Using the Scientific Reading-Based Project (SRBP) Model to Describe the Transformation of Hands-on Science Learning Experiences and Creative Thinking for Preservice Elementary Teachers
DOI:
10.29303/jppipa.v12i1.13588Published:
2026-01-25Downloads
Abstract
The purpose of this research is: to describe the science learning experience in terms of creative thinking and to describe the level of students' ability to think creatively using the SRBP model. This study used Design-Based Research (DBR) to investigate the efficacy of hands-on experiments in science learning, combining qualitative and quantitative research methods. Participants were Elementary School Teacher Education students who had taken science lessons, with a total of 105 students. We have developed and examined how this approach might direct creative educational activities. This study uses the Scientific Reading-Based Project (SRBP) conceptual framework. Data collection techniques include questionnaires, observations, interviews, and student portfolios. The results showed that students' learning experience from the creativity aspect increased with each cycle. The learning participants' responses were enjoyable, stimulating students to think creatively. Students performed better because they learned and recalled information through practical experiences. This research recommends applying an innovative learning model that incorporates the principles of discovery and observation, which can stimulate students to think creatively.
Keywords:
Creative Experience Hands-on Science SRBP modelReferences
Abidin, J., Rohaeti, E. E., & Afrilianto, M. (2018). Analisis Kemampuan Berfikir Kreatif Matematis Siswa Smp Kelas Viii Pada Materi Bangun Ruang. JPMI (Jurnal Pembelajaran Matematika Inovatif), 1(4), 779. https://doi.org/10.22460/jpmi.v1i4.p779-784
Chrysti, K. S., Rokhmaniyah, & Chamdani, M. (2020). Enhancement of Artifact Based Activities Learning in Natural Science Through Scientific Reading Based Project (SRBP) Model for Preservice Teacher Using Design Based Research (DBR). Proceedings of the 4th International Conference on Learning Innovation and Quality Education, 1–5. https://doi.org/10.1145/3452144.3452210
Creswell, J., & Clark, P. V. (2011). Designing and conducting mixed methods research. Sage Publications.
Creswell, J. W. (2008). Educational Research : Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Sage Publications.
Dabbagh, N., & Williams Blijd, C. (2010). Students’ Perceptions of Their Learning Experiences in an Authentic Instructional Design Context. Interdisciplinary Journal of Problem-Based Learning, 4(1), 6–29. https://doi.org/10.7771/1541-5015.1092
Euler, D. (2017). Design principles as bridge between scientific knowledge production and practice design. EDeR. Educational Design Research, 1(1). https://doi.org/10.15460/eder.1.1.1024
Hadzigeorgiou, Y., Fokialis, P., & Kabouropoulou, M. (2012). Thinking about Creativity in Science Education. Creative Education, 03(05), 603–611. https://doi.org/10.4236/ce.2012.35089
Herrington, J., McKenney, S., Reeves, T., & Oliver, R. (2014). Summary for Policymakers. In Climate Change 2013 – The Physical Science Basis (Vol. 2007, Issue 2007, pp. 1–30). Cambridge University Press. https://doi.org/10.1017/CBO9781107415324.004
Holland, C., & Ulrich, D. (2016). Critical thinking cards: An innovative teaching strategy to bridge classroom knowledge with clinical decision making. Teaching and Learning in Nursing, 11(3), 108–112. https://doi.org/10.1016/j.teln.2016.01.005
Hsu, Y.-S. (2015). Development of Science Teachers’ TPACK. Springer Singapore. https://doi.org/10.1007/978-981-287-441-2
Hu, W., & Adey, P. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389–403. https://doi.org/10.1080/09500690110098912
Isabekov, A., & Sadyrova, G. (2018). Project-Based Learning to Develop Creative Abilities in Students. In Technical and Vocational Education and Training (Vol. 28, pp. 43–49). https://doi.org/10.1007/978-3-319-73093-6_4
Januarti, I. M., & Muliyadi, L. (2024). Development of Ethnoscience-Based Student Worksheet Using the Guided Inquiry Learning Model to Increase Students’ Learning Motivation and Scientific Literacy: A Review. International Journal of Science Education and Science, 1(1), 13–18. https://doi.org/10.56566/ijses.v1i1.109
Kashani-Vahid, L., Afrooz, G., Shokoohi-Yekta, M., Kharrazi, K., & Ghobari, B. (2017). Can a creative interpersonal problem solving program improve creative thinking in gifted elementary students? Thinking Skills and Creativity, 24, 175–185. https://doi.org/10.1016/j.tsc.2017.02.011
Ke, F., & Hsu, Y.-C. (2015). Mobile augmented-reality artifact creation as a component of mobile computer-supported collaborative learning. The Internet and Higher Education, 26, 33–41. https://doi.org/10.1016/j.iheduc.2015.04.003
Kind, V. (2016). Preservice Science Teachers’ Science Teaching Orientations and Beliefs About Science. Science Education, 100(1), 122–152. https://doi.org/10.1002/sce.21194
McNew-Birren, J., & van den Kieboom, L. A. (2017). Exploring the development of core teaching practices in the context of inquiry-based science instruction: An interpretive case study. Teaching and Teacher Education, 66, 74–87. https://doi.org/10.1016/j.tate.2017.04.001
Mumford, M. D. (2003). Where Have We Been, Where Are We Going? Taking Stock in Creativity Research. Creativity Research Journal, 15(2–3), 107–120. https://doi.org/10.1080/10400419.2003.9651403
Pan, X., & Li, S. (2016). Dynamic optimal control of process–product innovation with learning by doing. European Journal of Operational Research, 248(1), 136–145. https://doi.org/10.1016/j.ejor.2015.07.007
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003
Quintana, M. G. B., & Fernández, S. M. (2015). A pedagogical model to develop teaching skills, The collaborative learning experience in the Immersive Virtual World TYMMI. Computers in Human Behavior, 51, 594–603. https://doi.org/10.1016/j.chb.2015.03.016
Soyadı, B. B. Y. (2015). Creative and Critical Thinking Skills in Problem-based Learning Environments. Journal of Gifted Education and Creativity, 2(2), 71–71. https://doi.org/10.18200/JGEDC.2015214253
Sumintono, B., & Widhiarso, W. (2015). Aplikasi pemodelan RascH Pada Assessment Pendidikan. Trim Komunikata Publishing House.
Suryandari, K. C., Rokhmaniyah, R., & Wahyudi, W. (2021). The Effect of Scientific Reading Based Project Model in Empowering Creative Thinking Skills of Preservice Teacher in Elementary School. European Journal of Educational Research, volume-10-(volume-10-issue-3-july-2021), 1329–1340. https://doi.org/10.12973/eu-jer.10.3.1329
Suryandari, K. C., Sajidan, S., Rahardjo, S. B., Prasetyo, Z. K., & Fatimah, S. (2018). Project-Based Science Learning And Pre-Service Teachers’ Science Literacy Skill And Creative Thinking. Jurnal Cakrawala Pendidikan, 37(3), 345–355. https://doi.org/10.21831/cp.v38i3.17229
Susilawati, Doyan, A., Rokhmat, J., & Muliyadi, L. (2023). Analysis Validation of Modern Physics Learning Media Based on Smartphone Integrated Project Based Learning to Improve Students’ Creativity and Scientific Literacy. Jurnal Penelitian Pendidikan IPA, 9(10), 7888–7892. https://doi.org/10.29303/jppipa.v9i10.5404
Syahrin, A., Dawud, Suwignyo, H., & Priyatni, E. T. (2019). Creative Thinking Patterns In Student‘s Scientific Works. Eurasian Journal of Educational Research, 19(81), 1–16. https://doi.org/10.14689/ejer.2019.81.2
Torrance, E. P. (2012). Torrance Tests of Creative Thinking. PsycTESTS Dataset. https://doi.org/10.1037/t05532-000
Wolmarans, N. (2016). Inferential reasoning in design: Relations between material product and specialised disciplinary knowledge. Design Studies, 45(2015), 92–115. https://doi.org/10.1016/j.destud.2015.12.003
License
Copyright (c) 2026 Kartika Chrysti Suryandari, Wahyudi, Rokhmaniyah, M. Chamdani, Dewi Indrapangastuti, Murwani Dewi Wijayanti
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
