The Effects of Blended Learning and Project-Based Learning on Pre-Service Biology Teachers’ Creative Thinking Skills through Online Learning in the Covid-19 Pandemic

• Main Authors: Y. Yustina, W. Syafii, R. Vebrianto
• Format: Article
• Language: English
• Published: Universitas Negeri Semarang 2020-09-01
• Series: Jurnal Pendidikan IPA Indonesia
• Subjects: biology learning; blended learning; project-based learning; creative thinking
• Online Access: https://journal.unnes.ac.id/nju/index.php/jpii/article/view/24706
• ISSN: 2339-1286; 2089-4392

The purpose of this study was to analyze the effect of Blended Learning (BL) and Project-Based Learning (Pj-BL) on the pre-service teachers’ creative thinking in learning biology. This type of research is a quasi-experimental study with 76 biology education students as research subjects. In its implementation, the experimental class was taught using the BL and Pj-BL approach, the control class is conventional class. The parameters are creative thinking with 4 indicators. Data was collected using pretest and posttest assessments. Data is presented and analyzed descriptively. The results of the study were overall the average score of creative thinking of pre-service teachers in the experimental class was 91 with an N-gain index of 0.62, higher than in the control class (76) with an N-gain index of 0.51. From the results, it could be concluded that Blended Learning and Project-Based Learning are quite influential in increasing the creative thinking ability of pre-service biology teachers, and BL and Pj-BL is quite more effective than conventional in increasing the pre-service teachers’ creative thinking in biology learning.