Creative problem-solving through blended learning in basic science concept courses

• Published in: Journal of physics. Conference series Vol. 2596; no. 1; pp. 12071 - 12076
• Main Authors: Adiputra, D K, Apriyansa, A, Nugroho, N, Haeruman, L D, Nordin, N A N
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.09.2023
• Subjects: Blended learning; Learning; Physics; Problem solving; Questionnaires; Science; Students
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/2596/1/012071

Abstract Basic Concepts of Science is a course for first-semester students of the elementary school teacher program in which there are concepts of biology, physics, and chemistry concepts. Learning strategies aim to achieve goals by integrating creative problem solving in the basic concepts of science. This study aims to understand blended learning in the Basic Science Concepts course. Through meaningful learning with creative problem solving, it is hoped that students and lecturers will become more interactive in applying the blended learning model. The research method used is descriptive qualitative method. This context study explains the characteristics of blended learning and creative problem-solving models. After conducting interviews and distributing questionnaires, it means that there is interaction in the mixed learning model with creative problem solving techniques to improve learning outcomes of basic science concepts, selecting types of online interactions, and optimizing teaching styles. From the results of the first questionnaire, 92% said they responded positively to the blended learning model. It was concluded that students were enthusiastic and motivated in blended learning in basic science concepts courses to solve creative problems in face-to-face and virtual classes.