Research Article
Comparative Analysis of Pre-Service Physics Teachers Project Results Based on Creative Thinking Skills in Blended Project Based Learning and Case Method in Mechanics
@INPROCEEDINGS{10.4108/eai.24-9-2024.2353265, author={Yanti Sofi Makiyah and Siti Nurdianti Muhajir and Nana Nana}, title={Comparative Analysis of Pre-Service Physics Teachers Project Results Based on Creative Thinking Skills in Blended Project Based Learning and Case Method in Mechanics}, proceedings={Proceedings of the 9th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2024, 24 September 2024, Medan, North Sumatera Province, Indonesia}, publisher={EAI}, proceedings_a={AISTEEL}, year={2024}, month={12}, keywords={project creative thinking skills blended-project based learning case method mechanics e-worksheet}, doi={10.4108/eai.24-9-2024.2353265} }- Yanti Sofi Makiyah
Siti Nurdianti Muhajir
Nana Nana
Year: 2024
Comparative Analysis of Pre-Service Physics Teachers Project Results Based on Creative Thinking Skills in Blended Project Based Learning and Case Method in Mechanics
AISTEEL
EAI
DOI: 10.4108/eai.24-9-2024.2353265
Abstract
Creative thinking skills (CTS) are one of the 21st-century skills that must be trained for pre-service physics teachers (PPT) as prospective professionals. The results of observations in the mechanics course show that PPT's CTS is still low, with an average score of 4 out of 20 in the less category. In addition, PPTs have never worked on project assignments, so they are not yet skilled at thinking creatively because previous learning only trained cognitive abilities C1-C4. One solution to train CTS is to apply the Blended-Project Based Learning (B-PjBL) model or case method (CM) using e-worksheets assisted by Wizer.me based on Google Sites to work on projects. The purpose of this study is to describe the comparison of PPT project results based on CTS in B-PjBL and CM and to determine PPT's perceptions of project assignments. The study used a mixed method with a sequential explanatory design. The population of this study was all PPT in the 2024/2025 academic year with a total of 483 PPT with the sample consisting of 2 classes with each class consisting of 38 PPT with purposive sampling. The instruments used were project observation sheets, CTS assessment rubrics, questionnaires, and interview questions. This study's data analysis consisted of qualitative and quantitative data analysis.
