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The Effects of Blended Learning and Project-Based Learning on Pre-Service Biology Teachers’ Creative Thinking through Online Learning in the Covid-19 Pandemic

Jurnal Pendidikan IPA Indonesia · Vol. 9 No. 3 (2020) · pp. 408–420

DOI
10.15294/jpii.v9i3.24706
ISSN
2089-4392, 2339-1286
Published
2020-09-30
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

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.

Keywords

Collaboration network of the authors

8 authors · 14 co-authorship links · 2 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Riau University
  • Islamic University of Riau
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Imam MahadiRiau University1
Febblina DaryanesRiau University1
E. AliminAffiliation unknown1
B. NengsihAffiliation unknown1
K. KapsinAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
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	<dc:title xml:lang="en-US">The Effects of Blended Learning and Project-Based Learning on Pre-Service Biology Teachers’ Creative Thinking through Online Learning in the Covid-19 Pandemic</dc:title>
	<dc:creator>Yustina, Y.</dc:creator>
	<dc:creator>Syafii, W.</dc:creator>
	<dc:creator>Vebrianto, R.</dc:creator>
	<dc:subject xml:lang="en-US">biology; blended learning; Project-based learning; creative thinking</dc:subject>
	<dc:description xml:lang="en-US">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.</dc:description>
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	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 9, No 3 (2020): September 2020; 408-420</dc:source>
	<dc:source>2089-4392</dc:source>
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