Abstract
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.
Highlights
WHO (World Health Organization) China Country Office reports a case of pneumonia with unknown etiology in Wuhan City, Hubei Province, China
In carrying out this research, it is known that some research results from the implementation of the biology learning process in the experimental class uses Blended Learning (BL) and Project-Based Learning (Pj-BL) while the control class uses conventional learning
The lowest average score is the ability of elaborative thinking is 33, lower than the average score of 43 in the original thinking ability, but in the BL and Pj-BL group both the ability of original and elaborative thinking respectively with an average score of 43
Summary
WHO (World Health Organization) China Country Office reports a case of pneumonia with unknown etiology in Wuhan City, Hubei Province, China. It has been found that pneumonia is a new type of coronavirus (coronavirus disease, COVID-19). The university takes intensive steps to prevent and protect all pre-service teachers and staff members from highly contagious diseases. Faculty members are already in the process of transitioning to an online teaching platform (Sahu, 2020). The COVID-19 pandemic is a wellbeing emergency above all else. Numerous nations (fittingly) choose to close schools and colleges. Extreme transient disturbance is felt by numerous families around the globe for which there is no model to anticipate it (Ivanov, 2020)
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