Development of the Component Display Theory Model for Enhancing Problem-Solving Skills

Background/purpose. The application of learning models is expected to significantly promote the enhancement of students' problem-solving abilities through the development of interactive learning models. This study aims to (1) determine whether the Development of the Component Display Theory (CDT) Model is categorized as valid, practical, and effective and (2) assess whether the Development of the CDT Model can improve Problem-Solving Skills.

Materials/methods. The development of the CDT model was carried out through the 4-D model stages (Define, Design, Develop, Disseminate). Data collection instruments included test instruments, validation, and student response. Subsequently, data analysis techniques used included N-Gain test, response test, and practicality test of the students.

Results. The validation results by construction experts were 3.67 with a percentage of 91.67, categorized as "valid," and the content validation results had an average of 3.63 with a percentage of 90.67, also categorized as "valid." Student response results obtained an average score of 3.97 with a percentage of 79.41, falling within the "practical" category. Furthermore, the improvement in problem-solving skills achieved an N-Gain value of 0.48, categorized as "moderate" and "sufficiently effective," indicating that the developed CDT model meets the practicality criteria and is effective enough to enhance students' problem-solving abilities.

Conclusion. The conclusions of this study are (1) the developed CDT model is categorized as valid, practical, and effective, and (2) there is an improvement in problem-solving abilities of the students using the CDT model.

Keywords: Learning model, component display theory, problem solving, university students

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