Design, Development and Evaluation of a Problem-Based With Cooperative Module on Scientific Creativity of Pre-Schoolers

Abstract

The purpose of this research was to design and develop a teaching and learning module using Problem-Based Learning and Cooperative Learning (PBL-CL) and evaluate its effects on scientific creativity of pre-schoolers. The module was developed using the ADDIE instructional design model which included five phases: Analysis, Design, Development, Implementation, and Evaluation. Formative evaluation was conducted to determine the reliability, content validity, pedagogical usability and pre-schoolers’ acceptability of the module, which involved five subject matter experts, 10 pre-school teachers, and 30 six-year-old pre-schoolers. The results of formative evaluation indicated an acceptable reliability, good content validity, high acceptability among the pre-schoolers, and high level of pedagogical usability. Finally, a pre- and post-test non-equivalent control group quasi experiment design was employed to determine the effects of the PBL-CL module. A total of 144 six-year-old pre-schoolers from three pre-schools were randomly assigned to PBL-CL group (n=72) and control group (n=72). The finding of Paired Sample T-test and Independent T-test established the effects of the PBL-CL module and would therefore represent a reliable, credible, and effective teaching and learning module for fostering scientific creativity among pre-schoolers. Keywords: ADDIE model, cooperative learning, teaching and learning module, pre-schoolers, problem-based learning, scientific creativity.

The Influence Of The Project-Based Learning Model On The Scientific Creativity Of Physics Education Undergraduate Students At Madura Islamic University

“…Student creativity will be maximized if students are given responsibility in their learning process (Ayas & Sak, 2018;Suyidno et al, 2017). Other researchers also expressed the same thing, stating that creativity must be supported by a good learning process, a good learning process if students can solve their own problems without any coercion from outside parties (Siew & Chin, 2018). To support a good learning process, one of the models used by teachers is more dominant in student activities (Wibowo, 2021).…”

“…Scientific creativity is a specific domain that is important for the progress of a nation. Individuals with scientific creativity are more capable of developing original, practical, and unique scientific ideas (Siew & Chin, 2018). Creative scientific ideas are built from extensive theoretical, technical, and experimental construction processes (Hu & Adey, 2002).…”

Is Scientific Creativity Possible in Early Childhood?

“…Early childhood studies on scientific creativity has shown that the Problem-Based Learning and Cooperative Learning (PBLCL) model can encourage children's scientific creativity (Siew et al, 2017;Siew & Chin, 2018). In another study involving children attending second and third grade, it was determined that the STEM program positively affected children's scientific creativity (Ece Genek & Doganca Kucuk, 2020).…”

“… When the studies are examined, it is seen that the use of the problem-based cooperative learning model in early childhood science teaching supports the scientific creativity of children (Siew & Chin, 2018). Similarly, studies conducted with older children show that problem-based activities can improve children's scientific creativity (Siew et al 2015).…”

“…In the problem-based learning process, preschool children use their imaginations as well as scientific knowledge to solve real-world problems. They also help each other learn new ideas based on their existing scientific knowledge through cooperative learning (Siew & Chin, 2018). In order to support the scientific creativity of children in early childhood, learning environments based on the problem-based cooperative learning model can be organized.…”