Integrating Case-Based Reasoning and Coupled Inquiry to Foster Problem-Solving Skills in Direct Current Circuits

Maria Dewati; Sigit Tristanto; Irnin Agustina Dwi Astuti -

doi:10.30998/agnnhv60

Authors

Maria Dewati Indraprasta Pgri University Author
Sigit Tristanto Universitas PGRI Semarang Author
Irnin Agustina Dwi Astuti - Indraprasta Pgri University Author

DOI:

https://doi.org/10.30998/agnnhv60

Keywords:

active learning, coupled inquiry, direct current, instructional design, problem-solving skills

Abstract

This study seeks to evaluate the effectiveness of the Case-Based Reasoning Embedded Coupled Inquiry (CBRCI) learning model in enhancing students' problem-solving abilities in direct current (DC) topics. The main issue identified is students' difficulty in applying DC concepts to practical problem-solving, despite studying the theory. The research design employs a one-group pretest-post-test to evaluate changes in problem-solving skills across four aspects: conceptual analysis, strategy, quantitative, and meta-analysis. The research participants were 88 students from two universities of teacher education in Java, selected through stratification to ensure proportional representation. Results show significant improvement in all aspects of problem-solving skills following CBRCI implementation. Paired t-tests revealed significant differences between pre-test and post-test scores in all aspects. Effect size analysis indicated moderate to strong improvements, with the largest effects in meta-analysis and strategy analysis. The findings suggest that the CBRCI model is effective in integrating theory and practice, as well as enhancing students' problem-solving skills. The research results contribute to the development of more interactive learning models relevant to industry needs.

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