Teachers’ learning about research for enhancing students’ thinking skills in science learning

The Implementation of PBL Based on Blended Learning to Improve Students’ Creative Thinking in Physics Learning

“…The results of the hypothesis test show that the tcount is 3.843 with a significance of 0.001 <0.05 so that H0 is rejected, and Ha is accepted, this indicates are differences in students' creative thinking skills in the experimental class taught using the PBL based on blended learning and the control class taught using the conventional PBL model as shown in the table 3: When viewed per indicator of students' creative thinking skills, the results showed the post-test scores of the experimental and control classes had differences as shown in Figure 2: The data above shows that the fluency indicator has the highest score of 94 for the experimental class and 89.13 for the control class, while the lowest score is owned by the elaboration indicator with 66.5 for the experimental class and 44.02 for the control class. This shows that in creative thinking skills, students have been able to provide many ideas in solving a problem and work faster than others so the score for the fluency indicator is very good [6,7]. However, students are not yet capable enough to develop and detail an idea so the score for the elaboration indicator is still sufficient.…”

“…Physics is a subject that trains analytical, inductive, and deductive thinking skills in solving problems related to surrounding natural events [4]. Solving problems in learning physics, creative thinking skills are needed because through creative thinking, students can develop and find ideas or ideas related to views and concepts and emphasize aspects of thinking rationally [5][6][7]. Therefore, students can play a more active role in the problem-solving process needed in learning physics.…”