The design and construction of a learning material based on collaborative problem solving to develop system thinking in circuit electricity

Abstract

This study reports the design, development, and initial validation of collaborative problem solving based learning materials for dynamic electricity, targeting first-year physics teacher education students. The materials were developed using the ADDIE instructional design model and focus on building students’ systems thinking skills through structured inquiry and peer collaboration. Four expert validators assessed the materials and rated them as highly valid overall, with content and presentation receiving the maximum score and language rated as adequate. Following expert revision, the materials were implemented with 23 students. Learning gains were measured using normalized gain (N-gain), yielding a class average of 0.43, classified as moderate. While no student reached the high-gain category, 82.61% demonstrated moderate improvement and 17.39% showed low improvement. These findings indicate that learning materials based on collaborative problem solving can meaningfully support the development of systems thinking in introductory physics, though sustained implementation over multiple learning cycles is needed to reach higher levels of competency.