A cognitive approach to problem solving recognizes that there are several different

types of knowledge a solver must possess, including knowledge of situations,

concepts, procedures, and strategies (de Jong & Ferguson-Hessler, 1996).
Situational knowledge refers to an awareness of common problem situations or
contexts that occur in a domain, which can help a solver recognize important
features and form a representation of the problem. Knowledge of how to recognize
relevant problem features and construct visualizations might be called problem-
state knowledge and representational knowledge (Dufresne, Leonard, & Gerace 1995).
Conceptual or �declarative� knowledge includes the major definitions, concepts, and
principles of a subject, whereas procedural knowledge includes actions appropriate
for solving problems in a particular domain. Strategic knowledge can include
general or domainspecific heuristics.

Some theories of cognitive skill acquisition outline a process by which a solver

first obtains factual, declarative knowledge about a topic, and then transforms
declarative knowledge into a procedural form by solving problems and viewing worked
examples (Anderson, 1987; Anderson, Greeno, Kline, & Neves, 1981). From these
initial problem solutions, a solver compiles a set of �production rules� similar to
conditional if-then statements useful for future problem solving.
Types of knowledge is not the only language for describing the cognitive
requirements of problem solving. Other terms include abilities, skills, or
processes. Mayer (1998) uses the term skill, distinguishing between three types:
skill, metaskill, and will. This idea is similar to Schoenfeld�s categories of
knowledge resources, control resources (monitoring and decision-making resources),
and belief systems which each influence problem solving behaviors (Schoenfeld,
1983).

Based on average value and hypothesis test shown that student�s PSA using PBL was
better than using Conventional. The result of this research resemblance also found
in previous studies. Dwi [7], get the value post test PSA for experimental class
was better than control class. And also research Goddess (2014) get the average
value of PSA using PBL was better than the average value of PSA using Conventional.
PSA increased in PBL model because students play an active role in the learning
process that requires students to think critically, be able to solve the problem,
and is directed at the abilities to participate [13,14]. PBL have a problem
authentic to train students in developing higher level thinking abilities of
students as in [2,6,8,16,17,22]. PBL motivated students to do research freely in
private and collaborate in groups [5]. In the conventional learning, students tend
to be passive in class, received only learning one direction and less confronted
with the problem that the student's independence in developing his own
understanding as in [15,23].

Based on hypothesis testing there was interaction between PBL and conventional
learning using SRL for increasing the student�s physics PSA. Influence SRL to
student�s physics problem solving on PBL class higher than on conventional learning
class. Interaction between PBL model using SRL result in increased interest and
enthusiasm for learning so that student�s Problem Solving abilities increase as in
[7,21,24]. Interaction between PBL and SRL provides an alternative potential to
develop higher-level thinking [12]. On PBL class, students who have above-average
SRL their PSA are better than students who have below average SRL. On conventional
class, students who have above-average SRL their PSA are same as students who have
below average SRL.

This is due to students who have above average SRL able to manage themselves in
preparing themselves in learning, maintain motivation, set goals, monitor progress,
and engage in self-reflection as in [1,9,10,20]. Students whose SRL is below the
average value PSA is low due to lack of diligent and persistent in solving a
problem, when they find difficulty in resolving a problem, despair and quickly gave
up and had a learning activity is low as in [10].
The Effect of Problem Based Learning (PBL) Model toward Student�s Creative Thinking
PBL is one of learning models designed primarily to help student�s develop their
thinking, problem-solving and intellectual abilities, learn the roles of adults by
experiencing them through simulated real situations, and become independent and
autonomous learners [2]. So, PBL model is able to grow high-order thinking skill
(HOTS). The essence of PBL model is learning based on problems that require
authentic and real investigation [1].
Constructive PBL models can make learners have high order thinking skills such as
critical thinking, problem solving, and creative thinking as in [4]. At the end of
the PBL process, it can be seen that student�s can identify and solve problems with
their own ideas and abilities that develop their creative thinking, one of the
higher order thinking skills as in [5].

PSA
It caused by PBL model that was characterized by the problems encountered in
everyday life then, student�s widen their knowledge about what was known and how to
solve problems in groups and collaborate each other in solving problems. When
student�s solved problems based on real events, they involved their thinking.
Student�s who were active in solving problem meant that PSA developed. PBL model
can foster PSA. Teachers educated and trained student�s to be proficient in solving
problems with the five indicators. Teachers should provide motivation and trained
systematic PSA of student�s [2].
This was due to the PBL process characterized by the problems encountered in daily
life, then student�s widen their knowledge of what was known and how to collaborate
in groups to solve problems. In line with [9] stated that learning approach used
real problems as a context to learn PSA and acquired essential knowledge and
concepts. This allowed student�s to exchange ideas, work together to solve problems
that can ultimately enhanced student�s physics PSA. In line Temel, Senar [24]
stated that PBL model had positive effect on student�s PSA thinking and
perceptions.

Based on these steps, it was clear that student�s played active role in learning
process. As stated by Goddess [25], it was clear that student�s were more active in
learning process which took place in the third and fourth steps,

The enhancement of PSA by using PBL model caused by 1) student�s were challenged by
the submission of contextual problems at the beginning of learning, 2) Interaction
with group members allowed student�s had turn to share information when they tried
to solve problem then indirectly PBL model implemented and enhanced good
communication among student�s [26]; 3) student�s tried to ask and discuss with
friends and teachers [7], 4) through the process of observing, questioning,
gathering information and communicating, the student�s built knowledge with
experience and prior knowledge 17, 5)