A contextual semi assisted project-based learning (SA-PjBL) about ocean wave energy: Creative thinking of pre-service physics teachers

Abstract

One of the factors that have become an obstacle in the development of techno-logy to use ocean wave energy as a renewable energy source is the lack of human resources who have expertise in this field. Therefore, in the long term, it is necessary to introduce basic knowledge to the young generation about wave energy and other renew-able energies and even must equip them with important skills such as creative thinking skills. This study aims to introduce students to how to utilize ocean waves as renewable energy while at the same time developing student creative thinking skills through semi-assisted project-based learning. This type of research is weak experiment research with one group pretest-posttest design research. The research was conducted on 31 pre-service physics physics teachers who were taking environmental physics lectures at a teacher training university in West Nusa Tenggara. The performance appraisal data were analyzed descriptively while the test result data were analyzed using the N-gain and the Wilcoxon test. Based on the results of data analysis, it was obtained <g> = 0.725, which means that there was a high increase in students' mastery of the concept of using ocean waves as a renewable energy source. In addition, the results of the performance appraisal data (score > 3) indicated that at each stage of learning, students were provided with indicators of creative thinking skills with very satisfied categories. Therefore, it can be concluded that environmental physics lectures using semi-assisted project-based learning able to improve students' mastery of concepts and creative thinking skills.

The contribution of the ILESSI-DCF Model to promote creative thinking skills of Madrasah Aliyah (MA) students

“…Teachers do not know the right way to improve students' creative thinking skills in the learning process in class. The learning approach used to develop creative thinking skills is too difficult for students who have limited knowledge and creative thinking skills (Satriawan et al, 2021).…”

“…Interdisciplinary research is needed to target DCF cultural values accessible to students with the aim of analyzing the syntax of the ILESSI-DCF (Inquiry Lesson Based Ethno-Socioscientific Issue)-DCF model which can empower creative thinking skills. Most research on learning models that are implemented in creative thinking skills is still general in nature and does not identify every model syntax (Satriawan et al, 2021), so research on the contribution of each ILESSI-DCF Model syntax is important in empowering students' creative thinking skills simultaneously.…”

Improving Creative Thinking Skills In Marine Ecology In Developing Bioentrepreneurship

“…Providing creative thinking skills in science learning can make a positive contribution to personal, social, technological economic, and environmental development in facing challenges in this era of globalization (Diawati et al, 2017;Trnova, 2014) Creative thinking skills are one of the important key factors for overcoming various complex problems in the industrial era 4.0 (Santoso & Wulandari, 2020;Rif 'at et al, 2020;Zainuddin et al, 2020;Santoso and Wulandari, 2020;Rif'at et al, 2020;Zainuddin et al, 2020;Yanti et al, 2020). The goals of education in the 21st century must refer to sustainable development goals (SDGs), and must also provide the ability to analyze and synthesize social, economic, and environmental issues for now and in the future (Prabawani & Hadi, 2020;Satriawan et al, 2021;UNESCO, 2017).…”