry can be

16 in the form of organic waste that smells like waste textile factories or paper mill waste, and inorganic waste hot, bubbly and colored liquid, and containing sulfuric acid, odor sting. If industrial waste is discharged into drains or rivers, which will cause water pollution and damage or destroy organisms in the ecosystem in the water. Industrial waste in the form of heavy metals is often channeled into rivers so that the river becomes polluted. The types of heavy metals are mercury, lead, and cadmium where the three are very dangerous for humans if consume. Therefore, we must prevent it from dumping industrial wastewater down the drain general. Figure 2.3 Industrial Waste (Source: richmondvale.com) 2) Household waste Household waste is waste that comes from household activities such as households, markets, restaurants, inns, etc. which can produce organic, inorganic, and hazardous and toxic waste. Organic waste such as fruit, vegetable peels, food scraps, paper, wood, leaves, and various materials can be decomposed microorganisms. Waste originating from inorganic materials, including iron, aluminum, plastics, glass, paint cans, and perfumes. In the water, garbage undergoes a process of decomposition by microorganisms that can cause the oxygen content in the water also decreases. The decreasing oxygen content in waters will be detrimental to life biota in it.

17 Figure 2.4 Household Waste in the River (Source: mlwcards.com) 3) Agricultural Waste Agricultural waste usually comes from the use of insecticides and herbicides excessively in agriculture which causes environmental pollution. Other than that, agricultural activities using fertilizers, such as urea can also cause environmental pollution, disturb the fertile ecosystem in pond waters, rivers, reservoirs, or lakes. Fertilizers that are not absorbed into plants will be wasted on the water. As a result, algae bloom or thrive algae on the surface of the water. This algae plant can cover the whole water surface, thereby reducing the amount of sunlight entering these waters. As a result, the process of phytoplankton photosynthesis is disrupted and levels. Dissolved oxygen in water decreases to the detriment of other living things in it. Figure 2.5 Agricultural Waste (source: wastemanagementreview.com.au) b) Impact of Water Pollution Water pollution can have an impact unfavorable to the environment, such as the following: 1) Decreasing environmental quality

18 2) Health problems 3) Concentration of Biology 4) Disturbing View 5) Speed up the process of object damage c) Water Pollution Problem Treatment Waste treatment aims to neutralize water from materials suspended and floating, decomposing the material (i.e. the material organic that can be decomposed by the activity of living things), minimizing bacteria pathogens, as well as paying attention to aesthetics and the environment. The treatment to overcome the water pollution problem as follows: 1) Establishment of Stabilization Pond Establishment of Stabilization Pond is a pond to treat wastewater naturally before the wastewater flows into the river to neutralize its pollutants. The stabilization pool commonly used are anaerobic ponds, facultative ponds (water treatment waste contaminated with concentrated organic matter), and a maturation pond (destruction pathogenic microorganisms). This stabilization pool can be used by all circles because it is easy to have and cheap. 2) IPAL (Wastewater Treatment Plant) IPAL (Wastewater Treatment Plant) is wastewater treatment using special tools. The IPAL (Wastewater Treatment Plant) goes through several stages, namely primary treatment, secondary treatment, and tertiary treatment. Primary treatment aims to separate solid and liquid substances by using a filter and sedimentation bath. Secondary treatment aims to coagulate, remove colloids, and stabilize organic substances in waste. The last treatment is tertiary treatment is a continuation of processing second, namely the removal of nutrients or nutrients, especially nitrates and phosphates, and the addition of chlorine to destroy pathogenic microorganisms. 3) Excreta Management Excreta management in household waste management because excreta is widely contained in household wastewater. Excreta management can be done by

19 accommodating and processing it in a latrine or existing around the residence, channeled to the place of management, or carried out collectively. Internal management can be processed anaerobically becomes biogas which can be used as a gas source for the household. Besides, proper management is deterring us from water-borne diseases. In minimizing household waste in particular, it can waste reduction efforts are made. This is as stated by the Ministry of Education and Culture in Kistinnah (2009) states that how to handle liquid and solid waste is expected not causes pollution with an ecological principle known as the 4R, namely Reduce, Reuse, Recycle, and Repair. 2.3.1.2 Air Pollution Air is one of the abiotic factors that affect life living things because air contains compounds in gaseous form, di between them contains a lot of gas essential for life, namely oxygen. The earth's atmosphere is contained around 20% of the oxygen required by the whole living things that are in it. How if the air we breathe is polluted? Surely we cannot breathe clean and fresh air because of this pollution and it can be harmful to health. Air pollution can be caused by increased daily human activities such as the use of motorized vehicles and forest burning, etc. The air pollution can be shown in Figure 2.6. Figure 2.6 Air Pollution causes by Vehicle (Source: firstpost.com) a) The Factors that Causes Air Pollution Some activities either from nature or humans produce compounds gases that make the air polluted. The following are causes of air pollution. 1) Natural Activities

20 Natural activities can cause air pollution in the atmosphere. Dirt produced by livestock contains methane compounds that can increase the temperature of the earth and consequently global warming. Process something similar happens to the nitrogen cycle in the atmosphere. Apart from that, natural disasters such as volcanic eruptions can also cause increased air pollution because volcanoes can produce volcanic ash that pollutes the surrounding air which is dangerous for the health of humans and plants. Forest fires that occur will produce carbon large amounts of dioxide can pollute the air and be harmful to it animal and human health. Figure 2.7 Air Pollution by Burning Forest (source: airqualitynews.com) 2) Human Activities Human activities are now increasingly out of control, industrial and technological advances bring a negative side to the environment. Some human activities that can increase the risk of air pollution include the following: 1. Burning garbage. 2. Industrial fumes. 3. Vehicle fumes. 4. Cigarette smoke. 5. Chemical waste such as CFCs, and others b) Effect of Air Pollution Air pollution results in losses for many of the inhabiting organisms’ earth and these impacts can be felt directly or indirectly by humans. The impact of air pollution, among others, is for health, plants, the greenhouse effect, and the destruction of the ozone layer.

21 1) For Health Air pollution can be very dangerous to health because every time we breathe air and if the air we breathe is not clean and contains dangerous compounds, it will be very dangerous to the health of the body, it will be deprived of oxygen, resulting in shortness of breath, dizziness, and continuing to death if not handled properly. Some diseases that can be felt are such as respiratory infections (ARI) and the more serious consequence of pollution air is emphysema, a symptom of difficulty in transporting oxygen. 2) For Plants Volcanic ash from volcanic eruptions makes the air polluted and triggered the trigger of acid rain. Acid rain contains a sulfur compound acidic. These acidic conditions can kill local plants. Therefore that we often encounter so many plants and trees that are damaged as a result of acid rain or volcanic ash. 3) Greenhouse Effect High concentrations of carbon dioxide and carbon monoxide in the atmosphere will trigger the greenhouse effect, and it will cause an increase in the earth's temperature. CO and CO2 will form a kind of layer that will hold out the geothermal heat so that the heat generated by the earth will be confined in as in a greenhouse. 4) Depletion of the Ozone Layer CFCs that decompose in the atmosphere due to use in refrigeration products (AC, freezer) will destroy the ozone layer. Even though the ozone layer is functioning as protection for the Earth from the heat emitted by the Sun. Rays UV produced by the Sun can trigger cancer, in the presence of ozone, the entry of UV rays will be suppressed so that the impact is more a little. Unfortunately, the current global warming is one of the causes of the destruction of the ozone layer. At this time CFCs for refrigerants and aerosols have been replaced with other environmentally friendly materials. 2.3.1.3 Soil Pollution Soil pollution is pollution caused by chemicals that have polluted the soil and seeped into the soil so that the quality of the soil is not good and even toxic. The toxic

22 substances in the soil can have an immediate impact on human life when in contact or can pollute groundwater and air above it. Figure 2.8 Soil Pollution (Source: ecohillagri.com) a) Factors Causing Soil Pollution Same with water and air pollution, soil pollution has many factors that can cause soil pollution, including: 1) Domestic Waste Domestic waste can come from areas such as residential areas (traders, business premises, hotels, and others); institutional (offices government, and private); as well as tourist attractions. Domestic waste can be in the form of solid and liquid waste. Both of these wastes (solid and liquid) have a bad impact on the soil until they can ultimately interfere with the survival of living things without exception human life itself. 2) Industrial Waste The industrial waste comes from the remains of industrial production. The industrial waste can also be divided into two types, namely solid waste and liquid waste. Hg, Zn, Pb, and Cd are substances that are very toxic to microorganisms. If it sinks into the ground it will result in death for microorganisms that have a very important function in soil fertility. Figure 2.9 Soil Pollution caused by Industrial Waste (source: worldatlas.com)

23 3) Agricultural Waste Continuous use of fertilizers continuous in agriculture will damage the soil structure. As a result, fertility. Soil is reduced and cannot be planted with certain types of plants because of nutrients less and less land. The use of pesticides not only kills pests’ plants but also useful microorganisms in the soil. Even though soil fertility depends on the number of organisms in it. Other than that, continuous use of pesticides will result in crop pests immune to these pesticides. b) Effect of Air Pollution Soil pollution that contains chemical substances can have an impact on human health and can cause various diseases such as lead which is very dangerous to children because it can cause brain damage, as well as kidney damage to all population. Mercury and cyclodiene can cause kidney damage, several it can't even be treated. PCB and cyclodiene will cause damage to the liver is marked as poisoning. Organophosphates and karmabat can cause interference with the nerves of the muscles. Apart from disturbing human health, soil pollution can also be affected have an impact on the ecosystem. The impact on agriculture is mainly changing in plant metabolism in the end it can lead to a decrease in agricultural yields. This can cause further impacts on crop conservation where crops are not able to withstand the soil layer from erosion. c) Soil Pollution Prevention There are two ways to tackle soil pollution, namely remediation and bioremediation. Remediation is an activity to clean up a land surface polluted. There are two types of land remediation, namely in-situ (or on-site) and ex-situ (or off-site). While bioremediation is the process of cleaning up soil contamination using microorganisms (fungi, bacteria). Bioremediation aims to break down or degrade pollutants into substances less toxic or non-toxic (carbon dioxide and water). 2.4 Relevant Research To enrich the relevant references from another researcher related to design thinking and Problem-Solving skills as follows:

24 a) Munyai (2016) in the research of “Design Thinking: Methodology Towards Sustainable Problem-Solving in Higher Education in South Africa” then stated that design thinking is a valuable process to explores the way of Problem-Solving and gives confidence even to non-designer to constructing a more enticing future and the ability to act when confronted with a challenging problem to make a meaningful contribution to society, as well as the ability to deal with the complexity of the environment. b) McCurdy, Nickels, & Bush (2020) in the research of “Problem-Based Design Thinking Tasks: Engaging Student Empathy in STEM” then stated that in design thinking, empathy is the most important aspect so that students can put themselves in the perspective of the community and can understand the core of the problem by being aware of global competition and making real-world problems to focus on making the world a better place by combining STEM in science classes. c) Belski (2007) in the research of “Improvement of Thinking and Problem-Solving Skills of Engineering Students as a result of a Formal Course on TRIZ Thinking Tools” which then stated that TRIZ thinking tools can help to engineer students to improve their thinking and Problem-Solving skills. d) Lee, Jung, & Yoon (2019) in the research of “Fostering group creativity through design thinking projects LET’s Lab (Leading Educational Technologists ' Lab” which then stated that fostering group creativity can be achieved by applying project-based design thinking because design thinking has the basic concepts of collaboration and creativity by applying strategic thinking, analytical thinking, and team organization at every stage to solve a problem. e) Girgin (2021) in the research of “A Sustainable Learning Approach: Design Thinking in Teacher Education” which then stated that Design thinking was a viable approach to dealing with the challenges of an ever-changing and developing society in which social problems are becoming increasingly complex. Furthermore, design thinking is a valuable asset in realizing activities that are suited for 21st-century requirements. f) Anazifa & Djukri, (2017) in the research of “Project- Based Learning and Problem- Based Learning: Are They Effective To Improve Student’s Thinking Skills?” then stated that project-based learning and problem-based learning affect student’s creativity and critical thinking skill, although for critical thinking skills there is no

25 differential effect between project-based and problem-based learning in control and experiment classes. g) Çİftçİ & Sami (2020) in the research of “Design thinking: Opinions and experiences of middle school students which then stated that design thinking helps students understand what causes success and failure, as well as how to struggle. h) Valdez & Bungihan (2019) in the research of “Problem-Based Learning Approach Enhances The Problem-Solving Skills in Chemistry of High School Students” then stated that problem-based learning has been effective in enhancing the Problem- Solving skills of the student rather than the class that uses non-problem-based learning model. i) Gunawan, Harjono, Kusdiastuti, & Herayanti (2020) in the research of “Improving Students’ Problem-Solving Skills Using Inquiry Learning Model Combined with Advance Organizer” which then stated that inquiry model combined with advance organizer effectively enhanced problem-solving skill with the score of experimental group higher than the control group that has a medium category of enhancement. j) Hulaikah, Degeng, Sulton, & Murwani (2020) in the research of “The effect of experiential learning and adversity quotient on problem-solving ability” then stated that there is a significant difference in the problem-solving ability of the students who were taught by experiential learning and direct instruction for learning. The student’s problem-solving ability on experiential learning resulted in better performances than direct instruction learning. The experiential learning improved students’ problem- solving ability on both of the students with high and low adversity quotients.

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Method and Research Design 3.1.1 Research Method The method that was used in this research is Poor Experimental Method. The poor experimental or ‘weak’ method allows the researcher to study within a single group and provides an intervention during the experiment and it is compared to assess the effect of a particular condition or treatment (Fraenkel, Wallen, & Hyun, 2012). This method does not have a control group to compare with the experimental group. In this research, the poor experimental method was used to decide the implementation of design thinking to enhance the problem-solving skills of the student. Therefore, the researcher will know is there any enhancement of students' Problem-Solving skills occurred due to the implementation of the Design Thinking Approach in learning environmental pollution topics. 3.1.2 Research Design The research design used was the One Group Pretest-Posttest Design. It allows investigating the differences score attained due to the experimental treatment from pre-test and post-test result towards one group. A pretest is given in an experiment before they receive a treatment to assess the prior knowledge or characteristics of the student (Creswell, 2012). While after the treatment the researcher can take another reading that is assessed for the student in an experiment after treatment has done to know the differences (Creswell, 2012). The treatment here is implementing the Design Thinking to the class experiment to enhance the problem-solving skill of students in learning environmental pollution topics. The research design is shown in Table 3.1 Table 3.1 One Group Pretest-Posttest Design OX O Pretest Treatment Posttest (Design Thinking) (Fraenkel, Wallen, & Hyun, 2012) 26

27 3.2 Research Subjects The research was conducted in one of the Private Junior High Schools in Bandung. The population of this research is the 7th grade of Junior High School which implements the 2013 Curriculum which has not studied Environmental Pollution Topic yet. The sample was consists of 42 students consists of 26 males and 16 females in ages 13-14 years old from two classes that joining the class from the beginning until the end. In the term of pretest-post-test and learning process, 18 students have participated. The technique to choose the sample in this research is convenience sampling. Convenience sampling means selecting the closest individuals to serve as respondents and continuing the process until those who happen to be available and usable at the time have obtained the appropriate sample size (Cohen, Manion, & Morrison, 2018 ). According to (Fraenkel, Wallen, & Hyun, 2012) convenience sampling is a comfort sample that consists of a collection of people who are eligible for analysis and available to be studied. 3.3 Operational Definition To describe and avoid misconceptions about the variable in this research, there is some operational definitions are stated. The research variable as following: 1) The design thinking approach is a learning strategy that human-centered design process. The student that teaches using design thinking is directed to find solutions to problems from the topics taught through 4 stages of design thinking, namely empathy, define, ideate, and prototype. The materials that will be implemented in these learning activities are Environmental Pollution Topic. 2) Problem-solving skills in this research include students' skills in a) understanding the problem; b) planning for problem-solving; c) implementing problem-solving; d) reviewing the solution based on Polya. The problem-solving skill of students will be assessed using objective test consist of 20 multiple-choice questions for pretest and assess students' prior knowledge and posttest to investigate the enhancement and then using a students’ worksheet for assessing the process during the treatment applied.

28 3.4 Hypothesis The hypothesis tested in this research are as follows: H0: There is no difference between students’ Problem-Solving skills before and after the implementation Design Thinking Approach in learning environmental pollution topic H1: There is a difference between students’ Problem-Solving skills before and after the implementation Design Thinking Approach in learning environmental pollution topic 3.5 Research Instrument In this research, several instruments are used to gather the data of the research such as the objective test and students’ worksheets. Those instruments are described below: 3.5.1 Objective Test The objective test was used to measure the problem-solving skills of the student. The objective test that to be tested was consist of 25 multiple choice questions that cover all aspects of problem-solving skills on the student in the environmental pollution materials. There are four aspects of Problem-Solving skills which are understanding the problem, planning for Problem-Solving, implementing the Problem-Solving, and reviewing the solution. Those aspects are tested through every question in the test item. The test item was judged by the experts and tested on the students who have learned Environmental Pollution Topic. The data gain was analyzed by using ANATEST V4 in terms of validity, reliability, level of difficulty, and discriminating power. This objective test is tested in the pretest to know students’ prior knowledge and posttest to know the enhancement after implementation of the Design Thinking approach. The blueprint of the objective test is given in Table 3.2.

29 Table 3.2 Problem-Solving skills blueprint question Sub Topics No Polya's Aspect of Water Air Soil Total Problem-Solving Pollution Pollution Pollution 13 1 Understanding the problem 13,15,16 8,9,11,12 1,2,3,4,5,6 Planning for Problem- 7 10 18 3 2 Solving Implementing the 14 19,21 3 3 Problem-Solving 4 Reviewing the solution 17,20,22,24, 6 23 25 3.5.1.1 Validity A validity test is used to check the ability of the test item to measure students’ problem-solving skills by using ANATEST. For checking the test item using the ANATEST the test item will be tested by the higher level of the student that will be treated which is 8th grade and the student result will be assess using ANATEST to know the validity of the test item. The formula used to measure the validity is: n ∑xt − {(∑x)(∑y)} ������xy = √{n∑x2 − (∑x)2{n∑y2 − (∑y)2} Where: rxy = items correlation coefficient x = items scores y = total score of each student n = amount of subject ∑x = total score of all students for each question item

30 ∑y = total score of all students for the whole test The interpretation of the validity score is shown in Table 3.3 Table 3.3 Validity interpretation r Value Interpretation 0.80 < r ≤ 1.00 Very High 0.60 < r ≤ 0.80 High 0.40 < r ≤ 0.60 Enough 0.20 < r ≤ 0.40 Low 0.00 < r ≤ 0.20 Very Low 3.5.1.2 Reliability Reliability refers to the consistency of scores from one administration of an instrument or one set of items to another (Fraenkel, Wallen, Hyun, 2012). This reliability formula used was discovered by Kuder-Richardson. The formula can be defined as follows: ������ ������ (������ − ������) ������������₂₁ = │ ������ − 1 │ │1 − ������(������������2) │ Where: K = Number of items on the test M = Mean of the set of test scores SD = Standard Deviation of the test score The interpretation of the r-value of reliability can be defined as in Table 3.4 Table 3.4 Reliability interpretation r Value Interpretation 0.80 < r ≤ 1.00 Very High 0.60 < r ≤ 0.80 High 0.40 < r ≤ 0.60 Moderate 0.20 < r ≤ 0.40 Low

31 r Value Interpretation 0.00 < r ≤ 0.20 Very Low 3.5.1.3 Difficulty Level In this research, difficulty level refers to the degree of difficulty for the student in answering the question. The formula used is defined as follows: ������������ + ������₁ ������������ = ������������ + ������₁ Where: Ru = the number of students in the upper group who answer correctly R1 = the number of students in the lower group who answer correctly Nu = Number of students in the upper N1 = Number of students in the upper The category of the difficulty level can be defined in Table 3.5 Table 3.5 Difficulty level interpretation Value of difficulty index Interpretation 0.00-0.30 Difficult 0.30-0.70 Moderate 0.70-1.00 Easy 3.5.1.4 Discriminating Power Discriminating power function to identify items for which high-scoring examines have a high probability of answering correctly and low-scoring examines have a low probability of answering correctly. To measuring the discriminating power, the following equation is used: ������ − ������ ������ = 0.5������

32 Where: D = Discriminating power A = The number of correct scores from the high scoring group B = The number of correct scores from the low scoring group N = The total number of students in the two groups The interpretation of the discriminating power is shown in Table 3.6 Table 3.6 Discriminating power interpretation r-value Interpretation 0.71 < D ≤ 1.00 Excellent 0.41 < D ≤ 0.70 Good 0.21 < D ≤ 0.40 Satisfactory 0.00 < D ≤ 0.20 Poor Negatives Not appropriate The resulted validation score from students then analyzed using ANATES V4 to find out its validity, reliability, difficulty level, discriminating power, and distractor. The validity of test items is represented in the correlation between item score and total score. After being analyzed, it has resulted that the item reliability score is 0.59 which is categorized as moderate reliability. The recapitulation of test item analysis is tabulated in the following of Table 3.7 Table 3.7 Recapitulation of test item analysis Number of Validity Level of Discriminating Acceptance Test Item Difficulty Power Rejected 1 -0.127 Easy -0.11 (Low) (not appropriate) 2 0.587 Very easy 0.33 Revised (Average) (Satisfactory)

33 Number of Validity Level of Discriminating Acceptance Test Item Difficulty Power Accepted 0.593 Medium Accepted 3 (Average) 0.67 Rejected Easy (Good) 4 0.546 Difficult Accepted (Average) 0.33 5 Medium (Satisfactory) 0.009 Medium (Very Low) -0.11 Easy (not 0.267 appropriate) 6 Medium 0.44 (Low) Medium (Good) 7 0.239 Medium Very easy 0.33 Accepted (Low) Medium (Satisfactory) 8 0.387 Easy 0.56 Accepted (Low) Easy (Good) Medium 9 0.230 0.78 Accepted (Low) (Excellent) 10 0.407 0.44 Accepted (Average) (Good) Accepted Revised 0.593 0.56 Accepted 11 (Average) (Good) Accepted Accepted 12 0.758 0.78 Accepted (High) (Excellent) 0.518 0.44 13 (Average) (Good) 0.429 0.56 14 (Average) (Good) 15 0.597 0.33 (Average) (Satisfactory) 16 0.305 0.44 (Low) (Good)

34 Number of Validity Level of Discriminating Acceptance Test Item Difficulty Power Rejected 0.065 Medium 0.00 Accepted 17 (Very Low) Medium (Poor) Accepted 18 Rejected 0.156 Medium 0.11 Accepted 19 (Very Low) Medium (Poor) Accepted 20 Medium Accepted 21 0.536 Medium 0.56 Rejected 22 (Average) Medium (Good) Accepted 23 Medium 24 0.049 Difficult 0.00 25 (Very Low) (Poor) 0.359 0.44 (Low) (Good) 0.321 0.44 (Low) (Good) 0.576 0.56 (Average) (Good) 0.043 0.22 (Very Low) (Satisfactory) 0.351 0.11 (Low) (Poor) The revised ones are thought to be employed based on expert recommendations, competency domains, and subtopic distributions. The final test items were reduced to 20 multiple choice questions with recapitulation as follows Table 3.8 Test item blueprint after revision Sub Topics No Polya's Aspect of Water Air Soil Total Problem-Solving Pollution Pollution Pollution 11 1 Understanding the problem 1,3,7,11,13,14 6,9,10 2,4 2 Planning for Problem- 5 8,12 15 4 Solving

35 3 Implementing the 16,17 18,20 2 Problem-Solving 19 3 4 Reviewing the solution 3.5.2 Students’ Worksheet The students’ worksheet is used to measure student problem-solving skills’ during the process of design thinking approach implementation. The students’ worksheet is used to assess the behavior and skills of students during the process of the treatment. The students’ worksheet consists of several aspects of problem-solving skills such as 1) understanding the problem, 2) planning for problem-solving, 3) implementing the Problem-Solving, and 4) reviewing the solution (Havill & Havill, 2020). In the implementation stage of the research, the researcher doing the treatment for three meetings, and each meeting the researcher using a different worksheet to assess student Problem-Solving skills through a design thinking approach. The construction process of the students’ worksheet is explained in Figure 3.1. Figure 3.1 Students’ Worksheet Construction Process

36 Expert judgment aims to determine the feasibility of the student worksheet as an instrument from the material aspect, language aspect, and suitability for problem- based learning. The blueprint of the student worksheet as followed with design details of the used student worksheet is attached on Appendix B.2 Table 3.9 Blueprint of student worksheets (Before revision) Work Learning goals Design Contents sheet Thinking 1 Stage/PBL explain and communicate Empathy / 1. student observe their the problem of Student environment environmental pollution around students after Orientation 2. analyze water, air, and to the soil conditions problem making observations 3. students conclude environmental problems 2 explain and communicate Define / 1. grouping the biggest problems that Organize 2. categorize Students are felt in the surrounding environmental problems environment after 3. choose a problem that discussing can be solved 4. state the reasons why the problem can be solved 3 planning possible Individual 1. watch environmental solutions to environmental and group pollution project videos research problems around students guide 2. planning solutions for after discussing environmental pollution around students within the group 3. select and determine community groups

37 Work Learning goals Design Contents sheet Thinking 4. choose a project solution Stage/PBL for environmental problems 4 make a prototype project Prototype / 1. group work of environmental problems Develop and 2. write down tools and Present the around students after Work materials for making observation projects 3. write down the steps to create a project 4. make a storyboard 5. receive project storyboard feedback 5 communicating the project Test / 1. group work of environmental pollution Analyze and 2. communicating the Evaluate the problems around students Problem- prototype project after having a discussion Solving 3. target community Process achievement 4. ask the community's response To be a proper instrument, student worksheets go through the expert judgments to validate the contents, design, and also the goals of the learning whether the worksheet has covered the learning goals or not. As seen in Figure 3.1 there are several steps in making student worksheets, such as curriculum analysis, compile the research requirement, determine the worksheet title, formulate the basic competence based on the 2013 Curriculum, determine assessment tools, composing the material, design, and validation by experts, revising and revalidating, until the student worksheets were

38 ready to be an instrument. The student worksheet is reviewed by a specialty with relevant backgrounds in education, notably in science education, to ensure that it is appropriate for implementation. This worksheet judge by three experts to review and validate the concept, design, and contents. The blueprint of the student worksheet as followed with details of the used student worksheet is attached on Appendix B.4. Judgment Table 3.10 Statement revision from expert judgment Revision Expert 1 1. Add core competence and basic competence Expert 2 2. Consistency using English and Bahasa and term ‘student’ Expert 3 3. Learning objective using the formula ABCD 1. Identify some problems that can relate to the content. 2. Add more questions related to content. 3. Design the worksheet will give the best appearance. 1. Just follow the school standard to achieving the curriculum standard. 2. The design of the worksheet needs to be improved. Put some colors or designs so that they become more interesting for the students. Table 3.10 explains that the revision needed to be done towards the student worksheets. From the learning objective, the expert asked not to use two verbs in one learning objective and to follow the ABCD formula, namely A (audience), B (behavior), C (condition), and D (degree). Then from an additional aspect, the experts were asked to make the interesting design in student worksheets and also consistency in using language. Another aspect to be added is about consideration of the Problem Based Learning step in the worksheet. The details of the instruments' judgments are attached in Appendix B.4.