Skripsi_Sofi-revisi-fix

39 3.6 Data Collection Problem-Solving skill data of students in “X” Junior High School were collected through an online form. For students’ Problem-Solving skills in terms of competency and knowledge domains have been covered in the objective test while the learning process and the students' experience towards design thinking are covered in the student worksheets and students interview. Moreover, the learning process and the students' experience towards design thinking finished by online zoom meeting conference and google classroom. Because students' ability to understand the questions and statements is better in Bahasa Indonesia than in English, Problem-Solving skills objective tests, student worksheets, and interview questions directed to students have been translated to Bahasa Indonesia. The displays of the objective test online form are shown in Figure 3.2. (a) (b) Figure 3.2 (a) The Display of Objective Test Pretest (b) The Display of Posttest of Objective Test

40 Furthermore, the student learning process of design thinking is covered in student worksheets, and the worksheet is shared in google classroom as a learning management system used by the school. The student worksheets are given in Figure 3.3 Figure 3.3 Students’ Worksheet in Google Classroom Figure 3.3 displays one of the student worksheets as an instrument to cover the learning process on the design thinking approach in learning environmental pollution. The worksheet is shared in each meeting in google classroom. After students are all completing the worksheet they should present their work in a group. Moreover, researchers want to know the student experience toward the design thinking approach, because the design thinking approach is one of the learning strategies that new for students. The students experience data obtained by interviewing

41 students and asked what they gather in the learning process of design thinking. The student interview is seen in Figure 3.4 Figure 3.4 The Student Interview Figure 3.4 shown the student interview to know the student experience toward design thinking in learning environmental pollution. The researcher interview six student representative to know their impression of the implemented new learning strategy and know the difficulties encountered during the implementation of design thinking in learning the materials. The interview is carrying out using google meeting conference one by one student. 3.7 Data Analysis The data present in this study is primary data where researchers will take data directly in the field and also secondary data taken from previous research that obtain consist of quantitative data. The data is analyzed through simple statistical tests using SPSS 25 Version so that it can be presented through numbers the identification of problem-solving skills and test the hypothesis is carried out by comprehension are described below: 3.7.1 Statistical Data Processing Students’ Problem-Solving Skills pretest and posttest were given a score to see the difference between before and after the treatment in the form of the objective test using 20 questions as quantitative data. To know further investigate how Design

42 Thinking Approach affects the problem-solving skills of students, a statistical approach will be used to measure the data derive from the pretest and the posttest of students. The statistical analysis used the program SPSS software, and the processing of the data as follows: 3.7.1.1 Normality Test To determine that the data result is distributed normally or not, the normality test was completed. The normality data is essential because it shows how the sample data represents the population when it comes from a normal distribution. The researcher used the Shapiro-Wilk test with SPSS 25 to determine normality. The Shapiro-Wilk test is a normality check for samples with less than 50 samples. The significant value (α) = 0.05 indicates that the data is normal. Testing of data normality is conducted by the rules as follows: a. If the value of the significant level is bigger than 0.05 so that the data distribution is normal. b. If the value of the significant level is smaller than 0.05 so that the data distribution is not normal. 3.7.1.2 Homogeneity Test The homogeneity test is conducted to determine the variance of the pretest and posttest data. The homogeneity test in this study used the One Way Anova formula by using SPSS 25 Version with a significance level of α = 0.05. The homogeneity test is carried out if the data has normally distributed. There is certainty in concluding a homogeneity testing, as follows: a. If the value of significance (Sig.) > 0.05 the data is homogenous. b. If the value of significance (Sig.) < 0.05 the data is homogenous. 3.7.1.3 Paired Sample t-Test To compare the means of two samples of related data, the paired t-test is utilized. The related data used are Pretest and Post-test data. The paired t-test compares the values' mean difference to zero. The number of cases, the mean difference, and the standard deviation of the differences all have a role (Samuels, 2015). Paired sample t-test is used to determine whether a hypothesis is rejected

43 or accepted. Therefore various assumptions also need to be made. The hypothesis should be null and alternative. The null hypothesis is: H0: There is no difference in mean Pretest and Post-test scores And the alternative hypothesis is: H1: There is a difference in mean Pretest and Post-test scores 3.7.1.4 Calculation of Normalized Gain Score The Normalized Gain (N-Gain) score firstly introduces by Hake 1998 which analyzes student learning gains of the Force Concept Inventory across 62 different introductory physics courses (Setiawan, 2020). The N-Gain score is used to measure the effectiveness of certain learning strategies implied to the student from the gap between post-test and pretest scores. According to Hake (1999), to measuring the N-Gain Score, it can use the formula as follows: ������������������������������ − ������������������������ ������������������������ − ������������������������ When, S post: post-test score S pre: pretest score S max: maximum score of the test 3.7.2 Descriptive Analysis Descriptive analysis is used to analyze the Design Thinking in the teaching process used worksheet as a research instrument. The analysis is displayed to describe how learning process running using design thinking approach and how students’ worksheet works. The descriptive analysis describes the result of students’ interviews as well to know the students’ experience on design thinking implementation.

44 3.8 Research Procedure To make this research well arranged in terms of systematic, the research procedure is dividing into three main stages. The three main stages are the preparation stage, implementation stage, and completion stage that will be elaborated as follows: 3.8.1 Preparation Stage The preparation stage includes the relevant search from various sources related to Problem-Solving skills, design thinking, and the project of the environmental pollution problem. Then the topic focus is determined to maximize the experiment implementation of the design thinking approach in the learning process. In addition, the instruments used to assist students’ attainment are considered with the objective test and student worksheets which are then judged by the expert and validated before given to the students. For additional information, the researcher interviews the student and validate by the supervisor. 3.8.2 Implementation Stage The implementation of an experiment was conducted to obtain the data from student achievement. The details and complete learning activities can be seen in Appendix 1. The learning process was taken place online in Google Classroom and Zoom meeting for the instructions, then for the additional information and discussion the student make the group in WhatsApp. The following table presents the steps in experimenting as shown in Table 3.11 Table 3.11 Design thinking implementation Meeting Learning Activity 1st meeting 1. The teacher shows the video and photos about environmental pollution that occurs in our country 2. The teacher asks the student to identify and mention the environmental pollution that happened around the students’ environment

45 Meeting Learning Activity 2nd meeting 3. The teacher divided the class into 4-6 groups to work 3rd meeting collaboratively making a prototype project 4. Students are given the instructions to observe their environment (the water, air, and soil condition) 5. Teacher give student worksheet to fill by the student to know how their competencies in understanding the problem (an aspect of Problem-Solving) 1. The students work within their groups and the student discuss their problem of environmental pollution 2. Students are given the instructions to present their findings in the meeting conference 3. Students are given instructions to arrange the problem into several categories and choose the most important and biggest problem to solved and students creating the persona mapping 4. After student choosing the most important and biggest problem, student offer their solution to overcome that problem with their group 5. Students describe the target society in platform makemypersona.com 1. Student begin to collect or create the design of their solution planning using a worksheet that provides by the teacher 2. Student present their prototype planning in a video conference to their friends 3. Other students give a comment and feedback on what should they improve

46 Meeting Learning Activity 4. Students present the final prototype of their solution to their environmental problem in front of the class 5. Teacher give student worksheet to observe their ability to evaluate or reviewing the solution (an aspect of Problem- Solving) 6. Students conclude the materials of environmental pollution and review by the post-test 7. Students are instructed to collect the final prototype project 3.8.3

47 3.8.3 Completion Stage During the final stage, the obtained data are then analyzed and reported in a research paper. The data are analyzed statistically and the result is then discussed with the research supervisors and the paper is completed. The whole process of the research is summarized into the flowchart as seen in Figure 3.5 Figure 3.5 Research Procedure

48 CHAPTER IV RESULT AND DISCUSSION This chapter discusses all research results that researchers found in the field from the data analysis. The discussion was carried out step by step based on the research question made before the research on applying the Design Thinking approach to improving students' problem-solving skills in studying Environmental Pollution was carried out. In addition, researchers also made worksheets and pre-test posttests as a research instrument to determine the learning process and improvement of students' problem-solving abilities using this Design Thinking approach, and all of them will be discussed in this chapter. 4.1. Implementation of Design Thinking Approach The design thinking approach has been applied to one of the private junior high schools in Bandung from 23 April to 29 April 2021. The design thinking approach is applied at the 7th grade level of 42 sample students and 18 students participated. In its implementation, the design thinking approach is carried out through virtual learning with zoom meetings as the learning media and also google classroom as the learning management system used by the schools. The researcher applied the design thinking approach in the Environmental Pollution learning material which was carried out in three class meetings, besides that the researcher also made student worksheets to ensure that learning activities were following what had been planned in the lesson plan. The student worksheets are filled out by students within the groups in the learning process of environmental pollution topics. The learning process using the Design Thinking Approach is summarized in Table 4.1.

49 Table 4.1 Implementation of Design Thinking in Learning Process Learning Experiences Worksheet Activities Introduction: 1. The teacher greets students and checks the attendance of the students 2. The teacher asks the class leader to lead a prayer before studying 3. The teacher mentions the learning objectives of the material to be taught Student Orientation to the problem 1. The teacher explains the content of the letter Al-Qashas verse 77 regarding the material to be discussed 2. Students mention the relationship of Q.S Al- Qashas with the topic to be studied 3. The teacher shows videos and pictures about environmental

50 Learning Experiences Worksheet Activities pollution that is happening around us 4. Students are asked to identify what is in the video Organize Students 1. The teacher asks the students to observe the environment around the students for 10 minutes 2. Students explain how the state of the student environment is based on the results of observations (the condition of water, air, and soil in their area) 3. Students observe the air and ground conditions around the student's environment (the condition of water, air, soil, and trash in their area)

51 Learning Experiences Worksheet Activities 4. The teacher asks students to explain the results of their observations to their classmates Individual and group research guide 1. The teacher divides students into 4-6 groups to discuss the idea of solving problems regarding environmental pollution 2. Students mention environmental problems that occur around students' homes by making presentations with their group 3. The teacher directs students to categorize the same problems based on the criteria 4. The teacher directs students to make goals from a problem-

52 Learning Experiences Worksheet Activities solving project they will create using the platform (makemypersona.com ) 5. The teacher directs students to choose one big problem in one problem statement from several problems that have been categorized (good) Develop and Present the Work 1. The teacher provides the opportunity for students to present the problem statements they have chosen to make the project 2. Students with groups explain why students choose the problem to solve 3. The teacher provides a worksheet for the students to fill out

53 Learning Experiences Worksheet Activities 4. Students look back at what problems they will solve in this environmental pollution 5. Students and groups make several possible solutions that will be made a project to solve environmental pollution problems 6. Students choose solutions that are considered appropriate for the target of solving problems regarding environmental pollution that have been selected by students 7. Students make a prototype of the project to be made and describe it on a storyboard

54 Learning Experiences Worksheet Activities 8. Students present a prototype that will be made to find out feedback from the teacher and friends and the target society for the student group project 9. Students provide feedback on the results of their friends' work Analyze and Evaluate the Problem-Solving Process 1. Students review and evaluate prototypes that have been made following feedback from friends and teachers 2. Students make projects from the revisions of their peers and teachers 3. Students fill out the final worksheet for the project to be completed

55 Learning Experiences Worksheet Activities 4. The students explain the concept of environmental pollution from the activities and projects that have been made Closure 1. Students are allowed to ask questions that are not yet clear 2. Students conclude and reflect on today's lesson 3. Students are given more challenging questions as a follow- up, to determine students' abilities 4. Students are informed of the next learning 5. The teacher closed the meeting by reading Hamdallah and the Kifaratul Majelis Prayer 6. Teachers close the class

56 In terms of the pandemic situation in this second year, the implementation of school learning is being carried out online with a very limited time. Learning with a design thinking approach is carried out through Zoom meetings as well as google classrooms and occasionally via WhatsApp Group. The design thinking approach in online learning is necessary to provide opportunities for students to see problems through different perspectives, which is the society’s perspective, which also encourages students to have innovative thoughts and find creative solutions (Yuwono & Richardus, 2020) Learning with the design thinking approach is carried out in three learning meetings with 60 minutes for each meeting, but the pretest and posttest are carried out outside of those lesson hours. Due to the limited time given by the school, researchers tried to apply all stages of design thinking by using worksheets filled in by students that had been adjusted to the lesson plans that had been made and listed in Table 4.1. The entire sample of students filled out the pretest 3 days before the first meeting started, meanwhile for the post-test all samples were filled in at the time the last meeting was finished on the same day after the learning process was ended. Each step of the learning process with a design thinking approach is carried out using the Problem-Based Learning model stage. This learning model is in line with the purpose of design thinking, which is to find solutions to problems by giving problems first. As a result, problem-solving abilities, which play an essential role in our daily lives, should be included into 21st-century educational approaches (Özreçberoğlu & Çağanağa, 2018). With the design thinking approach, students can see problems based on users or in this case the society around the student’s environment. (tambahin perbedaan design thinking dan project based) Problem-Based Learning (PBL) model has several steps to be implied, which are: (1) The teacher introduces the problem to the students; (2) the students define the given problem; (3) they seek knowledge from different sources to solve the problem; (4) students select the most suitable solution to solve the problem; and (5) the teacher reviews the students' work (Saputra, Joyoatmojo, Wardani, & Sangka, 2019). This

57 learning model is believed to be able to improve the quality of education in schools and can increase the quality of students because teachers build learning innovations. Because students are forced to be active in identifying problems, finding solutions, and evaluating them during the learning process, PBL aids in the development of problem- solving abilities. Udeani and Adeyemo (2011) reported in (Fitriani, Zubaidah, Susilo, & Al Muhdhar, 2020) observed similar findings, confirming the usefulness of PBL in improving students' problem-solving skills. This aligns with the goals of design thinking as a constructivist learning approach or strategy, which include motivating students to explore and solve problems, being open to new ideas, and being imaginative and creative (Lor, 2017). The differences between design thinking and problem or project based learning, in project based learning commonly contextual and the project comes from the context of learning and it can't be finished in a short time and is end product oriented while problem based learning the “product” may be tangible or a proposed solution, expressed in writing or in presentation. Design thinking the solution may be a product that visualized by prototype and it cam be revised until the prototype was appropriate to solve the problem, another things that differ design thinking from the other because design thinking has Empathy stage that look at the problem form the customer perspective. To find out the implementation of the design thinking stage is running according to the problem-based learning syntax, it can be seen in the table 4.2 Table 4.2 Problem-Based Learning and Design Thinking Implementation Problem-Based Design Thinking Stage Learning Activities Learning Syntax Empathy Stage Students observe and gain Student orientation on 1) students dig deeper and the problem from the the problem video shown and from seek insight into the their direct observation in The teacher conveys the problems they face their environment problem to be solved in 2) Students work in group groups 3) Students discuss within the groups

58 Problem-Based Design Thinking Stage Learning Activities Learning Syntax Students divided into 4-6 Organnize Students groups for each class to The teacher ensures that discuss each member understands their respective duties. Individual and group Students work within the research guide groups The teacher monitors the involvement of students in collecting data/materials during the investigation process. Define and Ideate Stage 1) student define the problem that they faced Develop and Present the and planning for Students present the problem solving in the Work problem solving by class and got the feedback The teacher guides considering the SWOT from the other students students in making reports so that each from the problem work group ready to be 2) Student choose the presented. appropriate problem solving and present to the classmates Prototype and Test Stage 1) Student make Analyze and Evaluate visualization of the the Problem-Solving Process problem solving into a Students evaluate the project based on the The teacher and prototype feedback students evaluate and conclude the material. 2) Student analyze the strength and the weakness of the projects and evaluate it

59 The design thinking stage in the lesson has been carried out following the learning stages contained in the lesson plan. In Table 4.2 the design thinking stage was implemented follows the Problem-Based Learning syntax. These stages are explained and accommodated through worksheets that students must fill out during the learning process. The student worksheet was chosen as the instrument because the student worksheet has several benefits and objectives in learning, including activating students in the learning process, help students in developing concepts, train students to discover and develop teaching and learning process, as a teacher's tool and students in carrying out the teaching-learning process, helping students to add info about concepts, helping students acquire notes of the material learned in doing learning activities, and assisting teachers in composing learning tools (Afifah, 2018). Nowadays, learning is transformed from teacher-centered to student-centered. To build student-centered active learning, students are required to find the concept of learning independently with teacher guidance. Students’ worksheets are created to support the student's active learning by finding the concept of the learning by themselves. In previous research by Yusuf (2010), reported that interactive worksheets can improve students’ understanding and learning outcomes in learning mathematics with average completeness of 73.8%. It also supports the researcher to use the student worksheet as an instrument to enhance students’ Problem-Solving skills through a design thinking approach. The stages of design thinking starting from empathizing, defining, ideating, prototyping, and test are explained in the questions that must be filled in by students in worksheets even though in the implementation of learning students still feel a little confused. The design thinking empathize stage is carried out by students by observing environmental problems around students by observing the condition of the air, water, and soil whether it is clean or is still filled with environmental problems such as garbage and waste. In the empathy stage, design thinking is also passed by students by introducing problems by the teacher through learning videos so that students are aware

60 of how many environmental problems occur around students, this is facilitated with step 1 worksheets to help students observe problems in their environment. In the stage of define, students can explain environmental problems that they have observed with their perspective groups. At that stage, the students explained that the problems that existed in their environment varied from garbage, air pollution, and also deforestation so that the air quality was low. The third stage is ideate, where students explain the target society around students so that the solutions they made are not from their perspective and assumption but the perspective of the society, and the projects they will make are projects that are following the needs of the society around students. At this stage, the students also mentioned the solution that best suited the society around them which would then be visualized through a project prototype that the students would create by themselves. Students design solutions and fill out student worksheets for 3 meetings by presenting student projects. And the last stages which is test, the students got the feedback from their friends for the improvement of students project of environmental problem. The implementation of design thinking for each meeting is given in Table 4.3 Table 4.3 Learning Process of the Implementation of Design Thinking Meeting Design Learning Activities Students Thinking Experience Stages 1. The teacher showed the The student observes video about environmental the problem of the 1 Empathize problem close around the 2. Students observe their students and gathers environment and record it in several groups into the worksheet 1. Students discuss within the Students present in 2 Define group and define the front of the class environmental problem about the around students

61 Meeting Design Learning Activities Students 3 Thinking Experience Stages 2. Students describe the environmental Ideate society target of students problem Prototype project Test 1. Students discuss the Students choose an suitable solution for the appropriate solution environmental problem to be implied in the 2. Students choose the society appropriate solution to the environmental problem according to society target 1. Students make the Students visualize prototype of the project the project into the and present it in front of design prototype the class 2. Student got the feedback from the peer and the teacher 1. Students got the feedback Student present the from the other groups and work in class and got teacher the feedback 2. Students record and revise their project based on the feedback In this research, there is 6 group that participated and fill all of the assignment includes the prototype of their project. The student project or prototype varies widely depending on the problems they face in their environment. The prototype project is given in Figure 4.1-4.3

62 Figure 4.1 Prototype Group 1 Figure 4.2 Prototype Group 2 Figure 4.3 Prototype Group 5 Figure 4.1 is the prototype from the first group, their group wants to make a waste selection place between organic, inorganic, and residual waste. The first group gave a prototype in the form of an overview of the trash by differentiating the colors into three for each type of trash can. The group raised this issue because the biggest problem of their environment is about the waste, especially domestic waste. Figure 4.2 is a prototype project from group 2, their group wanted to make posters about the

63 importance of using public transportation and reducing the use of private vehicles to reduce air pollution in cities. The second group wants to raise this issue because the biggest environmental problem in their environment is air pollution due to smoke emitted by vehicles. And the last example of the prototype from Group 5, in Figure 4.3, group 5 makes posters informing the importance of planting and caring for trees around the environment. The group raised this issue because the biggest problems in their environment were illegal logging and the lack of education for the community. Group 5 has arrived at the final stage, which is the test into public by publishing the prototype and getting a good response from the public who read the information. The prototype is published on social media Instagram of @fauzandaffaatillah. The result of the students’ group project prototype indicates that students be able to visualize the suitable solution that appropriates to their environmental problem. Students understand the problem and they can predict the possible solution and visualize it through the prototype and students be able to solve the problem. It is the aim of the design thinking approach that students not focusing on the problem but the student can improve the Problem-Solving to solve the problem to become the innovative problem solver based on society’s perspective and needs. In line with the results of research conducted by (Lee et al., 2019) that design thinking can foster group creativity through the prototype project they made to overcome a problem. In this case, the problem that should be overcome is the environmental problem. Students’ can make the solution as well as the prototype to solve society’s problem. Although all design thinking steps can be applied well, researchers feel that there are still many things that need to be fixed and improved, especially to increase students' enthusiasm in learning to use the design thinking approach and create projects to overcome environmental problems. This can be seen in the learning process that not all students can take part in the zoom class meeting and also work on worksheets in groups, many students do not attend for various reasons. In addition, online learning makes the design thinking approach less attractive because students have to make projects and discuss with their friends, but they are far apart from each other. This is a huge challenge in carrying out the learning process using this design thinking approach.

64 4.2 Students’ Problem-Solving Skills An objective test with 25 multiple choice questions was used as a pretest and posttest for students to obtain data on their problem-solving skills. The objective test was constructed by covering four indicators of Polya’s statement about Problem- Solving Skills which are understanding the problem, planning for problem-solving, implementing the Problem-Solving, and reviewing the solution (Carson, 2007). The test items have been judged by some experts and evaluated by using ANATES V.4 in terms of reliability, validity, level of difficulty, and discriminating power which were then revised by the researcher so that it is suitable to be used as a research instrument. After going through the validation test process using ANATEST V.4, five questions were rejected and some questions were revised for multiple-choice and the questions were then ready to be tested as test objectives to students as many as 20 questions. The pretest was conducted before the treatment was conducted to the students, while the post-test was conducted after the treatment was done implemented to the students. The pretest and post-test results in this research were summarized in the 2013 version of Ms. Excel and then continue analyzed using SPSS Statistic version 25.0. The SPSS Statistics was used to measure the Normality, Homogeneity, Statistic Paired Test, and Normalized Gain. The Normality Test is conducted to measure the data distribution whether it is normally distributed or not. If the data is categorized as normally distributed, then the data is analyzed by Parametric Statistics Test. In contrast, if the data is not normally distributed which means the data is analyzed by using a Non- parametric Statistic Test. In this research, the data were normally distributed, so it continues to use the Parametric Statistics Test. The result of the Normality is shown in Table 4.4 Table 4.4 Result of Normality Test on Students’ Problem-Solving Skills Group Kolmogorov-Smirnov Shapiro-Wilk Student Pretest Statistic Df Sig. Statistic df Sig. Result Result .217 18 .025 .941 18 .305

65 Post-test .178 18 .136 .940 18 .287 Result Based on the table above, the Saphiro-Wilk method is used to calculate the data distribution for this research because the sample of this research is less than 50 samples. The data is concluded to be normally distributed if a significance value of Saphiro- Wilk is greater than 0.05 (> 0.05) and vice versa. Based on the result of Saphiro-Wilk test in Table 4.2, the pretest and posttest data for this research has a significance value of 0.305 and 0.287. It can be determined that the significance value of both results is greater than 0.05 which means that the data is normally distributed. Thus, the analysis is continued to check the homogeneity test. The homogeneity result is shown in Table 4.5. Table 4.5 Result of Homogeneity Test on Students’ Problem-Solving Skills Levene df1 df2 Sig. Statistic .491 .609 Based on Mean .486 1 32 .609 Pretest and Based on Median .267 1 32 Post-test .267 1 31.981 .494 Result Based on Median .479 1 32 and with adjusted df Based on trimmed mean Based on the result of data homogeneity in Table 4.4 the significance values or Sig. 0.491. It can be determined that the significance values or Sig. is > 0.05 which means that the data group comes from a population with the same variance or homogeny. Because the data is homogeny the analysis continued by the Parametric Statistic Test which is Paired Sample t-Test. Paired Sample t-Test was used in comparative studies by comparing the scores of the two related groups, in this case, pretest and post-test relevant group means that data is obtained from two groups with the same subject but in different testing times.

66 In this research, the data that compared is the result from the pretest and post-test. The result of Paired Sample t-Test is shown in Table 4.6 Table 4.6 Result of Paired Sample t-Test on Students’ Problem-Solving Skills 95% Sig. t df (2- Pair Class Mean Std. Std. Confidence Deviation Error Interval tailed) Lower Upper Pretest and Pair Post-test -5.000 .866 .210 -5.445 -4.555 - 16 .000 1 Experiment 23.805 class Based on the result in Table 4.5, Sig. (2-tailed) indicated that the hypothesis test resulted from Paired Sample t-Test. A Paired Sample t-Test is used to determine whether the hypothesis is rejected or accepted for the data that normal distribution. Other than that, Paired Sample t-Test was used in comparative studies by comparing the scores of the two related group which is pretest and post-test scores. Two hypotheses of this research are stated 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 The level limit of significance used in this test is 5% or 0.05. It means that if the test result shows a significance value greater than 0.05 (>0.05), H0 is accepted and H1 is rejected. Meanwhile, H1 is accepted when the significance value is less than 0.05 (<0.05). The test result in Table 4.4, shows that the significance value is 0.000 which is < 0.05. Thus, it can be concluded that H0 is rejected and H1 is accepted so there is a difference between students’ Problem-Solving skills before and after the implementation Design Thinking Approach in learning environmental pollution topics.

67 This result indicates that the Design Thinking Approach significantly affects students’ problem-solving skills. To see the level significance of sample paired t test result, we can use the eta squared formula, as follows: Eta Squared = ������2 ������2+(������−1) Eta Squared = (−23.805)² (−23.805)2+(18−1) = 566.67 566.67 +17 = 0.97 The parameters for interpreting Eta squared value (proposed by Cohen, 1988) are: .01=small effect, .06=moderate effect, .14=large effect, with a significant difference in the Fear of Statistics. Before and after the intervention, test results were acquired. In this research the result is 0.97 it can be said it given large effect. The result of Paired sample t test was conducted to evaluate the impact of the interventation on students’ scores on the Fear of Statistics Test (FOST). There was a statistically significant from Paired 1 (M= -5.000, SD= .866), t (2q) = -23.805, p < 0.000 (two tailed) with a 95% confidence interval. The eta squared statistic 0.97 indicates a large effect size. The data obtained in this study that the enhancement of Students Problem- Solving Skills is significant, it indicates that Design Thinking Approach was successful to enhance students’ Problem-Solving skills. This is in line with a previous study reported by (Lee et al., 2019) the design thinking can improve 21st-century skill which is creativity especially group creativity because design thinking is group project collaboration that needs teamwork to solve the existing problem and need creativity to make a prototype project. A similar finding was reported by Razzouk & Shute (2012) design thinking helps students to succeed in the digital world, it must be supported by educators so that students can develop and hone 21st-century skills (e.g., design thinking, systems thinking, and teamwork skills) that can enhance their Problem- Solving skills to prepare students for college and career.

68 The enhancement of students’ problem-solving skills in this study can be seen in the average score of pretest and post-test. The average score of students’ pretest before applying the design thinking approach is 47.22 while the average score of students’ post-test after applying the design thinking approach is 67.50 it indicates that the enhancement is significantly increased from the pretest to the post-test score. It shows in Table 4.7 Table 4.7 The Result of Pretest and Post-test of the Students’ Problem-Solving Skills N Minimum Maximum Mean N-Gain Std. Score Deviation Pretest Result 18 35 65 47.22 8.264 Post-test 18 50 0.391 9.889 Result 85 67.50 Valid N 18 (listwise) Table 4.7, shows that there is an enhancement in students’ problem-solving skills from the pretest to the post-test result. Before implementing the design thinking approach, the average score of pretest about 47.22. The score indicates that the prior knowledge of the student about environmental pollution topic is still lacking although the material is closed to students. But then the post-test result there is an enhancement of the score to become 67.5. As compared to the average score of pretest and post-test to know the enhancement category we should know the Normalized Gain score of the student result. In Table 4.6 the data obtained are also analyzed the normalized gain score using SPSS Statistics 25 Version. The normalized gain score was determined to measure whether the treatment implemented is effective to improve students’ problem-solving skills or not. The Normalized Gain Score (N-Gain Score) comes from the students’ result of pretest and post-test are got from with the categorized for N-gain scores as follows

69 Table 4.8 Categorized of N-Gain Score N-Gain Score Category g > 0,7 High 0,3 ≤ g ≤ 0,7 Medium g < 0,3 Low (Hake, 1999) In this research, the N-Gain Score is 0.391 for the pretest and post-test results of the students’. According to Normalized Gain based on (Hake, 1999), the Normalized Gain in this research is categorized as a medium, it indicates that the Design Thinking Approach has a medium effect on the problem-solving skills of the students in this study and it is effective enough. To analyze the whole result of students’ problem-solving skills, the analysis is not only done in accumulative results in general. The analysis of each aspect of problem-solving skills is important to proceed. In this research, the researcher has analyzed the four aspects of problem-solving skills based on Polya’s statement (Carson, 2007), which are understanding the problem, devising the plan or planning for problem-solving, carrying out the plan or implementing the Problem-Solving, and looking back or reviewing the solution. The analysis aims to measure the effect of the Design Thinking Approach on each aspect of problem-solving. The result of the pretest-posttest and N-Gain Score of each problem-solving skills aspects are given in Table 4.8 Table 4.9 N-Gain Score of Problem-Solving Skills Aspect Problem- Average Average N-Gain N-Gain t Std. Mean Solving Skills Score of Score of Score Category Deviati -1.667 Pretest Post-test 0.33 -1.278 Aspect on Understanding 52.72 68.9 0.59 Medium -10.308 .686 the problem 42.5 76.26 Medium -11.762 .461 Planning for Problem- Solving

70 Problem- Average Average N-Gain N-Gain t Std. Mean Solving Skills Score of Score of Score Category Deviati 1.67 Pretest Post-test -1.056 Aspect on Implementing 30 80 0.83 High -8.742 .485 the Problem- 38.6 74 0.61 Medium -19.000 .236 Solving Reviewing the solution T-score and standard deviation score of the result of sample pair t-test for each aspect have meaning. Standard deviation is a reflection value of the data from the mean. If the mean score is greater than the mean, then the mean value is a poor representation of the overall data and otherwise, if the standard deviation value is smaller than the mean value, then the mean value is a good representation of the overall data (Minium, King, & Bear, 1993). Based on Table 4.9, the result of the standard deviation of the data aspect one which is Understanding the Problem has scored is 0.686 aspect two which is Planning for Problem-Solving has a score of 0.461, aspect four which is Reviewing the Problem-Solving has a score of 0.236 which mean the standard deviation score greater than the mean score it indicates that those aspects mean score is a poor representation of the overall data. While aspect three which is implementing the Problem-Solving has scored about 0.485 which means less than the mean score, it indicates that the mean score is a good representation of overall data. According to Table 4.8, the score of normalized gain on Understanding the Problem Aspect is 0.33 which is categorized as medium. For the Planning for Problem- Solving Skills Aspects, the normalized gain score is 0.59 which is categorized as medium. The third aspect which is implementing the Problem-Solving the normalized gain is 0.83 which is categorized as high, and the last aspect is reviewing the Solution, the normalized gain score is 0.61 which is categorized as medium. The N-Gain Score of the problem-solving skills aspect is given in Figure 4.4

71 N-Gain Score of Aspects Problem-Solving Skills 0.9 0.83 0.8 N-Gain Score0.7 0.61 0.59 0.6 0.5 0.4 0.33 0.3 0.2 0.1 0 Understanding the Planning for Problem- implementing the reviewing the Solution Problem Solving Problem-Solving The Aspects of problem solving skills Figure 4.4 N-Gain Score of Aspects Problem-Solving Skills According to Figure 4.4, it is shown that the highest score of N-Gain belongs to implementing the Problem-Solving with a score of 0.83. Then it is followed by Reviewing the solution, Planning for Problem-Solving, and Understanding the problem which has the N-Gain score of 0.61, 0.59, and 0.33. For Understanding the Problem, Planning for Problem-Solving, and Reviewing the Solution they have a medium category. It can be said that students got medium improvement in those three aspects after implementing the Design Thinking Approach. While in the aspect of implementing the Problem-Solving aspect students has a high category. From the data obtained Normalized Gain for every aspect of Problem-Solving skills, the first aspect is understanding the problem, which is the aspect that students need to understand the problem before solving the problem. In this aspect students are given several problems related to environmental pollution and students must understand these problems to be able to plan and implement a solution. The normalized gain value for this first aspect is 0.33, smaller than the other three aspects. The second aspect students are given questions about how students plan solutions to environmental problems that have been defined. Planning is one aspect of Problem-Solving skills which has a normalized gain as a medium category, which is 0.59. The third aspect is

72 the only aspect of Problem-Solving skills in this study which has a normalized gain in the high category, which is 0.83, this is measured by how students implement Problem- Solving that has been planned. And the last aspect, which is the aspect of reviewing the solution or looking back to the Problem-Solving, getting the medium normalized gain category, which is 0.61. Polya's statement of Problem-Solving skills is generally used in solving mathematical problems that require reasoning. However, it is different from the problems in this study which are common problems commonly found in real daily life. In previous research conducted by Sukoriyanto, et.al (2016) who researched student error in solving problems based on Polya's statement in mathematics. The study reported that the common mistake of students' in solving a math problem on average is in reviewing the solution which has 62%, implementing the problem 60%, planning for Problem-Solving 57%, and understanding the problem is 51%. This occurs because when students make a mistake in understanding the problem, they inevitably make a mistake in making a decision, as well as in applying and reflecting on the problem (Sukoriyanto et al., 2016). Every aspect of Problem-Solving is implemented entirely in the learning process, in addition to using objective tests to measure improvement, it also uses a design thinking approach, assisted with worksheets so that students explain in detail these aspects through the design thinking stage. In the first aspect, which is understanding the problem, students are asked to watch a video about environmental problems in Indonesia, then students observe directly how the environment around them is so that students can better understand the environmental problems around students. The worksheet is given as seen in Figure 4.5.

73 Figure 4.5 Worksheet for Design Thinking Implementation Another aspect that is Planning for Problem-Solving provides in the worksheet as well. In this aspect, students are asked to plan possible solutions to overcome environmental problems around students. The third aspect of problem-solving skills is implementing the Problem-Solving, in the design thinking stage, there is an ideate stage where students formulate a solution which they will make a project which the students feel is following the needs of the surrounding society. Then students make a prototype to enter the final stage, which is aspect reviewing the solution. In the last aspect, students review the solution, by seeing the response of the surrounding society regarding the project. In line with the research conducted by Hidayati & Permana (2019) that assessing of problem solving abilities by implementing problem-based learning development that PBL is the best way to equip students with the abilities and attitude needed such as problem solving and critical thinking, because in this research also implemented the problem based learning in the application of design thinking approach. The medium category, which has a range of scores, accounted for the

74 majority of the normalized gain score in this research implementation. It was because the Design Thinking Approach and problem-based learning was used in an online meeting with very limited time and no detailed guidance on every aspect of the teaching-learning process. This research has a weakness that the data was taken cannot be reported as general representative of the sample because the sample was taken just from a small part of the entire sample studied and also because the limitation of the time. As the result, online learning has not been beneficial in raising student achievement, especially in Design Thinking Implementation. 4.3 Students Experience towards Design Thinking To support the results of research in the field, researchers interviewed student representatives to find out their experiences in learning environmental pollution topics using a design thinking approach. The researcher interviewed six student representatives who were actively participating in learning and also those who did not participate in learning to find out the difficulties and obstacles students encountered during the implementation of design thinking in learning the material. Students were asked about the experience of learning the material, experiences in making projects, experiences in using zoom meetings as a learning media, experiences in working in groups during learning using the design thinking approach, and contribution of design thinking for their future. It aims to find out students' difficulties in this approach as a new strategy in their learning process that can have a significant effect in improving students' problem-solving skills. The students’ opinions about the Environmental Pollution topic are given in Table 4.10. Table 4.10 Students’ Opinion Regarding the Environmental Pollution Topic Categories Answer Students 1. material is not described in Difficult advance S1 S4 2. there are some materials that students do not understand

75 Categories Answer Students Medium 1. material has been studied before S1 S2 S3 S4 S5 Easy 2. work with groups S2 S5 S6 3. looking for the problem by themselves relate to students’ environment As seen in Table 4.9, the student's opinions about the material have several categories which are difficult, medium, and easy. Most of the students are explained that the material is neither easy nor difficult it is medium level because they have studied the material in elementary school level before and also the material not complicated and relate to students’ everyday life. One thing that makes it difficult when they observe the environment is to find out about the pollution of the environment around them, in the students' environment there are no indications of pollution. This makes students confused about what to explain to complete the assignment given by the teacher regarding environmental pollution material. In addition, students are asked about the design thinking approach and problem-based learning model in studying environmental pollution material so that researchers can determine whether by applying this approach students find it difficult to understand the material or help students understand the material more quickly. The students’ opinion about Design Thinking Approach and Problem Based Learning Model is shown in Table 4.11. Categories Table 4.11 Students Students’ Opinion about Learning Strategy Answer 1. students understand what the purpose very petrified of the learning is S1 S6 2. the students' awareness of environmental problems is an increase

76 Categories Answer Students quite petrified 1. students seek and formulate their S2 S3 S4 S5 problems 2. students understand the problem must be resolved immediately Design Thinking approach and Problem-Based Learning is new things for the student that implied in class because the condition is online learning, so teacher usually apply conventional method like lecturing in meeting conference or teacher frequently using google classroom to just give the assignment for the students. This condition makes researchers want to ask whether there are difficulties in using design thinking in this study, especially in each stage such as empathy, define, ideate, and prototype that maybe it is not familiar with students. Table 4.10 shows that the students' answers on average had no difficulties because students felt the learning strategy was very helpful for students in learning the material, and students better understood the purpose of the learning process. Besides that, students are very helpful because in the design thinking stage there is an empathy stage where students observe their environment so that students know more about environmental problems around them that must be resolved immediately. Other than that, the other stages such as defining and ideate help students in formulating problems and thinking about what solutions are suitable for these students' environmental problems. It makes student awareness of environmental problems also increase. For the prototype stage, students must adjust the project that their group will make with the problems that exist in their environment. The researcher also asks students whether there are difficulties in making a project to overcome environmental problems or not. The majority of students answered that there was no difficulty in choosing and making a prototype for a project for their environmental problems, but the problem lies in the opinion of each member in the group, because sometimes in one group they have various opinions so they do not immediately decide to choose a project.

77 Regardless, in learning to use the design thinking approach it uses a media, which is zoom meetings. Zoom meeting was chosen because it has features that are suitable for group learning such as breakout rooms and so on. Researchers want to find out whether the use of zoom meetings as a medium affects the ineffective design thinking approach in improving students' problem-solving skills or not. The student's opinions about the use of zoom meetings as learning media are given in Table 4.12. Table 4.12 The Students’ Opinion about Learning Media Zoom Meeting Categories Answer Students 1. Students have experiences in using zoom meeting Effective 2. zoom meeting saves more internet S1 S3 S4 S5 S6 quota 3. zoom has more features Not effective There is a waiting room in the zoom S2 meeting In table 4.12 above the majority of students thought that the zoom meeting as a media used during learning did not make it difficult for students to access it because students were familiar with using zoom meetings when students first did online learning at the elementary school level. In addition, the many and interesting zoom features make learning more interactive and effective. One of the advantages of zoom compared to other conference media according to students' opinion is that zoom is more efficient in taking students' internet quota compared to others. In this case, the researcher concluded that students have no difficulty in accessing the zoom meeting as a student learning medium and the media has no effect on the application of design thinking. In the other situation which is online learning conditions, the learning process is very limited. The design thinking approach is present as innovation so that online learning is not boring and interactive because design thinking trains students to do the

78 hands-on activity by observing their environment as well as collaborating with their group of friends in carrying out each stage of design thinking. Besides that design thinking also encourages innovative thinking and solutions creative. Unfortunately, in this case, design thinking in online learning does not work very well due to several factors, one of which is the lack of interest in students in participating in learning as well as ineffective group learning. The six students interviewed thought that group work for online learning situations was slightly ineffective. The students' opinions on difficulties encountered in the application of design thinking in online learning are given in Table 4.13 Table 4.13 Students’ Difficulties in the Application of the Design Thinking Approach Categories Answer Students Physical condition 1. Lack of time in studying the material S6 2. Confined space for activities In-Group 1. Having issues with the distribution S1 S2 S5 Responsibility of responsibilities S3 S4 In-Group 2. Failure of group members to fulfill Communication their responsibilities 1. Having trouble interacting with group members 2. Failure to build cooperation within the group When students were asked about the difficulties they faced when learning to use the design thinking approach, most of the students answered that it was not effective to work in groups in online learning conditions. The online learning condition makes it difficult for students to be contacted for group work because students have different activities in their own homes. Some students find it difficult to communicate and discuss related projects and assignments that the teacher gives and not infrequently only some students complete their assignments. One student argued that online learning

79 made students lacking in activities so that they were bored and unfocused during learning, and not infrequently this caused students not to take part in learning. Besides that, the little time given by the teacher makes students not understand the material and causes their understanding to be less when doing the pretest and post-test. Three out of six students think that they have difficulty working with their groups because group members lack a sense of responsibility in doing assignments so that group members leave their assignments and do not participate in working on tasks on the worksheet. In addition, the difficulty of communicating even though the group was created via WhatsApp was one of the factors for students not doing assignments and leaving their responsibilities, and only a few students in the group collected and completed their group assignments. Because design thinking is a teamwork assignment so that the way team members communicate can have an impact on how well design thinking is implemented (Panke, 2020; Valentim, Silva, & Conte, 2017). This is in line with research conducted by Aflatoony, Wakkary, and Neustaedter, (2018) that conflicts around teamwork stemmed from lack of group leadership, problems with sharing tasks equally, and the size of the teams (Panke, 2020) and it occurs in this study that group conflict greatly influencing the running of the design thinking process in improving problem-solving skills. The last, in the application of design thinking, of course, has the purpose and objective, which is to improve students' abilities in facing the future life. This was asked to students so that researchers know what students feel in the process of implementing this design thinking approach. Student opinions regarding the contribution of design thinking for students are given in Table 4.13.

80 Categories Table 4.14 Students The Contribution of Design Thinking S1 S4 S5 S6 Answer S2 S3 S5 S5 1. Learning the subject of environmental pollution Ensuring and 2. Learning by direct observation facilitating learning 3. Learning with fun 4. Increasing curiosity for learning 5. Understand the core learning 3. Learning to think and produce ideas 4. Problem-solving Developing 21st 5. Teamwork or collaboration Century Skills 6. Communication 7. Empathy 8. Project design Preparing for the Preparing for the future Future For the last question, students were asked about the importance of problem- solving skills and also the design thinking approach for students, and also students were asked about suggestions for effective online learning that could make them enjoy learning as well as being able to participate in active learning. The researcher divides the students' answers into three, which are ensuring and facilitating learning, developing 21st-century skills, and preparing for the future. In ensuring and facilitating learning, the design thinking approach contributes to facilitating students in fun learning and practicing and experiencing learning by directly observing the environment where such learning has rarely been done before in online learning activities. It can cause students to understand the essence of learning and the essence of environmental problems that exist around students. In addition, some students answered that design thinking can improve 21st-century skills, which is the

81 goal of this study, namely to improve problem-solving skills, which is one of the abilities that students must-have in the 21st century. Most students realize that this ability is very important. Students’ opinion design thinking can improve 21st-century skills including learning to think and generate ideas, problem-solving skills, collaboration, communication, empathy, and also the ability to design. Learning to think and generate ideas in this study, requires students to learn to think of the right solutions to problems that exist in the students 'environment because this must be based on the needs and perspectives of the society, not the students' perspectives. It makes students feel empathetic and able to place the customer or society as the most important, not their opinion. As the purpose of design thinking to inspire students as innovative problem solvers by giving them agency (McCurdy, Nickels, & Bush, 2020; Cook & Bush, 2018; Spegman, 2018) the student also argues that the design thinking approach in environmental pollution learning can improve problem-solving abilities which are very important for students. Other than that design thinking approach can improve student collaboration because in the learning process the researcher makes the group of students do the task and assignment in making an environmental problem-solution project. But, in the process, collaboration does not work well because online learning is not optimal and makes group work ineffective, and that is what researchers realize that should be improved in the future. Not only the development of 21st-century skills, but the design thinking approach be also able to prepare students to face the future so that students can solve problems with this design thinking approach.

CHAPTER V CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS 5.1 Conclusion According to the research question and the research finding that has been conducted, it can be concluded as follows 1) The student learning process of design thinking approach implementation runs based on what has been designed in the lesson plan by involving 7th-grade students in the learning process in studying environmental pollution. In its implementation, the learning process uses zoom meetings and google classroom to be covered all of the stages of design thinking, but in online learning, the researcher feels the enthusiasm of students in learning is less so that not all students contribute to learning due to many obstacles. To make sure the stage of design thinking covers in teaching-learning process, the researcher uses a worksheet that has been validated. The worksheet must be filled by the student from the beginning in the empathy stage until the end of the learning process in the stage prototype. Students have to visualize their project through a prototype and choose the most appropriate solution for their environmental problem. 2) The design thinking approach can improve students' Problem-Solving skills in studying environmental pollution. There is a difference between students’ Problem-Solving skills before and after the implementation Design Thinking Approach in learning environmental pollution topics. It can be said that H0 is rejected and H1 is accepted. The enhancement is considered as a medium enhancement because obtained the normalized gain or N-Gain score is 0.391. For each aspect of Problem-Solving skills, understanding the problem, planning for Problem-Solving, and reviewing the solution aspects have medium improvement with the score of N-Gain shows as 0.33, 0.59, and 0.61. While the other aspect such as Implementation for Problem-Solving, the N-Gain score is categorized as high with the score of 0.83. 82

83 3) The design thinking approach as a new learning strategy for students has provided an excellent learning experience for students. In addition to the design thinking approach, it can provide meaningful learning for students, it can also improve 21st-century abilities, one of that is Problem-Solving skills and creativity. Students can also increase their sensitivity or empathy to environmental problems, although student responses and participation in learning are lacking because learning is carried out online. The lack of student participation causes group communication and group problems to become one of the problems that are quite influential in the continuity of the teaching and learning process. 5.2 Implications Based on the result of the research, the implications can be inferred theoretically and practically as follows: 1) Theoretical Implications a. The use of the appropriate learning approach could affect students' ability to solve problems. In science learning on the topic of environmental pollution, there are differences between students' problem solving skills before and after using the design thinking approach in learning process. b. The increasing of students' solving abilities is at the medium level because not all students are actively involved, especially in online learning conditions, only some students follow to the end. To achieve maximum results, it is expected that there will be collaboration between teachers and students to create a comfortable learning atmosphere and follow all stages of learning in accordance with the applied approach. 2) Practical Implications The results of this study are used as input for teachers and prospective teachers to create a comfortable learning atmosphere and also apply an approach that is in accordance with the learning objectives to be achieved so that students are able to improve 21st century skills.

84 5.3 Recommendation Based on the research findings and the conclusions that have been presented, the researcher proposes several recommendations that are considered useful to improve pedagogical competence in the future, as follows: 1) Another Researcher, the design thinking approach is a new thing that is applied in education, but it does not mean that the design thinking approach cannot be developed in education, especially in the teaching-learning process. This study can be used as a reference for other relevant research moreover in design thinking and Problem-Solving skills. In this study, the most striking problem is regarding the lack of enthusiasm, participation of students, and limited time as well, therefore the researcher suggests for further researchers to finalize the group concept and also make design thinking an interesting approach so that they can make finished products so that students are interested and fully contribute to learning. 2) Teacher, the rapid development of communication and information technology requires educators to be more innovative in building a learning atmosphere so that students do not get bored quickly. In addition, the digitalization of education makes teachers have to be versatile so that their role cannot be replaced. Design thinking is a learning strategy that can be used by teachers to make teaching and learning activities more innovative and in the process of implementing it using technology to make it more interactive as well as training students to switch to digital through this design thinking approach.

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