Using Probem based Worksheet to Enhance Secondary School
Students’ Performance
Sani Safitri
*
, Adhitya Rol Asmi, and Edutivia Mardetini
1
Faculty of Teacher Training and Education University of Sriwijaya,
Keywords: Student’s worksheet, Problem Based Learning (PBL), social science.
Abstract: The main objective of Social Science as an educational program is to develop learners’ potential to be aware
of social problems that occur in society. In the Social Studies learning context, it is necessary to develop
students’ worksheet that could develop students’ critical ability in looking at the social problem. This study
aimed to design, test, evaluate, and revise the PBL based Students’ Worksheet for Social Science subject.
Development research was used as the method of the research. Development activities were carried out with
the following stages; analysis, design, development, and evaluation. The evaluation adopted the Tessmer
formative test with these following stages: self-evaluation, expert review, one to one, small group, and field
test evaluation. The prototype was validated by experts in the fields of materials, language and instructional
design. The result of the study shows that the students’ worksheet developed is stated valid by learning
design experts through the experimental stage of review, one to one and small group evaluation.
Furthermore, it is also effectively improving the concept of Social Science and students’ activeness through
the stages of field trials.
1 INTRODUCTION
The main purpose of Social Science as an
educational program is to develop the students’
potential to be aware of social problems that occur in
society, have a positive mental attitude towards the
improvement of all inequalities which occur in the
community, and skilfully overcome everyday
problems which afflicts either himself or the society
(Mutakin, 1998). In order to achieve these learning
objectives, a learning process that makes it easier for
students to understand the material taught by the
teacher and good learning resources for students is
needed. The learning process itself according to
Raymond (2009: 19) consists of several components,
namely learning objectives, learning materials,
learning methods or strategies, resources, media, and
evaluation.
Through the learning process components, it can
be seen that learning resources are one of the
important components in the learning process
because good learning resources will be able to
stimulate students to participate actively, present
their knowledge, and provide direct experience to
them. To be associated with the purpose of Social
Science as an educational program that aims to
develop learners’ social and intellectual skills, it is
needed a learning resource which is able to
encourage students to think critically, analytically
and argumentatively both individually and in groups
in understanding the phenomena and social
problems in society. Learning resources are all
things that lead to learning processes and can be
used as teaching materials.
One of teaching material is the Students’
Worksheet (LKPD). The function of the Students’
Worksheet according to Andhin, (2016: 8) is a
teaching material that can minimize the role of
educators, encourage students to be active, as
teaching materials that facilitate students to
understand the material provided, as a brief teaching
material and provide a lot of task for the students to
practice their analytical and argumentative thinking.
Social studies as an educational program aims to
encourage students to think critically, analytically
and argumentatively. So, Students’ Worksheets
which are used as teaching materials are the
worksheets that are able to facilitate learners to
reach their social studies goals through the task they
have been done. For this reason, it is necessary to
develop Students’ Worksheet that is able to develop
their thinking skills. The intended Students’
Safitria, S., Rol Asmi, A. and Mardetin, E.
Using Probem based Worksheet to Enhance Secondary School Students’ Performance.
DOI: 10.5220/0009996900002499
In Proceedings of the 3rd Sriwijaya University International Conference on Learning and Education (SULE-IC 2018), pages 121-126
ISBN: 978-989-758-575-3
Copyright
c
 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)
121

Worksheet is the worksheet which derived from the
Problem Based Learning approach.
Problem based learning is learning by exposing
students to practical problems as a foundation in
learning or in other words students learn through
problems (Wena, 2009: 91). According to Sudarman
(2007) Problem Based Learning is an approach that
uses the real world as a context for students to learn
about critical thinking and problem solving skills, as
well as to obtain important insights and concepts
from the subject. Learning by using PBL based
Students’ Worksheet is a learning activity using the
Students’ Worksheet which emphasizes the problem
solving process faced in real life and encourages
students to play an active role in the teaching and
learning process. This study aims to design, test,
evaluate, and revise Students’ Worksheet based on
Problem Based Learning on Social Science subject
in a Junior High School in Palembang. Specifically,
the objective of this study is to produce a product in
the form of a valid, practical Students’ Worksheet
and the effectiveness of product utilization on
learning outcomes and the activeness of students in
Social Science learning.
2 RESEARCH METHOD
The study was conducted in the even semester of
2017/2018 academic year with the students of Junior
High School as the subject of the research. The
working procedures in this research are analyzing,
designing, developing, and evaluation activities
combined with Tessmer Formative Evaluation
including self-evaluation, expert evaluation, one to
one evaluation, small group evaluation, and field
test. In the analyzing phase, the researcher identified
the need analysis to identify the state and gap which
occur in the learning. Need analysis was done before
the designing process. This analysis was conducted
toward the curriculum, learning material, student
characteristics, learning facilities, and learning
situation to identify all needs in the development of
Problem-based Students’ Worksheet. The data were
collected through interviews of Social Science
teachers and students which then completed with
direct observation in schools. In addition, the data
were also obtained through literature analysis and
related documents. At the designing stage, the
researcher prepared the materials to make Students’
Worksheet product design based on Problem Based
Learning. The design was done on the purpose of
learning, subject matter, exercise task, assessment
instrument, learning format, and others. The
designing phase should be systematic and specific.
In the developing phase, researchers develop
learning objectives, learning material, exercises,
assessment instruments, learning formats, etc. Then
assemble all components to create prototype
products 1. In the developing process, researchers
conducted prototype feasibility tests using formative
evaluation. Then, the prototype was revised based on
the evaluation and self-evaluation stage; the
researcher evaluated his own Problem-Based
Students’ Worksheet that had been developed,
before entering the validation stage by experts and
product trial. The researcher asked for advice from
colleagues to improve product design. This
evaluation was done when researchers designed and
developed early prototypes. Expert review was
performed by the instructional design experts and
material experts. The material feasibility test was
conducted to evaluate the content of Students’
Worksheet product material while pedagogical
feasibility was tested to assess the learning design in
the product in accordance with the principle of
Problem Based Learning. The language feasibility
test was performed to assess the accuracy of the
language used in the Students’ Worksheet product.
Feasibility test results from this expert review were
used to make improvements to the prototype before
entering the next stage. The process and results of
the revisions in this stage produced prototype 1.
During one to one evaluation stage the product
was tested to three students. At this stage,
questionnaires were given to the students to know
their responses to prototype 1. This process aimed to
determine the practicality of using the product in the
learning process. Students' comments at the
evaluating stage were guided in making revisions to
produce prototype 2.
In the small group evaluation stage, prototype 2
was piloted in small groups aiming to see the
weaknesses that were then corrected before entering
the next test phase. Prototype 2 was tested toward
nine students. At the end of the activity, a
questionnaire was given to the students to measure
the practicality of the prototype 2. The students’
comments on this small group evaluation stage were
used in revision of prototype 2 to produce prototype
3. Field Test was performed on prototype 3 which
was the result of revision after small group
evaluation stage. In the field evaluation phase,
classroom learning was conducted using Problem-
Based Students’ Worksheet. Before and after the
learning activities, test results of cognitive learning
to measure the effectiveness of product use in
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learning. Field test activity was conducted to the
students of Junior High School 18 Palembang. Field
test activity was also done to see the activity and
student learning outcomes.
3 RESULT AND DISCUSSION
The result of this study was valid, practical, and
effective PBL based Students’ Worksheets to be
used in learning Social Science in Junior High
School. This research used Hannafin and Peck
development model which included three phases of
activities that are analysis, design, development, and
also implementation phase which is accompanied by
evaluation and revision process. From the results of
researchers’ observations and interviews with Social
Science teachers on the course of Social Science
learning in the first grade of Junior High School
students were identified the interest and participation
of student learning and mastery of Social Science
concepts which were indicated low by learning
outcomes and learning motivation. In the learning
process, teachers and students were used teaching
materials in the form of textbook that have not been
able to facilitate, trigger and encourage students to
be sensitive to understand, assess, criticize and find
solutions to social problems of that occur in society.
This problem will be solved by developing Problem-
Based Student Worksheets.
During the design phase, the initial step is
curriculum analysis which aims to determine which
material requires Students’ Worksheet, arranging the
Students’ Worksheet needs map to find out the
number and sequences of Students’ Worksheet and
determine the Students’ Worksheet title based on the
Basic Competencies of the curriculum. After
analyzing, drawing up a map of needs and
determining the Students’ Worksheet title was the
next step in this design is to create Students’
Worksheet with title structure, learning instructions,
basic competencies, indicators, learning objectives,
material descriptions, the worksheet supporting
information, assignments and work steps that
systematically include problem identification
activities, assign temporary answers (hypotheses),
collect or search for relevant data to support the
hypothesis, test the truth of the answers and draw
conclusions as the implementation point of problem
based learning.
Students’ Worksheet products that have been
completed in the design phase are then developed
into a teaching material product in the form of PBL
based Students’ Worksheet. During the development
process, an evaluation and revision of the
shortcomings of the produced Students’ Worksheet
was carried out. Products that have been developed
before which were implemented in the field are
evaluated first. The evaluation used was the Tessmer
evaluation model which includes stages of self-
evaluation, review experts, one to one evaluation,
small group evaluation and field tests. In the stage of
self-evaluation, developed Students’ Worksheets
based on Problem Based Learning were evaluated by
the research team themselves. Evaluation was
focused on design, layout, and content. Some
improvements made after this stage of self-
evaluation are; black and white Students’
Worksheets were printed in color to make them
more attractive; front cover image which was
originally a picture of a polluted river was replaced
with urban images; in the material description of the
ASEAN countries competency was added a picture
of the countries symbol next to the flag images.
In the experimental stage of review, the
Students’ Worksheet based on problem based
learning product had been revised through self-
evaluation stage validated by expert and teacher
practitioners who have experience in social science
learning. Validation focused on design, layout and
content. The result of the improvement of product
will be called prototype 1.
In the expert review stage, Problem-Based
Students’ Worksheet products which have been
revised through the self-evaluation stage are
validated by expert and teacher practitioners who
have experienced in teaching Social Science.
Validation focused on the design, layout, and
content. The product improvement result after
getting input from the validator will be prototype 1.
The evaluation of design expert validator and
practitioner teacher on the worksheets was assessed
based on three aspects of assessment; first, content
feasibility, which consisted of material suitability
with Competency Standards and Basic
Competencies, material accuracy, material support,
and material updates, second, presentation feasibility
which consists of four indicators; presentation
techniques, supporting presentation, learning
presentation and completeness of presentation, third,
language feasibility consisting of six indicators;
logical, communicative, dialog and interactive,
conformity with the level of student development,
clarity in the flow of thought and the use of term
symbols.
The average score of two validators on content
feasibility is 4.30, which means that the developed
PBL based Students’ Worksheets is very feasible to
Using Probem based Worksheet to Enhance Secondary School Students’ Performance
123

be seen from the indicator of content feasibility. The
average score of the assessment of two validators on
the presentation feasibility is 3.90, which means that
the developed Students’ Worksheet is appropriate to
use as seen from the indicators of presentation
feasibility. Furthermore, the average score of two
validators on language feasibility is 4.20, which
means that the developed worksheets are appropriate
to be seen from the indicator of language feasibility.
Combined with the results of the assessment of two
design validators on the three indicators, it was
obtained an average of 4.13 which means that the
developed Students’ Worksheet products based on
Problem Based Learning are Valid.
For more details, the results of expert assessment
and learning design practitioners on Students’
Worksheet based on Problem Based Learning
developed can be seen in table 1 below.
For more details, the results of the experts and
learning design practitioners assessment on the
developed Students’ Worksheet products of
Problem-Based Learning can be seen in Table 1.
Table 1: The results of design expert validation on PBL
based students’ worksheet.
Aspect of
Assessment
Expert
(validator)
Valida-
tion
Result
Avera-
ge of
Valida-
tion
Resul
t
Cate-
gory
Proper of
Contents
Validator 1
Validator 2
4,23
4,38
4,30 Very
Valid
Proper
of
Presentations
Validator 1
Validator 2
3,80
4,00
3,90 Valid
Proper of
Language
Validator 1
Validator 2
4,10
4,30
4,20 Valid
Average 4,13 Valid
Furthermore, the assessment of the material
expert validator on PBL based Students’ Worksheet
was assessed based on three aspects of assessment;
first, content feasibility, which consisted of three
indicators; clarity of learning objectives, suitability
of PBL based Students’ Worksheet with Curriculum
and supporting material, second, presentation
consists of seven indicators; presentation techniques,
supporting presentation, learning presentation,
conformity with the level of student development,
suitability and regularity of the flow of ideas,
presentation completeness, third, language
feasibility consists of three indicators;
straightforward, communicative, dialog and
interactive.
The average result of the assessment of two
experts material to the feasibility of the content is
3.97, which means Students’ Worksheet based
problem based learning developed very used seen
from the content feasibility indicator. The average
result of the appraisal assessment of two expert
material experts to the feasibility of presentation is
4.03 which means that Students’ Worksheet based
on problem based learning developed feasible to be
used seen from the indicator of feasibility of
presentation. Furthermore, the average result of the
assessment of two experts material validator to the
feasibility of language is 3.92, which means
Students’ Worksheet based problem based learning
developed feasible to be used seen from the
language feasibility indicator. When combined the
assessment results of two expert material experts
validator to the three indicators obtained an average
of 3.97 which means Students’ Worksheet based on
Problem Based Learning products developed Valid.
For more details, the results of expert assessment of
the material on Students’ Worksheet based on
Problem Based Learning developed can be seen in
table 2 below.
The average score of two material expert
validators on the feasibility of content is 3.97, which
means that the developed Students’ Worksheet is
feasible to be seen from the indicator of content
eligibility. The average score of the assessment of
two material expert validators on the presentation
feasibility is 4.03, which means that developed PBL
based worksheet is appropriate to use as seen from
the indicators of the feasibility of presentation.
Furthermore, the average score of the assessment of
two material expert validators on the feasibility of
language is 3.92, which means that Students’
Worksheet which has developed is appropriate to
use seen from the indicators of language feasibility.
By combining the results of the assessment of two
material expert validators on the three indicators, it
was obtained an average of 3.97 which means that
the PBL based worksheet products was Valid. For
more details, the results of the PBL based Worksheet
assessment can be seen in Table 2.
Table 1 and Table 2 above show the developed
PBL based Students’ Worksheet has been declared
valid after making various improvements to the
product based on the suggestion from the validator.
The results of the development in this review phase
became prototype 1 of product development for PBL
based Students’ Worksheet, which was then tested
through one to one evaluation.
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Table 2: Expert material validation results on PBL based
students’ worksheet .
Aspect of
Assessment
Expert
(validator)
Valida
tion
Result
Average of
Validation
Result
Category
Properness of
contents
Validator 1
Validator 2
3,88
4,06
3,97 Valid
Properness
of
p
resentation
Validator 1
Validator 2
4,20
3,87
4,03 Valid
Properness of
lan
g
ua
g
e
Validator 1
Validator 2
4,17
3,67
3,92 Valid
Average 3,97 Vali
d
In the one to one evaluation phase, prototype 1
was tested on three students of grade VIII in Junior
High School who possess medium and low
achievement. Trials were conducted to find out the
difficulties which may arise during the process of
using the Students’ Worksheet in the lesson. After
learning by using the PBL based Students’
Worksheet, the three students were asked to give
some comments by filling in the given
questionnaire. Highly skilled student said, Social
Science learning becomes more interesting, because
he has already heard the discussed cases in the
Television and newspapers which make him easier
to understand the topic since it was the actual cases
and displayed in the Students’ Worksheet.
Moderate-skill student said that learning using
the Students’ Worksheet is fun, the colourful
worksheet made it more interesting. The task was
challenging him to think more critical and deep, only
the description of the material is too long, so it takes
time to read it. While, low-ability students say,
learning Social Science became fun because the
assigned tasks were in the form of problems that are
often seen and heard. this one to one evaluation
phase data collection about students' responses to the
LKPD products developed, besides being collected
through questionnaires also conducted unstructured
interviews. The results of the interview show that
LKPD products developed are very practical to be
used in social studies learning.
After Students’ Worksheet was revised through
the experimental stage of review and one to one
evaluation, the result was prototype 2 which will be
tested in the small group evaluation stage. During
the small group evaluation stage, prototype 2 was
tested on nine Junior High School students who
were not subjects with heterogeneous ability.
Students were asked to work on the PBL Students’
Worksheet that has been developed. From the results
of their work on the worksheet, it appears that they
all can use the Students’ Worksheet. The Students’
Worksheet usage at this small group stage shows the
developed Students’ Worksheet product was
generated practical.
After testing prototype 2, students were asked to
fill out a questionnaire and provide comments and
suggestions regarding Students’ Worksheet in the
learning process. Questionnaires are used to see the
practicality of the developed worksheet product and
suggestions that may be needed to improve the
product prior to a field trial.
Based on the results of recapitulation of
questionnaire data responses 9 students at the small
group evaluation stage got an average score of 55.67
in the highest score range 75 lowest 15 which means
the practical category. This means that Students’
Worksheet based on problem based Learning
products are practically developed.
The result of improvement on prototype 2 based
on input and evaluation from one to one evaluation
stage resulted in prototype 3 which will be tested in
field test stage.
Some suggestions and comments of students in
the small group evaluation stage can be seen in
Table 3.
Table 3. Student comments on the small group stage
toward PBL based students’ worksheet and revision
decisions.
Last Score Frequency Percentage
Being
Active
Categor
y
80 – 100 23 57.5 Very
Active
66-79 12 30.0 Active
56-65 4 10
40-55 1 2.5 Active
Enou
g
h
0-39 0 0 Not
Active
Table 3 above shows most (87.5%) students are
active and very active in the process of defending.
This means that the use of Students’ Worksheet
based on problem-based learning products
effectively improve students' learning activities.
Furthermore, the gain value between the pre-test
and post-test was analyzed. The result shows an
increase in student grades. The average pre-test
score of students was 52, while the average post-test
score was 84; there is an increase in the average
score of students after using PBL based Students’
Worksheet. Based on the calculation of the gain
value obtained at 0.62, the effectiveness criteria of
the Students’ Worksheet on student learning
outcomes is categorized in the medium category.
Using Probem based Worksheet to Enhance Secondary School Students’ Performance
125

Through this field test activity, it was concluded
that the PBL based Students’ Worksheet was
effective in increasing student participation and
learning outcomes in Social Science learning
4 CONCLUSION
The developed PBL based Students’ Worksheet
products were declared valid after experts review
was conducted by learning design experts and
material experts who tested the content feasibility,
presentation feasibility, and language feasibility.
From the results of the learning design expert
validation obtained an average value of 4.13 (valid
category). While from the results of material expert
validation obtained an average value of 3.97 (valid
category).
The PBL based Students’ Worksheet products
were declared practical after trials were conducted in
the stages of one to one evaluation and small group
evaluation. From the results of the questionnaire
data processing from nine students in the small
group evaluation stage, it was obtained an average
score of 55.67 (practical category).
Furthermore, PBL based Students’ Worksheet
which is developed effectively increase student
learning participation, 87.5% of students are in the
very active and active category in the learning
process. The developed Students’ Worksheet
products also effectively improve students’ learning
outcomes with an N-gain value of 0.62.
ACKNOWLEDGMENTS
The authors thank to Universitas Sriwijaya for
giving us the opportunity to encourage and facilitate
authors to complete this competitive grants research.
Thanks also to the head department of history
education program, who teaches and motivates the
researchers to learn more about research
methodology on research in education.
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