Integrating Authentic Learning in Collaborative Problem-Solving Model: Stacking Analysis of Students’ Problem-Solving Abilities Running Head: Authentic Learning in Collaborative Problem-Solving Model Type of the Research: Research Article

Abstract

The problem-solving abilities and student collaboration in learning physics are still low, so meaningful learning is needed, namely through authentic learning. Appropriate teaching materials and models are needed to support students’ academic achievement. This study aims to describe the feasibility of teaching materials that integrated authentic learning using collaborative problem-solving models in training students' problem-solving abilities. In developing teaching materials, research and development are used with the ASSURE model, which is strengthened by the use of stacking analysis to describe students' problem-solving abilities. The data analysis technique uses N-gain calculations and stacking analysis through the Winstep program. The results show that the validity of the developed teaching materials is measured using validation sheets by academic and practitioner validators with a validation value of 3.55 and categorized as very valid; The practicality of the teaching materials developed was measured using a student response questionnaire with a value of 2.86 and categorized as practical for use during the learning process; The effectiveness of the developed teaching materials was measured using a cognitive academic achievement test of students collaboratively with an N-gain of 0.73 and in the high category; The problem-solving skill of students collaboratively based on the learning achievement test which includes analytical questions is categorized as good. Therefore, it is concluded that the teaching materials developed are appropriate for use in the learning process to improve students' problem-solving abilities. Furthermore, the data from stacking analysis is used to get a deeper insight into students' problem-solving abilities, so that, in subsequent learning, the teacher can optimize the learning design to reach better students’ academic achievement. Accordingly, implications and recommendations for future research were discussed at the end of this paper.