PBL Model Experiment with Character Value Approach to Improve Cognitive, Affective, and Psychomotor Competencies in Physics Learning

International Journal of Multidisciplinary Approach Research and Science E-ISSN 2987-226X P-ISSN 2988-0076 Volume 3 Issue 01, January 2025, Pp. 295-306 DOI: https://doi.org/10.59653/ijmars.v3i01.1432 Copyright by Author PBL Model Experiment with Character Value Approach to Improve Cognitive, Affective, and Psychomotor Competencies in Physics Learning Syamsuriana Basri1*, Misykat Malik Ibrahim2, Yuspiani 3, Muhammad Shabir U4 Maros Muslim University, Indonesia1 State Islamic University of Alauddin Makassar, Indonesia2 State Islamic University of Alauddin Makassar, Indonesia3 State Islamic University of Alauddin Makassar, Indonesia4 Corresponding Email: * Received: 27-12-2024 Reviewed: 10-05-2025 Accepted: 28-01-2025 Abstract This study aims to examine the effectiveness of Problem-Based Learning (PBL) model integrated with character values on improving students' cognitive, affective, and psychomotor competencies in physics learning. The research was conducted using One Group PretestPosttest experimental design on class X students at SMAN 1 Jeneponto, South Sulawesi. Data were collected through cognitive tests, psychomotor observation sheets, and affective questionnaires. The results of the analysis showed that the application of PBL-NK model significantly improved all three aspects of student competence. The highest average score was achieved in the psychomotor aspect (86.5), followed by the cognitive (84.6) and affective (80.5) aspects. This improvement was proven through paired t-test with significant results on all variables (p < 0.05). These findings indicate that PBL-NK not only improves the understanding of physics concepts, but also supports the formation of student character in accordance with the Pancasila Student Profile. This model proves to be relevant in answering the challenges of 21st century education through the integration of competency-based learning and character values. It is recommended that teachers receive special training to apply this model, and the development of PBL-NK-based teaching materials is carried out to support the implementation of Merdeka Curriculum in various subjects. Keywords: Problem-Based Learning, character values, cognitive, affective, psychomotor Introduction 21st century learning demands an approach that not only focuses on cognitive aspects, but also involves affective and psychomotor aspects. In the context of physics learning, conventional approaches are often only oriented towards knowledge transfer or teachers focus on improving cognitive abilities only, without paying attention to the development of critical 295 International Journal of Multidisciplinary Approach Research and Science thinking skills, attitudes, and practical skills (psychomotor and affective aspects). This leads to low student learning outcomes that cover all three domains. Therefore, it is necessary to innovate learning models that are able to integrate the three aspects of competence holistically. Teachers are very important in choosing the right learning model to achieve learning objectives and follow the curriculum (Mariani et al., 2025). Some previous researchers studied the Problem Based Learning (PBL) model, so this learning model is an effective learning model in improving students' critical thinking skills and problem solving abilities. However, in some previous studies, there have not been many studies that adopt PBL integrated with character values to form a Pancasila learner profile according to local needs and global challenges, and in accordance with the Merdeka Curriculum which is the curriculum implemented in Indonesia. Therefore, it is very important for educators and educational practitioners to explore more deeply the potential of the Problem Based Learning (PBL) model which not only focuses on cognitive problem solving, but also integrates character values relevant to the Pancasila learner profile. With the implementation of the Merdeka curriculum, which emphasizes learning that is more contextual, innovative, and based on developing competencies as a whole, PBL integrated with character can be an effective solution to overcome educational challenges in the 21st century. This approach is expected to improve the quality of physics learning, strengthen critical thinking skills, and form the attitudes and practical skills needed by students to face global challenges and still appreciate local wisdom. In addition, this learning model can also have a positive impact on the wider community, because it does not only focus on academic learning outcomes, but also on character building that reflects the noble values of the Indonesian nation. Psychomotor aspects refer to physical skills that involve body movements in performing a task or activity. In the context of physics education, psychomotor includes practical skills such as laboratory experiments, the use of physics tools, and other motor skills that support the understanding of physics concepts. The application of psychomotor aspects in physics learning can help students not only understand the theory, but also master practical skills that are useful in everyday life. Meanwhile, affective aspects are related to the development of students' emotional attitudes and values (Anderson & Krathwohl, 2001). According to the Pancasila learner profile, education must form learners who have a positive attitude, this is illustrated in the Pancasila Learner Profile which is an ideal description of the character of Indonesian learners who are expected to be able to face global challenges without forgetting the nation's identity and culture. The main elements in the Pancasila learner profile include six main characters. First, Believing, Fearing God Almighty, and Having Noble Character, namely learners who have strong spiritual beliefs, perform worship well, and show respect, honesty, and care for others. Second, Global Diversity, which is the ability to appreciate diversity, understand other cultures, and uphold national values. Third, Gotong Royong, reflecting the spirit of cooperation, solidarity, and care in solving common problems. Fourth, Independent, i.e. learners who are able to take responsibility for their learning process, think critically, and make wise decisions. Fifth, Critical Reasoning, which includes the ability to analyze, evaluate, and solve problems logically and creatively. Sixth, Creative, which is learners who are able to generate new, 296 PBL Model Experiment with Character Value Approach to Improve Cognitive, Affective, and Psychomotor Competencies in Physics Learning innovative, and relevant ideas to the needs of society. By developing these elements, learners are expected to become individuals who are not only academically intelligent, but also have noble character according to the values of Pancasila. Psychomotor and affective integration in accordance with the Pancasila learner profile will form learners who are not only intellectually intelligent, but also have (...truncated)