Project based laboratory learning as an alternative learning model to improve sciences process skills and creativity of physic teacher candidate

Abstract

The Project Based Laboratory Learning (PjBLL) model is designed to improve the process skills and creativity of physics teacher candidates who meet practical and effective criteria. The model was developed using the Plomp design through the preliminary study, prototype stage, and assessment phase. The study design used one-group pretest-posttest design. The research subjects were 64 grade B and C physics students who were programmers in Unesa’s laboratory. Data is collected through assessment of expert validity, observation, tests, documentation, interviews, and questionnaires. Data is analysed using qualitative and quantitative descriptive statistics, N-gain and paired t-test. The results of the study show that: (1) the PjBLL model developed is included in practical category because the component model can be implemented in learning activities well, without significant constraints. (2) The PjBLL model developed is included in the effective category because the student’s process skills are improving in the medium criteria with an average N-gain of 0.58, students are able to produce creative products with a mean N-gain of 0.56, and students respond positively to the device and learning process. The implementation of the PjBLL model needs to be expanded to provide greater support for the practicality and effectiveness of the model. Based on the above, it can be concluded that the PjBLL model developed is practical and effective to improve the process skills and creativity of physics teacher candidates.

The Effectiveness of the Entrepreneurship MBKM Lecture Model: Alternatives to Improve Student Creativity Competencies during the Pandemic Covid-19

“…Student creativity data related to student portfolio results are obtained from the results of creative product assessments on three types of products, namely: business plan drafts, Table 2 shows that students are able to produce creative products well; because all aspects of creativity assessment include the relevance of the material to the MBKM topic, conformity with the standard format in the PkM guidebook, student accuracy in doing swot analysis, Strength, Weak, Opportunity, Thread and originality of creative ideas get a minimum assessment criteria of B+. Creative products in the Entrepreneurship MBKM lecture model can achieve a minimum score of B+ which is a good result through the independent process of students and their own study groups (Dwikoranto et al, 2018). By giving them responsibility in their learning process and continuous control, they will produce lecture products in accordance with the targets set at the beginning of the lecture .…”

The Validity of Concept Attainment With Multi Representation as an Alternative Learning Model to Improve Students' Mastery of Concepts and Scientific Consistency

“…Each validator gives an average rating of more than 9, with an overall average of 9.14, meaning that the validator assesses that the TPU is very valid, and according to the evaluation criteria on the validation instrument, the average value is included in the criteria very well. It means that the device developed is feasible to use (Nieveen & Folmer, 2013;Borich, 2011;Suyidno et al, 2017;Dwikoranto et al, 2019).…”

“…So, the average value of the three experts is 8.86 with the criteria that the value is very good. The three expert validators also stated that the prototype SAS Basic Concept of Elementary School Science developed was valid and feasible to use (Nieveen & Folmer, 2013;Suhandi & Wibowo, 2012;Suyidno et al, 2017;Dwikoranto et al, 2019).…”

Effectiveness of the Combination of Problem-Based Learning Models and Hybrid Learning Models to Improve Problem Solving Skills

“…Students are more confident in presenting their assignments in front of the class and expressing opinions, comments and suggestions, because students are already involved in online discussions. Students are guided by lecturers to carry out discussions to solve problems and develop solutions that can be implemented by seeking appropriate information (Dwikoranto et al, 2019). The PBL learning model can create a democratic, open and positive learning atmosphere to develop problemsolving skills (Mardi et al, 2021).…”