Fostering Scientific Creativity Through Feasibility Project-Based Learning in Undergraduate Physics
Abstract
Education plays a crucial role in building human resources. In the 21st century, a person is required to master four skills, one of which is creativity, as a response to the increasingly rapid development of technology towards a society 5.0. The development of a PjBL model combined with scientific creativity represents the innovation in this research. This study aims to enhance students' scientific creativity in introductory Physics 1 courses through a scientifically creative project-based learning model, which has been further developed and evaluated for its validity, practicality, and effectiveness. This research method is a developmental research process that comprises four phases: preliminary, development, validation, and implementation. The sample for this study consisted of 175 students. The practicality and efficacy of this study are assessed using student response questionnaires, test instruments, and implementation observation guidelines. Research findings: 1) validity, the validity results show that the research tools are valid and reliable; 2) practical, well implemented, and can be used for the learning process; 3) effective, can significantly improve the scientific creativity of undergraduate students at α = 5%, The typical n-Gain of learners falls within the high range, and the feedback from students regarding the learning experience is highly favorable. This study concludes that the SCPjBL model is an effective method for enhancing the scientific creativity of college students enrolled in introductory physics classes.
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DOI: https://doi.org/10.17509/jsl.v8i2.83225
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