Optimizing Students’ Questioning Skills in Wave Topics through Problem-Based Learning and the SETS Approach

This study aims to analyze the quantity and quality of students' questioning skills and their challenges when asking questions in class. This study uses a qualitative approach with a problem-based learning (PBL) model combined with the SETS (Science, Environment, Technology, and Society) approach, focusing on wave material. Data were collected from 22 students of grade XI.4 at a senior high school in Sumedang Regency, West Java. The quality of questions was measured based on the Revised Bloom's Taxonomy. The results showed that this method successfully encouraged student participation, with the number of students asking questions increasing from only one student to 12 students, with 30 questions over three meetings. However, 60% of the questions were still at a low cognitive level, while 40% had reached a higher level. This indicates that there is an increase in asking more in-depth questions. However, challenges in the classroom still arise, and many students are reluctant to ask questions because they fear being viewed negatively. This hinders their active participation. To overcome this, teachers must create a safe and supportive classroom environment so students feel comfortable asking questions without fear. Consistent guidance, motivation, and appropriate variations in learning methods/models are essential to increasing the quantity and quality of student questions.