摘要：The purpose of this research was to explore students’ problem-solving skills
through inquiry-based learning with PhET simulation, focussed on direct current
electricity matter. The research used a mixed method approach with an embedded
experimental model with 34 prospective physics teacher at the State University of
Jambi, Indonesia. The data was obtained by using open-ended questions. Data
were collected using tests and interviews regarding inquiry-based learning with
PhET simulations. Data analysis was done by using Kruskal Wallis test and rubric
for physics problem-solving skills. Problem-solving skills were classified into the
scientific approach, plug and chug (structured manner and unstructured manner),
memory-based approach, and no clear approach. The research showed that there
are many students with solving problems using unstructured methods, memorybased
approach and no clear approach, which then influences students’ problemsolving
skills. The students who applied a scientific approach had better problemsolving
skills than students using the other approaches. Thus, student problemsolving
skills are influenced by the type of approach used in solving the problem.
关键词：problem;solving skills; direct current electricity; inquiry;based learning;
PhET simulations
