Analysis of Students' Problem-Solving Skills in Work and Energy Based on Gender

This study analyzes students’ problem-solving skills on Work and Energy using a quantitative descriptive design, profiling performance across five indicators without causal claims. Participants were 85 students from SMA Negeri 1 Barru, South Sulawesi (30 males, 55 females) who answered five essay items scored on useful description, physics approach, specific application, mathematical procedure, and logical progression. Overall means were 57.73 (females) and 60.73 (males); an independent t-test showed p = .333 > .05 with Cohen’s d = 0.22 (small), indicating no meaningful overall difference. By indicator, ANOVA showed no gender differences (α > .05) except for logical progression (p = .029). While males tended to score higher on logical progression, females slightly exceeded males on other indicators, and overall performance fell in the moderate category. These results can guide teachers to design learning that targets specific indicator weaknesses and integrated with structured scaffolds so both genders can strengthen the coherence and final check their solutions.