Characteristics and practicality of problem-based project learning to improve process and product performances of prospective physics teachers

Abstract

This study aims to describe the characteristics and practicality of a problem-based project learning model to improve process performance and product performance of prospective physics teachers. The problem-based project learning (PBPL) model uses the design of the Plomp. The trial subjects are the PBPL model and the Unesa laboratory physics course students. The trial used a one-group pretest-posttest design. The data were collected using theoretical and empirical study sheets, observation sheets for the implementation of the Lecture Program Unit (LPU) PBPL Model, an instrument for student learning material readability assessment sheets, an instrument for Student Activity Sheet (SAS) readability assessment sheets, an instrument for observing field constraints during learning process. The data were analyzed descriptively by calculating the percentage and proportion then looking at the category group. Data analysis used quantitative descriptive statistics. The results showed: 1) The characteristics of the developed model have: syntax consisting of 5 steps, supported by a solid theoretical foundation, specific learning environment, and specific learning objectives. 2) The model developed is included in the practical category in terms of: (a) The implementation of the model with implemented criteria; (b) Students are active in learning physics using the PBPL model; (c) small and insurmountable learning constraints. It is concluded that the PBPL model developed has certain characteristics and is practical to improve process performance and product performance of prospective teachers.