Abstract
Developing students’ ability to solve physics problems remains a major challenge because many learners tend to focus on mathematical procedures while experiencing difficulties in interpreting scientific information, constructing solution strategies and evaluating their reasoning processes. This study investigated the effectiveness of integrating Scientific Reading-Based Authentic Assessment (AA-SR) into Problem-Based Learning (PBL) to enhance students’ physics problem-solving skills. A quasi-experimental study with a pretest-posttest control group design was conducted involving 57 tenth-grade students at an Islamic senior high school in Indonesia. The experimental group (n = 30) experienced PBL integrated with AA-SR through Scientific Reading Task, Authentic Task and Reflection and Feedback activities, while the control group (n = 27) received conventional PBL instruction. Data were collected using an essaybased physics problem-solving test assessing four indicators: understanding problems, planning solutions, carrying out solutions and evaluating results. The findings revealed that students who learned through AA-SR-integrated PBL achieved significantly higher problem-solving performance than those in the control group (p < 0.001). The greatest improvement was observed in understanding problems and planning solutions, indicating that scientific reading and authentic assessment activities supported students in developing accurate problem representations and systematic reasoning strategies. However, evaluation remained the most challenging aspect, highlighting the need for continuous reflective practice. These findings suggest that AA-SR provides an integrated instructional-assessment framework that enhances students’ cognitive and metacognitive processes in physics problem solving.
Keywords: Authentic Assessment, Metacognitive Skills, Problem-based Learning, Scientific Literacy, Scientific Reasoning.