Biosfer: Jurnal Pendidikan Biologi

Problem solving and creativity skills are very important skills for students to face global challenges. This study aims to analyze the effect of the Hybrid project-based learning (HPBL) learning model on students' problem-solving skills and creativity. This research used a pretest-posttest non-equivalent control group design. The experiment was conducted March to October 2022. The essay test of problem-solving and creativity was applied to measure students' problem-solving skills and creativity. Data collection in this study was carried out using Google Form, Google Classroom, Google meet, and WhatsApp. Data analysis using SPSS version 23 software. The analysis of covariate (ANCOVA) analysis results showed that HPBL affected problem-solving skills and student creativity with a value of p<0.005. The least significant difference (LSD) result was significantly different in improving problem-solving skills and creativity. The HPBL class gained the highest posttest score. Therefore, HPBL could be applicable to improve problem-solving skills and student creativity.


INTRODUCTION
Problem solving skills are basic skills in critical, logical, and systematic thinking.The era of globalization requires students to be able to solve complex problems.Problem solving skills are very crucial for a better life.In addition, the 21st century learning curriculum must be oriented to student productivity, innovative, effective, and creativity (Saipul, Kamid, Muslim, & Huda, 2020;Purwandari, Supriyatin, & Ristanto, 2022).Problem solving is an analytical process used to describe the solution to a problem, so that in the process it raises complex thoughts (Septian, & Aulia, 2021;Hidayati, Idris, & Handayani, 2022).Problem solving skills are skills in solving problems by producing effective solutions (Ocak, Doğruel, & Tepe, 2021).Problem solving skills are an important asset for students to face challenges in modern times (Tendrita, Azzajjad, & Ahmar, 2022;Khoiriyah, & Husamah, 2018).Problem solving skills involve students in identifying and finding appropriate solutions (Akat & Peker, 2021).
Problem solving skills consist of define and understand the problem, devising a plan, carrying out the plan, and looking back (Polya, 1973).Understanding the problem is the extraction and assimilation of information, and the determination of the purpose of the problem.Problem identification is needed to find a solution to a problem.Devising a plan, gathering facts to make a connection between problems.Designing a plan or strategy to find relevant solutions.Carrying out the plan, solving problems according to plan to produce solutions.Looking back, re-checking all the steps that have been taken.The right plan or strategy can help in solving a problem (Afacan, & Kaya, 2022).In addition, inquiry and inner-talk activities also help students to practice problem solving skills (Akat & Peker, 2021).
Problem solving is very important in teaching and learning environments (Yurtseven, R., Akkaş & Ocak, 2021).In fact, the observation results show that students' problem-solving skills have not been maximized in learning.Students are still unable to identify problems, and evaluate the results of the solutions provided.The observation results are in accordance with the results of relevant research regarding the low problem-solving skills of students in learning (Modok, Budiretnani, & Nurmilawati, 2021;Özenç, & Çarkıt, 2021).Problem solving skills are interconnected with student creativity (Guaman-Quntanilla, et al., 2023).So that the low problem-solving abilities of students will have an impact on creativity in thinking (Demirhan & Sahin, 2021).
Creativity is a high-level thinking skill that must be possessed for a better life.In the world of work success can be achieved through knowledge, innovation, productivity, competitiveness and creativity (Radovan, 2019;Ernawati, et al., 2023).Knowledge triggers the emergence of creativity in problem solving (Star et al., 2022;Amanda, et al., 2021).Modern creativity has experienced an expansion of meaning, from aesthetics to the discovery of innovative ideas (Cropley, 2011).Creativity requires knowledge and effort.Knowledge that refers to advertising development is intellectual, procedural, and technical (Runco, 2004;Greenstein, 2012).
Aspects of student creativity that can be developed through learning are curiosity, fluency, originality, elaboration, flexibility, and divergent thinking (Greenstein, 2012).Curiosity is the beginning of a deeper cognitive development (Özkan & Topsaka, 2020).Curiosity can be manifested by investigative activities, asking questions, and searching for deeper meanings.Fluency in science can be interpreted as fluency in finding innovative ideas.Originality is the discovery of new ideas.Elaboration is an idea that adds supporting facts.Flexibility is an idea that shows the possibilities that exist.Meanwhile, divergent thinking gives students the freedom to combine ideas in solving problems.Student creativity can be assessed using rubrics, self-assessment, and observation (Greenstein, 2012;Leiki & Elgrably, 2022).Student creativity in learning plant anatomy and physiology is still rarely disclosed.Plant anatomy and physiology have conceptual material characteristics.So that learning is still focused on understanding the material.Though creativity in thinking needs to be developed in this lecture.
Creativity is interpreted as an interaction with the environment through thoughts, personal traits, motivations, and feelings.This interaction will bring up new or innovative ideas (Al-Ababneh, 2020).Learning that can facilitate student interaction is a Hybrid project-based learning (HPBL).The combination of offline and online project learning makes time more effective (Ilma et al., 2022).Online learning not only provides knowledge but is able to develop students' skills and attitudes (Kondratavičienė, 2019;Burkšaitienė & Selevičienė, 2017).
Project-based learning can increase problem-solving skills (Kartini, Widodo, Winarno, & Astuti, 2021;Nurdianysah, & Makiyah, 2021) and student creativity (You, 2020;Ummah, In'am, & Azmi, 2019).Currently, project-based learning is being innovated with technology in a hybrid way (Rugh, Beyette, Capraro, & Capraro, 2021).Hybrid project-based learning (HPBL) is a new breakthrough to develop students' higher order thinking skills in learning (Rahardjanto, Husamah, & Fauzi, 2019;Rugh, Beyette, Capraro, & Capraro, 2021).HPBL applies a hybrid pattern, namely online and offline learning.HPBL is intended to overcome the problem of using a long time in project learning.Project learning often takes a long time to complete a project on one topic (Li et al., 2020).However, project-based learning provides authentic memory for students in understanding concepts when combined with technology (Mckibben, & Murphy, 2021).HPBL makes it easy for students to understand a concept (Martin, et al., 2021) and is able to empower problem solving skills (Chen, & Chang, 2021).
The HPBL model is implemented in plant anatomy and physiology courses.In this study, the HPBL model was carried out on the physiological processes of plant growth and development, transportation systems, movement of water, minerals, and nutrients, as well as solutions in plants, the difference between light and dark reactions of photosynthesis.Based on the results of observations of students less actively participate in learning with discussion and lecture methods.In addition, the material covered in plant anatomy and physiology is difficult and complex (Fernández-González, & Franco-Mariscal, 2021;Nuraida & Nisa, 2017).The implementation of the HPBL model is expected to be able to be actively involved in learning and be able to improve students' problem-solving skills and student creativity.Therefore, this study will examine the effect of the Hybrid-project based learning (HPBL) model on students' problem-solving skills and student creativity.

Research Design
The research design used a pretest-posttest non-equivalent control group design (Table 1).Table 1 shows that the research design used quasi-experimental research.The control class uses direct instructions, while the experimental class uses the HPBL learning model.The pretest is given at the beginning of learning before the class is given treatment.Then after the implementation of HPBL and DI learning students were given a posttest regarding problem solving skills and creativity.

Population and Samples
The population in this study were students of biology education at the Department of Biology, Faculty of Teacher Training and Education, Universitas Borneo Tarakan.The sample in this study were 48 students who took the course in Plant Anatomy and Physiology.Samples were selected based on the results of the equivalence test.The number of students in the experimental class was 24, and the control class was 24.The control class uses direct instructions (Dignath, & Veenman, 2020).While the experimental class uses the HPBL model (George Lucas Educational Foundation, 2007;Hugerat, 2016).Learning activities in the experimental class were carried out in a hybrid, face-to-face meeting for 9 times, and online for 5 times.This study was conducted from March to October 2022.

Instrument
The instrument to measure problem-solving skills and student's creativity was an essay test consisting of 5 items.It had been validated through a reliability test of Pearson's product-moment and Cronbach's Alpha.The validity and reliability test results indicated that all test items were valid and reliable.The problem-solving skilss asessment consist of define and understand the problem, devising a plan, carrying out the plan, and looking back (Polya, 1973).The student's creativity assessment consists of 6 aspects: curiosity, fluency, originality, elaboration, flexibility, and divergent thinking (Greenstein, 2012).The problem-solving skills and student creativity essay test instrument has met the requirements 95% degree of trust.The problem-solving essay test instrument was valid 0.713 and reliable 0.722.The student creativity essay test instrument was valid 0.680 and 0.753.

Procedure
This research was conducted for one semester in plant anatomy and physiology lectures.The development of HPBL-based learning tools is carried out first, before implementing them in class.The experimental class implemented the HPBL model with stages namely 1) formulating essential questions; 2) make a project plan; 3) arranging a schedule; 4) monitor student and project progress; 5) assessment of results; 6) evaluation of experience.Lectures are held in a hybrid manner (a combination of online and offline).In hybrid learning facilitated by Google Classroom, Google meet, Google form, and WhatsApp group.Whereas in the control class using the direct instruction model with the stages namely 1) conveying learning objectives and preparing students; 2) demonstrate knowledge and skills; 3) guiding the training; 4) check understanding and provide feedback; 5) provide opportunities and follow-up training.Control class learning is done face to face (Figure 1).

Data Analysis Techniques
The data collection technique was carried out by giving a pretest before the learning process with the HPBL model and a posttest after the learning was over.Problem-solving skills and student creativity was measured using a rubric with the highest scores being 4 advanced categories, 3 professional categories, 2 basic categories, and 1 beginner category.Data were analyzed using the ANCOVA test with SPSS version 23.

RESULTS AND DISCUSSION
The results of the normality and homogeneity prerequisite tests on problem-solving skils and student creativity data Based on Table 2 it is known that the problem-solving skills and students' creativity data has been normally distributed and homogeneous.The results of testing the hypothesis regarding the effect of the HPBL model on problem-solving skills Table 3. Table 3 shows the differences in learning models F count 30.695 with p-value 0,000 value p <  (= 0.05.Therefore, the hypothesis that the learning model affects students problem-solving skills is accepted.Then the LSD test was carried out, and the results can be seen in Table 4. Table 5 shows that the corrected mean of the HPBL class has a higher score than the DI class.Based on the results, the HPBL class had the highest mean score, and all the mean scores are presented in Figure 2. Figure 2 shows that the highest aspects are define and understand the problem, devising a plan, and carrying out the plan.The highest average is in the HPBL class.In the DI class, all aspects of problem solving have not been facilitated properly.This is because students only conduct discussions and presentations.Aspects of define and understand the problem can be seen when students are able to understand a problem and identify problems and explain influencing factors (Figure 3).

Figure 3. Students' answers in aspect of define and understand the problem
Define and understand the problem is a basic component in problem solving.In finding solutions, problems need to be arranged systematically.Systematic preparation can start from understanding a problem and being able to identify problems that occur (Yeong, 2021).To help students understand a problem, it can be started by presenting a problem through pictures or other illustrative schemes for students (Powell, Berry, Benz, Forsyth, & Martinez-Lincoln, 2017).Understanding a problem is part of higher-order thinking so it needs proper instructions to initiate it (Rumahtalu & Sangur, 2019;Yang, Gong, Saldivia, Cayton-Hodges, & Agard, 2021).In addition, Yang, Gong, Saldivia, Cayton-Hodges, & Agard, (2021) explain that a good understanding of a problem helps students find solutions.In this study, devising a plan was categorized as very good.This can be seen when students develop strategies in finding solutions (Figure 4).learning students are given the freedom to flash back on projects that experience obstacles or fail.From an obstacle, students will be stimulated to think more deeply to conduct analysis (Yang, Skelcher, & Gao, 2021).Analysis of a constraint involves carrying out the plan.Students accurately identify problems that arise in the implementation of project activities.In project-based learning students will become indepth investigators (Larmer, Mergendoller, & Boss, 2015).In carrying out or executing the plan generate a solution, students are able to recognize the needs used for implementing the solution and make the right solution in solving the problem.Recognition of the need for solution implementation can be done by obtaining information from a literature review or asking an expert.The process of extracting information is an attempt to obtain tentative answers that are combined with knowledge and experience (In'am, 2014).The stage of obtaining information is a part that needs to be considered to determine strategies and methods in solving problems.After that, at the end of the lesson, an evaluation of project activities is carried out.Evaluation of project-based learning is carried out by reflecting on project activities that have already taken place.Looking back really helps students to verify the solutions obtained, make comparative considerations, and make implicative formulations (Koichu, Parasha, & Tabach, 2021).
There was a significant difference in problem solving skills between the control class and the experimental class.This is because students in the HPBL class have been facilitated to the maximum extent by problem solving skills.For example, in the early stages of HPBL determining the basic problem, students are trained to find and understand a problem.This is in accordance with the results of research which states that HPBL learning is able to develop students' higher order thinking skills (Chen, & Chang, 2021;Powell, Berry, Benz, Forsyth, & Martinez-Lincoln, 2017;Yunus, Setyosari, Utaya, & Kuswandi, 2021).In addition, problem-solving skills can be developed through learning that sharpens students' curiosity (Azrai, Heryanti, Zain, & Ningsih, 2022).Results of testing the hypothesis of the effect of the HPBL model on student creativity Table 5.Table 5 shows the differences in learning models (F count 32.690 with p-value 0,000 value p <  (= 0.05).Therefore, the hypothesis that the learning model influences student creativity is accepted (LSD test Table 6).Table 6 shows that the corrected mean of the HPBL class (80.359) has a higher score than the DI class (51.371).Based on the results, the HPBL class had the highest mean score, and all the mean scores are presented in Figure 5. Elaboration is said to be a detailed explanation and provides supporting facts (Greenstein, 2012).The elaboration aspect in this study was seen when students gave explanations regarding the selection of project activities.In this case students provide a scheme for planning project activities.From the scheme it is known that in giving reasons for choosing the project students have found supporting facts among them regarding the ingredients and benefits of shallot skin.This is in accordance with research which explains that Onion peel is effective in fighting fungi infecting plants, and as fertilizer for plants (Kurnia et al., 2022).Elaboration can be done if students have high curiosity (Ilma, Al Muhdhar, Rohman, & Sari, 2021).In addition, learning that is open minded is needed to hone student elaboration.
The lowest aspect is originality.Some students have difficulty finding original ideas to find solutions.Students need to carry out discussions and read more to be able to find innovative solutions.In this case students must find solutions in learning plant anatomy and physiology.The solution that must be found is how to deal with plants attacked by fusarium (Figure 6).
Figure 6 shows that students have been able to provide innovative ideas by making natural pesticides from liquid organic fertilizers.This is in accordance with Prieto et., al., (2013) which states that liquid organic fertilizer is effective for fertilizing plants and is a powerful natural pesticide.Apart from that, liquid organic fertilizer is also environmentally friendly (Rahmayani, Salamiah, & Pramudi, 2021).Originality is an idea that can be obtained because it has been combined, adapted, or modified to an existing solution.Some students find it difficult to think divergently, due to a lack of knowledge of a particular topic.Divergent thinking can be developed through open-ended tests or assignments (Forthmann et al., 2020).Open-ended assignments are assignments that give students the freedom to think.Giving open assignments does not only provide opportunities for students to find original ideas (Astuti, et al., 2023).But students are also able to think fluently.Fluency spurs students to look for alternative solutions that are more fluent, if the existing solutions are less effective.
Fluency in learning can be developed through students' routines in reading.Students who often read can be said to have better fluency (Landreth, & Young, 2021).In HPBL learning students are required to read the material before planning project activities.In addition, fluency can be developed through learning that involves student performance (Demir, 2015).Student fluency is seen when students provide solutions to other groups that encounter obstacles.Students fluently provide solutions to overcome failures in germination (growth and development in plants).The solution given to students is to flush with rice washing water.Rice washing water contains nutrients nitrogen, phosphorus, potassium, calcium, magnesium, sulfur, iron, and vitamin B1 which can fertilize plants (Rombe & Pakasi, 2020).Fluency is related to student flexibility.Flexibility in learning is related to students' conceptual knowledge (Star et al., 2022).In HPBL learning, students are trained to think about the possibilities that will occur.Predicting the possibilities that will occur and finding solutions to a problem are part of HPBL learning has a significant effect on empowering problem-solving skills and creativity compared to DI learning.This is because HPBL gives freedom to students to fully contribute to learning plant anatomy and physiology.Students gave very good responses to the implementation of HPBL learning in plant anatomy and physiology courses.Factors that influence the success of HPBL in improving problem solving skills and creativity are the steps in learning.All HPBL stages play a role in facilitating problem-solving skills and creativity.In the first stage students formulate essential problems, problem solving skills that are empowered are aspects of defining and understanding the problem (Baligar, et. al., 2022) and aspects of creativity curiosity, elaboration, originality, and fluency (Karan & Brown, 2022).In the second stage of project design, the problem solving skills that are empowered are devising a plan (Baligar, et. al., 2022), and aspects of flexibility and divergent thinking creativity (Uzel & Canbazoglu, 2022).The third stage is making a project schedule empowering problem solving skills in aspects of devising a plan and aspects of fluency creativity (Hanif, et. al., 2019).The fourth stage is monitoring the project and reporting on project progress empowering problem solving skills in carrying out the plan aspects (Cotente & Galvao, 2022) and aspects of creativity, originality and fluency.The fourth stage is conducting project assessments, empowering problem solving skills in the looking back aspect, and creativity in the elaboration aspect (Keles, 2022).The fifth stage of evaluation, empowering problem solving skills in the looking back aspect, and creativity in the aspects of fluency and divergent thinking.Meanwhile, direct instructions (DI) learning has not fully empowered students' problem-solving skills and creativity, but is more effective in improving student learning outcomes (Purwantoro & Hadromi, 2016;Sidik NH & Winata, 2016).In addition to the stages in learning, the freedom of students in choosing and designing project activities can improve problem solving skills and creativity.
The application of the HPBL learning model in learning plant anatomy and physiology gave a very good response.The percentage of student responses is 80 in the very good category.However, in practice, the obstacles encountered included students not being maximal in formulating essential problems.In this case, not all group members actively participate in identifying problems.Learning activities are still dominated by the leader in the group.To overcome this obstacle, the researcher gave assignments for each group to make as many questions as there were group members.This means that each group member must contribute at least one question.Furthermore, the questions that have been collected will be discussed again with all the considerations to determine one essential problem.Besides that, at the beginning of the HPBL learning activities, students still had difficulties in designing project activities.The effort given is to give freedom to students to find and read as many references as possible that are relevant to the topic of studying plant anatomy and physiology.Plant anatomy and physiology are part of learning science.Science learning is very focused on developing creativity.HPBL learning is able to develop creativity without putting aside aspects of knowledge in the learning process (Skjelstad Fredagsvik, 2022).

CONCLUSION
The conclusion in this study is that there is an influence of the hybrid project-based learning model on problem-solving skills and student creativity.This is indicated by problem-solving skill F count 32.690 with p-value 0,000 value p <  (= 0.05) and student creativity F count 32.690 with pvalue 0,000 value p <  (= 0.05).HPBL learning is highly recommended to empower problem-solving skills and students' creativity.

Figure 2 .
Figure 2. Graph of student problem solving skills per aspect

Figure 4 .
Figure 4. Students answer in aspect of devising a planFigure4shows that students in developing a problem-solving strategy have involved several relevant considerations.In this case, students have done an in-depth analysis or even reflected on the experiments that have been carried out.Yang, Skelcher, & Gao (2021)  explain that in project-based

Figure 5 .
Figure 5. Graph of student problem solving skills per aspect

Table 1
Research design

Table 2
The results of the prerequisite test for normality and homogeneity

Table 4
LSD test results