https://journal.unwira.ac.id/index.php/MAGNETON <p style="text-align: justify;">Magneton: Jurnal Inovasi Pembelajaran Fisika is a scientific periodical managed by the Physics Education Study Program, Faculty of Teacher Training and Education Widya Mandira Catholic University which is published 2 times a year or every 6 months, namely January and July. Magneton: Jurnal Inovasi Pembelajaran Fisika has an ISSN number (online) <a href="https://issn.brin.go.id/terbit/detail/20230118121936845" target="_blank" rel="noopener">2985-5764</a> based on the ISSN Decree 29855764/II.7.4/SK.ISSN/02/2023. Magneton: Jurnal Inovasi Pembelajaran Fisika uses a Double-blind review process containing articles on research results in the field of physics education, theory development, and thoughts of practitioners engaged in physics education. The focus and scope of Magneton: Jurnal Inovasi Pembelajaran Fisika are Physics learning innovation; Physics learning methods, models, and approaches; Physics learning media; ICT in Physics learning; Physics learning evaluation and assessment; Ethnophysics. The results of research, theory development, and the thoughts of practitioners published in this journal come from lecturers with a background in science, especially physics education, science and physics teachers, students, and alumni of the Physics Education Study Program at FKIP Widya Mandira Catholic University as well as research results from teachers and other researchers.</p> Program Studi Pendidikan Fisika Universitas Katolik Widya Mandira en-US MAGNETON: Jurnal Inovasi Pembelajaran Fisika 2985-5764 https://journal.unwira.ac.id/index.php/MAGNETON/article/view/4626 <p>Mastering problem-solving is one&nbsp;of the crucial skills for thriving in the 21st century. This study investigates the profile of problem-solving skills on mechanical wave&nbsp;content&nbsp;after learning through Problem-Based Learning (PBL) assisted by liveworksheets.&nbsp;The research was designed using the R&amp;D method with the 4D model encompassing the Define to Disseminate stages. The limited trial involved 70 twelfth-grade students, while the field test included 33 eleventh-grade students. The participants were selected using a cluster random sampling technique. The analysis included assessments of instrument validity and reliability, the effect on problem-solving skills, and the profile of students’ skills. The results showed that the problem-solving skills instrument used had validity and reliability in the high enough category. The results showed that the problem-solving skills instrument used had validity and reliability in the high enough category. The overall scores for the problem-solving skill indicators increased, ranging from poor to excellent category. The scores for each indicator were as follows: 89,39 for problem comprehension; 75,38 for designing the problem-solving procedure; 85,61 for executing the procedure; and 85,23 for evaluating the overall problem-solving process. These results suggest that the use of the PBL assisted by liveworksheets has a positive impact on problem-solving. Consequently, this study emphasizes the potential of integrating the PBL model with digital technology as an alternative instructional approach to enhance problem-solving.</p> Alfiani Syarifatul Ajri Nisya Indriyanti Irawan Riki Perdana Copyright (c) 2025 Alfiani Syarifatul Ajri, Nisya Indriyanti Irawan, Riki Perdana https://creativecommons.org/licenses/by-nc-sa/4.0 2025-07-16 2025-07-16 3 2 72 83 10.30822/magneton.v3i2.4626