How to Promote the Ability of Physics Teaching Materials Development through Team-Based Project Learning? An Action Research Evidence
DOI:
https://doi.org/10.21009/1.10102Keywords:
pedagogic competency, physics teaching materials development ability, team-based project learning, teaching materials courseAbstract
This action research study investigates the use of team-based project learning to enhance the pedagogical competence of pre-service physics teachers, specifically focusing on their capacity to develop physics teaching materials. The study employed a five-stage strategy, which included the following steps: first action, observation, reinforcement, second action, and assessment. These phases formed a cycle of action research in a pedagogical course within the undergraduate program of physics education, specifically focused on teaching material development. Observation, assignments, product assessment sheets, and interviews were utilized to obtain data. The obtained data consists of quantitative data, namely performance value data related to both the process and product, as well as qualitative data in the form of interview findings. The findings indicate that 96% of pre-service teachers who engaged in material development courses through project activities had highly satisfactory marks, namely within the A- and A categories. This study emphasizes the significance of fostering efficient pedagogical techniques among prospective educators and provides data from an action research investigation. Furthermore, this research also assists in the preparation of pre-service physics instructors who possess the necessary skills to create physics textbooks. Participating in collaborative project activities allows pre-service physics teachers to gain essential skills, knowledge, and practical experiences that will prepare them for their future positions in the classroom.
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Santyasa, I.W., Rapi, N.K. and Sara, I.W.W. (2020). Project Based Learning and Academic Procrastination of Students in Learning Physics. International Journal of Instruction, 13(1), pp.489–508. doi:https://doi.org/10.29333/iji.2020.13132a.
Sari, D.M.M. and Prasetyo, Y. (2021). Project-based-learning on critical reading course to enhance critical thinking skills. Studies in English Language and Education, 8(2), pp.442–456. doi:https://doi.org/10.24815/siele.v8i2.18407.
Sasson, I., Yehuda, I. and Malkinson, N. (2018). Fostering the skills of critical thinking and question-posing in a project-based learning environment. Thinking Skills and Creativity, 29(1), pp.203–212. doi:https://doi.org/10.1016/j.tsc.2018.08.001.
Shahzad, K. and Naureen, S. (2017). Impact of Teacher Self-Efficacy on Secondary School Students’ Academic Achievement. Journal of Education and Educational Development, [online] 4(1), p.48. doi:https://doi.org/10.22555/joeed.v4i1.1050.
Sormunen, K., Juuti, K. and Lavonen, J. (2020). Maker-Centered Project-Based Learning in Inclusive Classes: Supporting Students’ Active Participation with Teacher-Directed Reflective Discussions. International Journal of Science and Mathematics Education, 18(4), pp.691–712. doi:https://doi.org/10.1007/s10763-019-09998-9.
Sudargini, Y. and Purwanto, A. (2020). The effect of teachers pedagogic competency on the learning outcomes of students. Journal of Industrial Engineering & Management Research, 1(4), pp.1–8.
Syamsuri, B.S., Anwar, S. and Sumarna, O. (2017). Development of Teaching Material Oxidation-Reduction Reactions through Four Steps Teaching Material Development (4S TMD). Journal of Physics: Conference Series, 895(1), p.012111. doi:https://doi.org/10.1088/1742-6596/895/1/012111.
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Ulandari, L., Amry, Z. and Saragih, S. (2019). Development of Learning Materials Based on Realistic Mathematics Education Approach to Improve Students’ Mathematical Problem Solving Ability and Self-Efficacy. International Electronic Journal of Mathematics Education, 14(2). doi:https://doi.org/10.29333/iejme/5721.
Ummah, S.K., In’am, A. and Azmi, R.D. (2019). Creating Manipulatives: Improving Students’ Creativity through Project-Based Learning. Journal on Mathematics Education, 10(1), pp.93–102. doi:https://doi.org/10.22342/jme.10.1.5093.93-102.
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Žerovnik, A. and Šerbec, I.N. (2020). Project-Based Learning in Higher Education. In: C. Vaz de Carvalho and M. Bauters, eds., Technology Supported Active Learning. Lecture Notes in Educational Technology. Springer.
Anazifa, R.D. and Djukri, D. (2017). Project- Based Learning and Problem-Based Learning: Are They Effective to Improve Student’s Thinking Skills? Jurnal Pendidikan IPA Indonesia, 6(2), pp.346–355. doi:https://doi.org/10.15294/jpii.v6i2.11100.
Baser, D., Ozden, M.Y. and Karaarslan, H. (2017). Collaborative project-based learning: an integrative science and technological education project. Research in Science & Technological Education, 35(2), pp.131–148. doi:https://doi.org/10.1080/02635143.2016.1274723.
Blau, I. and Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers & Education, 115(3), pp.69–81. doi:https://doi.org/10.1016/j.compedu.2017.07.014.
Boss, S. and Larmer, J., 2018. Project based teaching: How to create rigorous and engaging learning experiences. ASCD.
Chu, S., Reynolds, R.B., Tavares, N.J., Notari, M. and Wing, C. (2020). 21St Century Skills Development Through Inquiry-Based Learning : From Theory To Practice. Springer International Publishing.
Fiteriani, I., Diani, R., Hamidah, A. and Anwar, C. (2021). Project-based learning through STEM approach: Is it effective to improve students’ creative problem-solving ability and metacognitive skills in physics learning? Journal of Physics: Conference Series, 1796(1), p.012058. doi:https://doi.org/10.1088/1742-6596/1796/1/012058.
Howe, C., Hennessy, S., Mercer, N., Vrikki, M. and Wheatley, L. (2019). Teacher–Student Dialogue during Classroom Teaching: Does It Really Impact on Student Outcomes? Journal of the Learning Sciences, [online] 28(4-5), pp.1–51. doi:https://doi.org/10.1080/10508406.2019.1573730.
Hurlbut, A.R. (2018). Online vs. traditional learning in teacher education: a comparison of student progress. American Journal of Distance Education, 32(4), pp.248–266. doi:https://doi.org/10.1080/08923647.2018.1509265.
Hussein, B. (2021). Addressing Collaboration Challenges in Project-Based Learning: The Student’s Perspective. Education Sciences, 11(8), p.434. doi:https://doi.org/10.3390/educsci11080434.
Ismail, S.A.A. and Jarrah, A.M. (2019). Exploring Pre-Service Teachers’ Perceptions of Their Pedagogical Preferences, Teaching Competence and Motivation. International Journal of Instruction, 12(1), pp.493–510. doi:https://doi.org/10.29333/iji.2019.12132a.
Jalinus, N., Syahril, S., Nabawi, R.A. and Arbi, Y. (2020). How Project-Based Learning and Direct Teaching Models Affect Teamwork and Welding Skills Among Students. International Journal of Innovation, Creativity and Change, 11(11), pp.85–111.
Karan, E. and Brown, L. (2022). Enhancing Student’s Problem-solving Skills through Project-based Learning. Journal of Problem Based Learning in Higher Education, [online] 10(1), pp.74–87. doi:https://doi.org/10.5278/ojs.jpblhe.v10i1.6887.
Khairiah, K. and Sirajuddin, S. (2019). The Effects of University Leadership Management: Efforts to Improve the Education Quality of State Institute for Islamic Studies (IAIN) of Bengkulu. Jurnal Pendidikan Islam, 7(2), pp.239–266. doi:https://doi.org/10.14421/jpi.2018.72.239-266.
Koh, J.H.L., Chai, C.S. and Lim, W.Y. (2017). Teacher professional development for TPACK-21CL: Effects on teacher ICT integration and student outcomes. Journal of Educational Computing Research, 55(2), pp.172–196. doi:https://doi.org/10.1177/0735633116656848.
Konrad, T., Wiek, A. and Barth, M. (2020). Embracing conflicts for interpersonal competence development in project-based sustainability courses. International Journal of Sustainability in Higher Education, 21(1), pp.76–96. doi:https://doi.org/10.1108/ijshe-06-2019-0190.
Mahasneh, A.M. and Alwan, A.F. (2018). The Effect of Project-Based Learning on Student Teacher Self-efficacy and Achievement. International Journal of Instruction, 11(3), pp.511–524. doi:https://doi.org/10.12973/iji.2018.11335a.
Mukhamadovna, T.M., Sharipovna, H.A. and Supkhonovna, H.N. (2020). The system of development of professional competence in future primary school teachers. System, 7(13), p.2020.
Murkatik, K., Harapan, E. and Wardiah, D. (2020). The Influence of Professional and Pedagogic Competence on Teacher’s Performance. Journal of Social Work and Science Education, 1(1), pp.58–69. doi:https://doi.org/10.52690/jswse.v1i1.10.
Nixon, R.S., Hill, K.M. and Luft, J.A. (2017). Secondary Science Teachers’ Subject Matter Knowledge Development Across the First 5 Years. Journal of Science Teacher Education, 28(7), pp.574–589. doi:https://doi.org/10.1080/1046560x.2017.1388086.
Oke, A. and Fernandes, F.A.P. (2020). Innovations in Teaching and Learning: Exploring the Perceptions of the Education Sector on the 4th Industrial Revolution (4IR). Journal of Open Innovation: Technology, Market, and Complexity, [online] 6(2), p.31. doi:https://doi.org/10.3390/joitmc6020031.
Putri, S.U., Sumiati, T. and Larasati, I. (2019). Improving creative thinking skill through project-based-learning in science for primary school. Journal of Physics: Conference Series, 1157(2), p.022052. doi:https://doi.org/10.1088/1742-6596/1157/2/022052.
Retno, N.H.D., Sunarno, W. and Marzuki, A. (2019). Influence of physics problem-solving ability through the project based learning towards vocational high school students’ learning outcomes. Journal of Physics: Conference Series, 1307(1), p.012009. doi:https://doi.org/10.1088/1742-6596/1307/1/012009.
Saenab, S., Yunus, S.R., Saleh, A.R., Virninda, A.N., L, H. and Sofyan, N.A. (2018). Project-based Learning as the Atmoshphere for Promoting Students’ Communication Skills. Journal of Physics: Conference Series, 1028(1), p.012026. doi:https://doi.org/10.1088/1742-6596/1028/1/012026.
Santyasa, I.W., Rapi, N.K. and Sara, I.W.W. (2020). Project Based Learning and Academic Procrastination of Students in Learning Physics. International Journal of Instruction, 13(1), pp.489–508. doi:https://doi.org/10.29333/iji.2020.13132a.
Sari, D.M.M. and Prasetyo, Y. (2021). Project-based-learning on critical reading course to enhance critical thinking skills. Studies in English Language and Education, 8(2), pp.442–456. doi:https://doi.org/10.24815/siele.v8i2.18407.
Sasson, I., Yehuda, I. and Malkinson, N. (2018). Fostering the skills of critical thinking and question-posing in a project-based learning environment. Thinking Skills and Creativity, 29(1), pp.203–212. doi:https://doi.org/10.1016/j.tsc.2018.08.001.
Shahzad, K. and Naureen, S. (2017). Impact of Teacher Self-Efficacy on Secondary School Students’ Academic Achievement. Journal of Education and Educational Development, [online] 4(1), p.48. doi:https://doi.org/10.22555/joeed.v4i1.1050.
Sormunen, K., Juuti, K. and Lavonen, J. (2020). Maker-Centered Project-Based Learning in Inclusive Classes: Supporting Students’ Active Participation with Teacher-Directed Reflective Discussions. International Journal of Science and Mathematics Education, 18(4), pp.691–712. doi:https://doi.org/10.1007/s10763-019-09998-9.
Sudargini, Y. and Purwanto, A. (2020). The effect of teachers pedagogic competency on the learning outcomes of students. Journal of Industrial Engineering & Management Research, 1(4), pp.1–8.
Syamsuri, B.S., Anwar, S. and Sumarna, O. (2017). Development of Teaching Material Oxidation-Reduction Reactions through Four Steps Teaching Material Development (4S TMD). Journal of Physics: Conference Series, 895(1), p.012111. doi:https://doi.org/10.1088/1742-6596/895/1/012111.
Uerz, D., Volman, M. and Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70(1), pp.12–23.
Ulandari, L., Amry, Z. and Saragih, S. (2019). Development of Learning Materials Based on Realistic Mathematics Education Approach to Improve Students’ Mathematical Problem Solving Ability and Self-Efficacy. International Electronic Journal of Mathematics Education, 14(2). doi:https://doi.org/10.29333/iejme/5721.
Ummah, S.K., In’am, A. and Azmi, R.D. (2019). Creating Manipulatives: Improving Students’ Creativity through Project-Based Learning. Journal on Mathematics Education, 10(1), pp.93–102. doi:https://doi.org/10.22342/jme.10.1.5093.93-102.
Yusnita, Y., Eriyanti, F., Engkizar, E., Anwar, F., Putri, N.E., Arifin, Z. and Syafril, S. (2018). The Effect of Professional Education and Training for Teachers (PLPG) in Improving Pedagogic Competence and Teacher Performance. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 3(2), p.123. doi:https://doi.org/10.24042/tadris.v3i2.2701.
Žerovnik, A. and Šerbec, I.N. (2020). Project-Based Learning in Higher Education. In: C. Vaz de Carvalho and M. Bauters, eds., Technology Supported Active Learning. Lecture Notes in Educational Technology. Springer.
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Published
2024-05-30
How to Cite
Anggaryani, M., Satriawan, M., Saputra, O., & Habibbulloh, M. . (2024). How to Promote the Ability of Physics Teaching Materials Development through Team-Based Project Learning? An Action Research Evidence. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 10(1), 15–26. https://doi.org/10.21009/1.10102
