A contextual semi assisted project-based learning (SA-PjBL) about ocean wave energy: Creative thinking of pre-service physics teachers
Abstract
One of the factors that have become an obstacle in the development of techno-logy to use ocean wave energy as a renewable energy source is the lack of human resources who have expertise in this field. Therefore, in the long term, it is necessary to introduce basic knowledge to the young generation about wave energy and other renew-able energies and even must equip them with important skills such as creative thinking skills. This study aims to introduce students to how to utilize ocean waves as renewable energy while at the same time developing student creative thinking skills through semi-assisted project-based learning. This type of research is weak experiment research with one group pretest-posttest design research. The research was conducted on 31 pre-service physics physics teachers who were taking environmental physics lectures at a teacher training university in West Nusa Tenggara. The performance appraisal data were analyzed descriptively while the test result data were analyzed using the N-gain and the Wilcoxon test. Based on the results of data analysis, it was obtained <g> = 0.725, which means that there was a high increase in students' mastery of the concept of using ocean waves as a renewable energy source. In addition, the results of the performance appraisal data (score > 3) indicated that at each stage of learning, students were provided with indicators of creative thinking skills with very satisfied categories. Therefore, it can be concluded that environmental physics lectures using semi-assisted project-based learning able to improve students' mastery of concepts and creative thinking skills.
References
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Mumford, M. D. (2003). Where have we been, where are we going? Taking stock in creativity research. Creativity Research Journal, 15(2–3), 107–120. https://doi.org/10.1080/10400419.2003.9651403
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Rahardjanto, A., Husamah, & Fauzi, A. (2019). Hybrid-PjBL: Learning outcomes, creative thinking skills, and learning motivation of preservice teacher. International Journal of Instruction, 12(2), 179–192. https://doi.org/10.29333/iji.2019.12212a
Rizal, A. M., Ningsih, N. S., Sofian, I., Hanifah, F., & Sofian, I. (2019). Preliminary study of wave energy resource assessment and its seasonal variation along the southern coasts of Java , Bali , and Nusa Tenggara waters. Journal of Renewable and Sustainable Energy, 014502(11). https://doi.org/10.1063/1.5034161
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Satriawan, M., Liliasari, S., & Setiawan, W. (2019). Wave energy concept mastery relate on creative thinking skills of the pre-service physics teachers in environmental physics lectures. Journal of Physics: Conference Series, 1157(3). https://doi.org/10.1088/1742-6596/1157/3/032044
Satriawan, M., Liliasari, Setiawan, W., & Abdullah, A. G. (2020). Analysing of pre-service physics teachers critical thinking skills profile in ocean wave energy topic. Journal of Physics: Conference Series, 1521(2). https://doi.org/10.1088/1742-6596/1521/2/022041
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Uziak, J. (2016). A project-based learning approach in an engineering curriculum. Global Journal of Engineering Education, 18(2), 119–123. http://www.wiete.com.au/journals/GJEE/Publish/vol18no2/12-Uziak-J.pdf
Wijayati, N., Sumarni, W., & Supanti, S. (2019). Improving student creative thinking skills through project based learning. KnE Social Sciences, 2019, 408–421. https://doi.org/10.18502/kss.v3i18.4732
Yilmaz, C., & Turkmen, N. (2013). An investigation of the effect of project-based learning approach on children’s achievement and attitude in science. The Online Journal of Science and Technology, 3(2), 9–17.
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Zikra, M. (2017). Preliminary assessment of wave energy potential around Indonesia Sea. Applied Mechanics and Materials, 862, 55–60. https://doi.org/10.4028/www.scientific.net/AMM.862.55
Arreola, N. J., & Reiter-Palmon, R. (2016). The effect of problem construction creativity on solution creativity across multiple everyday problems. Psychology of Aesthetics, Creativity, and the Arts, 10(3), 287–295. https://doi.org/10.1037/a0040389
Assis, L. E., Beluco, A., & De Almeida, L. E. (2014). On the wave energy potential along the southern coast of Brazil. International Journal Of Energy and Environment, 5(2), 59–66.
Aydin, M. (2016). Exploring pre-service science teacher methods and strategies for the driving questions in research inquiry: From consulting an instructor to group discussion. International Journal of Environmental and Science Education, 11(5), 559–570. https://doi.org/10.12973/ijese.2016.404a
Billah, A., Khasanah, U., & Widoretno, S. (2019). Empowering higher-order thinking through project-based learning: A conceptual framework. AIP Conference Proceedings, 2194(December). https://doi.org/10.1063/1.5139743
Boss, S., Larmer, J., & Mergendoller, J. R. (2013). PBL for 21st century success: Teaching critical thinking, collaboration, communication, and creativity. Buck Institute for Education.
Bouquet, F., Bobroff, J., Fuchs-Gallezot, M., & Maurines, L. (2017). Project-based physics labs using low-cost open-source hardware. American Journal of Physics, 85(3), 216–222. https://doi.org/10.1119/1.4972043
Bryndin, E. (2019). Creative innovative higher education of researchers with flexible skills and synergy of cooperation. Contemporary Research in Education and English Language Teaching, 1(1), 1–6. https://doi.org/10.33094/26410230.2019.11.1.6
Cotter, K. N., Ivcevic, Z., & Moeller, J. (2020). Person-oriented profiles of originality and fluency in divergent thinking responses. Journal of Research in Personality, 86, 103941. https://doi.org/10.1016/j.jrp.2020.103941
Devkota, S. P., Giri, D. R., & Bagale, S. (2017). Developing 21st century skills through project-based learning in EFL context: challenges and opportunities. The Online Journal of New Horizons in Education, 7(1), 47–52. http://www.tojdel.net/journals/tojned/volumes/tojned-volume07-i01.pdf#page=54
Dinantika, H. K., Suyanto, E., & Nyeneng, I. D. P. (2019). Pengaruh penerapan model pembelajaran project based learning terhadap kreativitas siswa pada materi energi terbarukan. Titian Ilmu: Jurnal Ilmiah Multi Sciences, 11(2), 73–80. https://doi.org/10.30599/jti.v11i2.473
Ditjen EBTKE. (2013). Statistik EBTKE 2013. Direktorat Jenderal Energi Baru, Terbarukan, dan Konservasi Energi, Kementerian Energi dan Sumber Daya Mineral.
Dumas, D., & Runco, M. (2018). Objectively scoring divergent thinking tests for originality: A re-analysis and extension. Creativity Research Journal, 30(4), 466–468. https://doi.org/10.1080/10400419.2018.1544601
Goldstein, O. (2016). A project-based learning approach to teaching physics for pre-service elementary school teacher education students. Cogent Education, 3(1), 1–12. https://doi.org/10.1080/2331186X.2016.1200833
Gradaleva, E., & Polukhina, M. (2020). Development of a professional training course to enhance pjbl competencies of teachers at a technical university. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 1, 169. https://doi.org/10.17770/sie2020vol1.4810
Grivokostopoulou, F., Perikos, I., Konstantinos, K., & Hatzilygeroudis, I. (2015). Teaching renewable energy sources using 3D virtual world technology. 2015 IEEE 15th International Conference on Advanced Learning Technologies, 472–474. https://doi.org/10.1109/ICALT.2015.126
Guilford, J. P. (1967). The nature of human intelligence. McGraw-Hill.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Huynh, T., Hou, G., & Wang, J. (2016). Communicating wave energy: An active learning experience for students. American Journal of Engineering Education (AJEE), 7(1), 37–46. https://doi.org/10.19030/ajee.v7i1.9684
Kenett, Y. N., Levy, O., Kenett, D. Y., Stanley, H. E., Faust, M., & Havlin, S. (2018). Flexibility of thought in high creative individuals represented by percolation analysis. Proceedings of the National Academy of Sciences of the United States of America, 115(5), 867–872. https://doi.org/10.1073/pnas.1717362115
Kharkhurin, A. V., & Yagolkovskiy, S. R. (2019). Preference for complexity and asymmetry contributes to elaboration in divergent thinking. Creativity Research Journal, 31(3), 342–348. https://doi.org/10.1080/10400419.2019.1641687
Khoiri, N., Riyadi, S., Kaltsum, U., Hindarto, N., & Rusilawati, A. (2017). Teaching creative thinking skills with laboratory work. International Journal of Science and Applied Science: Conference Series, 2(1), 256. https://doi.org/10.20961/ijsascs.v2i1.16722
Kim, K. H. (2019). Demystifying creativity: What creativity isn’t and is? Roeper Review, 41(2), 119–128. https://doi.org/10.1080/02783193.2019.1585397
Li, J., Orlov, N., Wang, Z., Jiao, B., Wang, Y., Xu, H., Yang, H., Huang, Y., Sun, Y., Zhang, P., Yu, R., Liu, M., & Zhang, D. (2020). Flexible reconfiguration of functional brain networks as a potential neural mechanism of creativity. Brain Imaging and Behavior. https://doi.org/10.1007/s11682-020-00388-2
Maio, S., Dumas, D., Organisciak, P., & Runco, M. (2020). Is the reliability of objective originality scores confounded by elaboration? Creativity Research Journal, 32(3), 201–205. https://doi.org/10.1080/10400419.2020.1818492
Mumford, M. D. (2003). Where have we been, where are we going? Taking stock in creativity research. Creativity Research Journal, 15(2–3), 107–120. https://doi.org/10.1080/10400419.2003.9651403
Mumford, M. D., Martin, R., Elliott, S., & McIntosh, T. (2020). Creative failure: Why can’t people solve creative problems. The Journal of Creative Behavior, 54(2), 378–394. https://doi.org/10.1002/jocb.372
O’Mara, K. L., & Jennings, P. J. (2001). Innovative renewable energy education using the World Wide Web. Renewable Energy, 22(1–3), 135–141. https://doi.org/10.1016/S0960-1481(00)00048-3
Penalba, M., Cortajarena, J. A., & Ringwood, J. V. (2017). Validating a wave-to-wire model for a wave energy converter-part II: The electrical system. Energies, 10(7), 1–24. https://doi.org/10.3390/en10071002
Rahardjanto, A., Husamah, & Fauzi, A. (2019). Hybrid-PjBL: Learning outcomes, creative thinking skills, and learning motivation of preservice teacher. International Journal of Instruction, 12(2), 179–192. https://doi.org/10.29333/iji.2019.12212a
Rizal, A. M., Ningsih, N. S., Sofian, I., Hanifah, F., & Sofian, I. (2019). Preliminary study of wave energy resource assessment and its seasonal variation along the southern coasts of Java , Bali , and Nusa Tenggara waters. Journal of Renewable and Sustainable Energy, 014502(11). https://doi.org/10.1063/1.5034161
Romadhona, S., Mutmainnah, L., Wibowo, C., & Setiawati, T. C. (2020). “Assessment of coastal vulnerability index on potential agricultural land - CVI, Banyuwangi Regency.†E3S Web of Conferences, 142, 01002. https://doi.org/10.1051/e3sconf/202014201002
Sasson, I., Yehuda, I., & Malkinson, N. (2018). Fostering the skills of critical thinking and question-posing in a project-based learning environment. Thinking Skills and Creativity, 29, 203–212. https://doi.org/10.1016/j.tsc.2018.08.001
Satriawan, M., Liliasari, S., & Setiawan, W. (2019). Wave energy concept mastery relate on creative thinking skills of the pre-service physics teachers in environmental physics lectures. Journal of Physics: Conference Series, 1157(3). https://doi.org/10.1088/1742-6596/1157/3/032044
Satriawan, M., Liliasari, Setiawan, W., & Abdullah, A. G. (2020). Analysing of pre-service physics teachers critical thinking skills profile in ocean wave energy topic. Journal of Physics: Conference Series, 1521(2). https://doi.org/10.1088/1742-6596/1521/2/022041
Scheffer, M., Baas, M., & Bjordam, T. K. (2017). Teaching originality? Common habits behind creative production in science and arts. Ecology and Society, 22(2), art29. https://doi.org/10.5751/ES-09258-220229
Uziak, J. (2016). A project-based learning approach in an engineering curriculum. Global Journal of Engineering Education, 18(2), 119–123. http://www.wiete.com.au/journals/GJEE/Publish/vol18no2/12-Uziak-J.pdf
Wijayati, N., Sumarni, W., & Supanti, S. (2019). Improving student creative thinking skills through project based learning. KnE Social Sciences, 2019, 408–421. https://doi.org/10.18502/kss.v3i18.4732
Yilmaz, C., & Turkmen, N. (2013). An investigation of the effect of project-based learning approach on children’s achievement and attitude in science. The Online Journal of Science and Technology, 3(2), 9–17.
Zhu, Y. M., Luo, Z. R., Lu, Z. Y., & Shang, J. Z. (2017). Modeling and experiment of a novel micro wave energy converter. Applied Mechanics and Materials, 863, 175–182. https://doi.org/10.4028/www.scientific.net/AMM.863.175
Zikra, M. (2017). Preliminary assessment of wave energy potential around Indonesia Sea. Applied Mechanics and Materials, 862, 55–60. https://doi.org/10.4028/www.scientific.net/AMM.862.55
Authors
Satriawan, M., Liliasari, L., Setiawan, W., Abdullah, A. G., & Rosmiati, R. (2021). A contextual semi assisted project-based learning (SA-PjBL) about ocean wave energy: Creative thinking of pre-service physics teachers. Momentum: Physics Education Journal, 5(2), 132–141. https://doi.org/10.21067/mpej.v5i2.5172
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