Implementation of project-based learning to enhance the creativity of prospective physics teachers in generating learning media viewed from cognitive styles

Abstract

Cognitive style is related to information processing and individual preferences for engaging in the learning process. Therefore, it is crucial to consider the role of cognitive styles-field dependent (FD) and field independent (FI)-as a foundation for implementing a specific learning model in the classroom. This study aims to examining the significant role of cognitive styles, specifically FD and FI, in the context of implementing Project-based Learning (PjBL) for Prospective Physics Teachers (PPT) in generating learning media. The research employed a quantitative approach utilizing an experimental design known as the one-group pretest-posttest design. The study focused on a sample of 40 PPTs from a university located in Mataram City, Indonesia. The two main instruments used in data collection for this research were the Group Embedded Figures Test (GEFT) and the student creativity observation sheet, where the results of both were analyzed descriptively and statistically. The results of the study indicated that the creativity of PPT improves for all cognitive styles after the intervention of the PjBL model. However, the extent of creativity improvement differs for each cognitive style, FD and FI. The PPTs who possess a cognitive style characterized as FD tend to exhibit a more pronounced enhancement in creativity when compared to those who possess an FI cognitive style. The most fundamental finding of the study is that the PjBL model is more suitable for implementation among PPTs with an FD cognitive style in the context of enhancing creativity in generating learning media. © 2024 Conscientia Beam. All Rights Reserved.

Keywords

Author Keywords

Project-Based Learning Creativity learning media Cognitive style Field dependent Field independent Prospective physics teachers

Index Keywords

Author Affiliations

Department of Physical Education, Mandalika University of Education, Mataram, Indonesia

Department of Physical Education, University of Mataram, Mataram, West Nusa Tenggara, Indonesia

Funding & Acknowledgements

Universitas Mataram, UNRAM

Grant: 2649/UN18, L1/2020

Funding: This research is supported by the University of Mataram, Indonesia (Grant number: 2649/UN18.L1/2020). Institutional Review Board Statement: The Ethical Committee of the University of Mataram, Indonesia has granted approval for this study (Ref. No. 2649/UN18.L1/ETIK/2020). Transparency: The authors state that the manuscript is honest, truthful, and transparent, that no key aspects of the investigation have been omitted, and that any differences from the study as planned have been clarified. This study followed all writing ethics. Data Availability Statement: The corresponding author can provide the supporting data of this study upon a reasonable request. Competing Interests: The authors declare that they have no competing interests. Authors\u2019 Contributions: All authors contributed equally to the conception and design of the study. All authors have read and agreed to the published version of the manuscript.

Universitas Mataram, UNRAM

Funding: This research is supported by the University of Mataram, Indonesia (Grant number: 2649/UN18.L1/2020). Institutional Review Board Statement: The Ethical Committee of the University of Mataram, Indonesia has granted approval for this study (Ref. No. 2649/UN18.L1/ETIK/2020). Transparency: The authors state that the manuscript is honest, truthful, and transparent, that no key aspects of the investigation have been omitted, and that any differences from the study as planned have been clarified. This study followed all writing ethics. Data Availability Statement: The corresponding author can provide the supporting data of this study upon a reasonable request. Competing Interests: The authors declare that they have no competing interests. Authors\u2019 Contributions: All authors contributed equally to the conception and design of the study. All authors have read and agreed to the published version of the manuscript.

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Implementation of project-based learning to enhance the creativity of prospective physics teachers in generating learning media viewed from cognitive styles

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