Journal of Educational Science and Technology

Volume 4 Number 2 August 2018 page 91- 102

p-ISSN:2460-1497 and e-ISSN: 2477-3840
DOI: http://dx.doi.org/10.26858/est.v4i2.5563

Development of Project-based Blended Learning (PjB2L) Model

To Increase Pre-Service Primary Teacher Creativity
Wahyudi1, Adi Winanto2
1
Faculty of Teacher Training and Education, Universitas Kristen Satya Wacana, Indonesia
Email: yudhi@staff.uksw.edu
2
Faculty of Teacher Training and Education, Universitas Kristen Satya Wacana, Indonesia
Email: adiwin@staff.uksw.edu

(Received: March-2018; Reviewed: April-2018; Accepted: May-2018; Published: August-2018)

©2018 –EST Graduate Program Universitas Negeri Makassar. This is an article with open
access under license CC BY-NC-4.0 (https://creativecommons.org/licenses/by-nc/4.0/ ).

ABSTRACT
One of the aims of Indonesian education is to develop the potential of learners to become
creative human beings. It takes a creative teacher to meet this need. Not just teaching, but
teachers who are able to teach with innovative models, strategies and methods provide an
opportunity for students to be skilled from creative products including in the field of
mathematics in elementary school (SD). The aim of this research is to develop model to
grow pre-service primary teacher students’ creativity in designing the lesson plan. The
method used in this research was R&D with ASSURE development model. Product
validation was done through an expert’s assessment by using the expert’s validation
sheet. Product effectiveness was seen by implementing limited development testing to a
particular class with a one group pretest-posttest design and the result was analyzed by
using a Paired-Samples T-Test. The result of this research was a project-based e learning
model to increase the creativity of pre-service primary teacher college students in
designing a lesson plan. The validity of the learning model was proven by the result of the
expert assessment in learning (face-to-face and online), material and instructional media.
This model is also effectively usable in instructions to produce creative lesson plans for
teaching Elementar School Mathematics as it is shown by the difference in the average
pretest and posttest scores with sig. (2-tailed) 0,000.

Keywords: Learning Model; Project- Based Blended Learning; Students’ Creativity; Lesson
Plan.

INTRODUCTION to compete and even give contribution to the

prosperity of the community. This situation can
The demand of the present age cannot be realized when one is well equipped with
only be satisfied by cognitive abilities, but also creative learning activities. Therefore, there is a
by skills and good attitudes to create a balance need for an ability to create creative learning in
among the cognitive, psychomotor, and affective to provide an opportunity to the learners to
competencies. Such a demand has been develop his or her creativity in making
indicated in the 21st century, expecting humans something. Creativity is an integration of
to possess three kinds of skills, i.e., 1) life and someone (Khairullina, 2016). Widiana and
career skills, 2) learning and innovation skills, Jampel (2016: 246) said that learners interest
and 3) information, media and technology skills. and happy with the creative teaching-learning
These three skills will produce humans who process, such as implemented multiple
have high creativity, and ability to enable them intelligences use mind mapping. Widiana and

91
 Wahyu, Winarto. Development of Project...I 92

Jampel (2016: 252) added, teaching-learning utilizing internet, she created two storybird
process would implement multiple intelligence classes and then she wrote her story, asked her
so that increasing learners’ creativity. students to join in the storybird account, and
Also, technology has developed at an started to write their own story and personal
extraordinary rate. In the educational sector, for story in English. By storybird, Giacomini
example, computer and internet have been used created an effort to maximized learning
extensively as learning media. Those have made opportunities through meaningful learner
it easier to do assignments, to save time, and involvement, where the students motivated to
even to enrich information as learning sources. write their story in English, but also controlled
Computer and internet have made students their learning experience (Giacomini, 2015, p.
quicker in receiving and getting information on 37).
learning materials. Using technology in Besides being interesting, efficient, and
teaching-learning process can improve students’ meaningful, learning should provide an
accomplishment in understanding new opportunity either for the students to produce a
knowledge and broader the implementation of particular work, which comes from the students’
that knowledge in future professional activities creativity individually or in groups. Such
(Krinistsyna, 2016, p. 11709). The technology creativity must be motivated and developed by
uses in learning by using visual media to the teacher in a way that learning will not only
increase students’ attention, participation, and be a matter of completing the teaching materials
interaction. Besides that, technology in learning but also of getting a skill in the form of
because of the limited of students’ participation, creativity, leading to producing a written work
time management, motivation, and finding which is publishable in a scientific journal. This
learners’ need (Liu, 2016, p. 87). way, it may encourage students in not only
A teacher should respond such a doing assignments and getting a score, but also
phenomenon immediately, so that the 21st- learning to produce a work.
century demands as well as technological All this can be realized if the teacher
advances can be utilized properly to support performs a project-based learning. The process
teaching-learning processes. The teacher has to includes a face-to-face classroom session and or
be able to collaborate between planning ability, using an online procedure, so the students can
pedagogic teaching, and material mastery with learn at any time and place with the materials
the technology to produce creative learning and activities prepared beforehand. Beside that,
which may cater student’s needs for the present the teacher may present learning sources online
era demands. Today students have used laptops, which may enrich the planned materials along
Ipads, tablets, and cellphones in their campus with creative online examples. With this type of
activities so that learning should be made in learning model, it is commonly expected that
such a way that it can provide facility to access education produce special type of alumni who
learning needs with the gadgets more effectively serve as a creative minority, one that the
in an enjoyable learning situation and can be university intends to achieve as its mission.
done in any place and time. E-learning offers According to Morisson, Ross, and Kemp
learning which is flexible in the sense that e- (Winataputra, 2001), a learning model will help
learning can be accessed anywhere and anytime program planners or support learning activities
as long as within reach of the internet (Hasyim in understanding theoretical framework in a
& Haling, 2017) better way as well as applying the theories to
To wrap up such a learning model, a produce a more effective and efficient learning
teacher needs a special expertise. It will not only activity. A learning model plays a role as a
provide content materials or a pedagogical conceptual tool, management, communication
planning ability, but it also needs an ability to for analysis, planning, creating, and evaluating
combine both. One will also need a special skill learning outcomes. A learning model is a
in utilizing technology in learning. By conceptual framework that explains a systematic
combining the three skills, learning will become procedure in organizing learning experiences to
more interesting, efficient, and meaningful. Like achieve particular learning objectives.
as what Giacomini (2015, p. 37) done in her To perform a model, Joyce, Weil &
class, where she used technology in her English Calhoum (2015) identified a model that consists
language class, she uses “Storybird”. By of five aspects. The firt aspect is a syntax or an
93 | Vol 4 No 2, August 2018

order or stages of learning activities that are put plan and to executing the planned project while
into phases illustrating how the model works out the teacher serves as a facilitator who evaluates
in its practicality, for example, how to begin a the completed project by of negotiated criteria as
lesson, and how to facilitate learners in using a result of class discussion. Learners will
learning resources. Second is a social system individually complete their product without
that explains about forms of teacher-student teacher’s help. They will even evaluate the work
cooperations in learning or roles of the teacher of their group members.
and the students in their relationship, and types The blended learning requires the
of rules to be implemented. Third is a reactional provision of an opportunity and widely
principle that shows the teacher how to accessible learning resources. Etymologically,
appreciate or evaluate students and how to the term blended learning consists of two words,
respond to the students’ work. Forth is a support “blended” and “learning”. The word “blend”
system which illustrates conditions needed to means to mix for making the quality better
dupport the implementation of the learning (Collins Dictionary) and “learning” has a
model, including tools and infra-structures to general meaning of “to study”. Thus, “blended
meet the required conditions for the successful learning” means a learning pattern that has the
implementation of the learning model, includinh sense of mixing or combining one pattern with
means and infra-structures, readiness to teach, another pattern. Charles, Hartman & Moskal
and student readiness to learn. Fifth, is a direct (2004) says, “Blended learning refers to courses
and indirect instructional impact, i.e., the that combine face-to-face classroom instruction
learning outcome, which is achieved by bringing with online learning and reduced classroom
the students to the expected objectives and other contact hours (reduced seat time). The latter
learning results as a product of the direct point is an important distinction because it is
learning process that is experienced by the certainly possible to enhance regular face-to-
students. face courses with online resources without
One of the models, which can be displacing classroom contact hours.” Blended
developed, is the creative learning model. The learning is called hybrid learning, that combine
creative learning model is one that stimulates the characteristic of traditional school with the
learners to develop their ideas by utilizing benefit of online learning for personal delivery,
existing learning resources. The creative different instruction each learners group (Powell
learning has done in four learning phases, i.e., et al, 2015: 5). Blended learning is an innovative
(1) preparation; (2) incubation; (3) illumination, concept include positive superiority from
and (4) verification (Wallas, 1926). It also can traditional learning as well as learning supported
be done by way of project-based learning in a ICT (Lalima & Dangwal, 2017: 129). There are
blended learning mode. five keys to the implementation of blended
The project-based learning is one that learning according to Jared M. Carmen, i.e., life
focuses on teaching-learning activities to make a events, self-paced learning, collaboration,
particular product or work. Project-based assessment, performance, support materials.
Learning is a systematic teaching method that
engages students in learning important METHOD
knowledge and the 21st century skills through
an extended, student-influenced inquiry process Developmental Procedure and Its
structured around complex, authentic questions Implementation. The design model for learning
and carefully designed products and learning system which is developed by ASSURE model
tasks.” (Vastenhouw, 1982). Project-based comprises six stages, i.e., 1) analyze learners, 2)
learning is a method that place the students as a state objectives, 3) select strategy, technology,
central learning process, as a central and media, and materials, 4) utilize media and
following the lesson plan, and in the PBL class materials, 5) require learner participation, 6)
teacher leads the students to the learning that evaluate and revise (Smaldino, Russel, Heinich,
they want or following the project’s goal & Molenda, 2005).
(Koparan & Guven, 2014, p. 147). The following diagram shows the model
The word project comes from Latin more clearly.
“proyectum”, which means an intention, an
objective, a plan, a budget (Vastenhouw, 1982).
Project-based learning brings students to make a
 Wahyu, Winarto. Development of Project...I 94

using the three components in a learning

activity. Before applying them in a learning
process, an expert validation needs to be done
first to see the quality and appropriateness of the
media and teaching materials and the lesson
plan. After the expert validation, the next step is
performing a limited trial test in a small group
(5-10 students). Require learner participant, is
engaging students in an instruction. The students
participate in the face-to-face learning and
online instruction based on the plan already
prepared. The learning process refers to the
learning principles according to the project-
based learning, so that the face-to-face and the
Figure: 1 online instructions help the students with their
The ASSURE Developmental Model creative work taking the form of a creative
learning plan for the Elementary School. It will
The above diagram shows detailed steps in turn be used as a scientific work to serve as an
in developing the ASSURE model design as the idea for the Student Creativity Program. The last
following; Analyze Learners is the first step to step is evaluate and revise, after the lesson plan
be done is the identification of characteristics of is done and tried out, the next step is evaluation.
learners engaged in a learning activity. The The evaluation is performed to collect data
population in this research is the 2013 PGSD related to the strengths and weaknesses of the
students. The result of the analysis will be used learning model used. Its product is a creative
to see the students’ ability in using computer learning activity plan using the project-based
and internet facility, and to know their initial learning in a blended learning class consisting of
knowledge in the Elementary School teacher’s manual; student’s learning manual,
Mathematics Learning Subject 1 to decide what and other learning tools, such as a lesson plan,
method and learning process are appropriate and student’s work sheets, teacher’s activity sheets,
efficient. State objective is the second step is to and student’s response sheets. The result of the
decide the learning objective based on the result evaluation process can be used as an input for
of the analysis of students’ characteristics. This the improvement of the learning program.
result along with their basic competency and Data Collection Technique and
indicators as stated in the curriculum is based on Instruments. The data collection technique
the principle of project-based learning and employed in this research is an expert’s test, a
blended learning. It is expected in this principle questionaire, and a test. The expert’s test is used
that the relationship between learning materials, to see the appropriateness of the product. The
technology, and pedagogy has the power and questionaire is used to know the student’s
attraction to motivate students’ creative responses to learning, and the test is
learning. The third step in developmental administered to see the impact of the learning
method is Select method, media, and material, involved. The instruments used in this research
which is to decide method, media, and learning is the expert’s validation sheets, a closed
which will be used in both the face-to-face and questionnaire, an open questionnaire, and test
the online instructions. This is important material.
because the three components play the role of Data Analysis Technique. The data was
helping students to achieve learning objectives analyzed through validation and a try-out by
that have been stated beforehand. Its decision calculating scores obtained to judge the quality
depends on the student characteristics, the of the learning model to be developed. The
learning objectives, and learning principles of collected data in this research is qualitative data.
the project-based learning that are prepared for The data in scores of 1-5 (score 1 for very poor,
both face-to-face instruction and online in a score 2 for poor, score 3 for fair, score 4 for
flexible learning mode. The forth step is utilize good, and score 5 for very good) taken from the
media and materils, after selecting the method, result of the assessment of the expert and the
media, and teaching materials, the next step is students in relation to the learning being applied,
95 | Vol 4 No 2, August 2018

the strengths, and the weaknesses of the learning forcing them to make up classes. Time will
process. become longer because of the addition of hours
The result of the pretest and the posttests outside the scheduled class time. Of cource, this
was analyzed using a comparative analysis that situation raises students’ complaints because
is, comparing the result of the initial condition they have to allocate more time for make up
classes that they do not have to. Learning with
with that after learning with the model being
the use of powerpoints, animation and video has
developed. not been supported with the ability to select a
suitable method, resulting in a one-way,
RESULT AND DISCUSSION ineffective teaching.
Out of eight Math teachers, two teachers
Result (25%) have made use of the ICT (e-learning),
The result of the research consists of the that is, the flexible learning and yet, it is not
result of the preliminary study, the done maximally. The available learning
developmental process, the expert’s validation, materials are still dominated by texts and
and the product try-out. Each stage will be pictures only, moving printed learning materials
described as follows. The first one is the result into a digital form, and an innovative, online
of the preliminary study, in this stage is to method of teaching is not yet practiced. Based
develop a creative learning model based on the on the data, Math learning which gives students
project-based learning and the blended learning. an opportunity to creatively produce a product is
Its activity is an interview with the related still absent. Teaching-learning remains to focus
teachers at PGSD Study Program, identification on the completion of learning materials and
of student’s initial ability in planning and fulfilling class assignments. The utilization of
implementing a lesson, and a literature study on ICT as a means for students to explore things in
the elementary school learning. The interviews depth is not yet done; it is only transfering
comprise the use of learning methods, the printed materials into a digital form. The ability
process of teaching-learning, and the student’s to integrate content mastery, pedagogical
responses after learning. The literature study competence, and technological mastery and its
consists of a study on the development of application in learning is not yet optimal to make
learning models for Mathematics in relation learning effective.
with pedagogical ability, contents, utilization of The result of interviews with students in
technology in learning, and theories of creative the classrooms shows that the demand of classes
learning model development in reference to the remains in the completion of learning materials.
project-based learning and the blended learning. Assignments to be done are intended only to
The result of the interviews with the fulfil their task and not as a creative work.
teachers engaged in Mathematics learning at Students only hope for scores and not for
PGSD Study Program shows that 62,5% (5 receiving new experiences, letting alone
persons) of the Math teachers at PGSD remain to producing something. This is apparent that the
use an old, mechanistic way of teaching. This assignments that have been completed are not
kind of teaching relies heavily on the teacher’s their original work but copying other’s work
explanation and exercises by students. It does from the internet. They turned in their
not require students to be active, rather they tend assignment because they hope to receive good
to receive and become passive. Besides, an scores instead of getting valuable experiences as
opportunity for students to become creative is prospective teachers.
minimal. Assignments and other activities The analysis of the interview results
remain giving a stress on completing class shows that there has not been a classroom
responsibility that leads to scoring. instruction that motivates students’ creativity in
Three Math teachers (37, 5%) at PGSD the subject Mathematics Learning at PGSD
have tried to apply an innovative learning model, Study Program. Likewise, there has not been a
such as using a cooperative model, utilizing good combination between content mastery,
media in the form of power points, animation, pedagogical ability, and technology utilization.
and video. The cooperative learning model uses The three abilities, when combined into one,
a face-to-face teaching that needs more contact will become a unity, which is so called TPACK
time with the teachers. Consequently, when the (Technological Pedagogical and Content
teachers are absent their classes are empty, Knowledge).
 Wahyu, Winarto. Development of Project...I 96

Richardson & Mishra originally provide with a manual on how to develop it. The
developed the concept of TPACK as a result of result of the development model design was
the fast technological advances in the society. In eventually decided by the ASSURE. The
principle, the TPACK is the combination of development design is done through the six
technology, pedagogy, and content mastery stages, namely: 1) analyze learners, 2) state
which is adjusted to the context. According to objectives, 3) select strategy, technology, media,
Richardson & Mishra (2017), a quality instructio and materials, 4) utilize media and materials, 5)
needs a sense of complex understanding of the require learner participation, 6) evaluate and
interrelated principal sources of knowledge: revise (Smaldino, Russel, Heinich, & Molenda,
technology, pedagogy, and content, and how the 2005).
three components are adjusted and applied into The second one is, Process of Product
the existing context. This concept will Development, Expert’s Test, and Result of Try-
expectedly give inspiration to teachers to design out. The process of product development
a creative learning for their students. follows the ASSURE development model in six
To motivate student’s creativity, learning stages of development as follows:
should be based on projects (i.e., project-based Analyze learners. The students who are
learning) to provide opportunity for students to selected as research subjects are the 2013 PGSD
produce by not only using and asking them to students, who have taken the subject Basic
think to create a good product. In order for Concepts of Mathematics and Elementary
students to have time and opportunity to obtain a School (ES) Teaching Mathematics 1. There are
sufficient amount of information, they do not 3 classes as subjects to get information from,
only need contact hours with the teacher, but especially that related to the ability in making a
they also need an online instruction design lesson plan for ES Mathematics, the creativity in
(blended learning). The concept of blending making learning activities, the creativity in
contact hours and online instruction gives preparing learning media, and the ability in
students an opportunity to see beforehand, using IT and utilizing internet for learning aid
imitate, and add a value to produce a modified purposes. The results are shown in Table 1
work or even a new piece of work. It was done below.
so far because the PGSD students’ creativity is
still at the low level: seeing and remembering,
imitating, and adding a value.
To produce a creative learning package,
an exact development model is needed to

Table 1. Analyze Learners (Analysis of student characteristics) at Initial Condition

Frequency*
No Competence Category Total
VG G P VP
1 Ability in making lesson plans 14 20 49 15 98
2 Creativity in designing learning activity 10 15 40 33 98
3 Creativity in preparing supporting media 9 17 30 42 98
4 Ability in using IT and internet 40 48 10 0 98
*VG (Very Good), B (Good), P (Poor), VP (Very Poor)

Table 1 above shows that there are still a found that such a generally poor condition is due
lot of students (65,3%) have poor ability in to some causes. The first cause is the unclear
making a Lesson Plan. There are 74,5% of them information about how to make a lesson plan on
are poor in designing learning activities, and the basis of the real condition of learners. The
73,5% are still poor in preparing learning media. second cause is that the lesson plan that had
However, 89,8% of them are very good and been made only referred to the process standards
good in their ability in using IT and the internet. and an example taken from the internet. The
Based on the data, a clasical interview third cause is that the making of the lesson plan
was then conducted in every classroom. It was was only intended to fulfil a class requirement.
97 | Vol 4 No 2, August 2018

The fourth cause is, there was less emphasis on (Niteni = Discern, Nirokke = Imitate, Nambahi
creativity in designing innovative activities in = Add). This consept gives a thought that
the lesson plan. The fifth cause, there was no creativity will show up when students are given
obligation in making media which support a chance.
student’s creativity. The sixth cause is, other State objectives. The result of the
resources which give more information and analysis on the students’ ability, basic
inspiration to do more were not used; all come competency, and indicators as found in the
from the teacher’s materials and student’s notes. subject Mathematics Learning was used to
Apart from all above, there was an interesting analyze learning objectives in line with the
input from the students. They had not even seen
competencies to be achieved. The
their teachers teaching in a creative way as an
example. The situation becomes a reason for the following describes the competencies in the
application of the teaching-learning concept subject Mathematics Learning 2.
taught by Ki Hajar Dewentara, namely, 3Ns

Table 2. Basic Competencies and Description of Mathematics Learning 2

Basic Competencies Subject Description

Students are able to make This subject is offered in the 6th semester, weighting 2 credit hours.
a lesson plan and put it It studies planning and learning implementation of geometri bangun
into practice those related datar, bangun ruang, transformational geometry, presentation and
with materials on data analysis, and finance mathematics.
geometri bangun datar,
bangun ruang, This subject is administered in the form of PROJECTS in making a
transformational lesson plan to be implemented in a classroom in groups of 2 persons.
geometry, presentation Every group should teach twice in one semester. Practice 1 should
and data analysis, and last for 35 minutes and the Practice 2 is done at a primary school. The
finance mathematics teaching materials are adjusted to the available materials, its depth
using innovative learning depends on the allocated time.
models to increase the In addition to teahing practices, students are required to finish the
quality of learning available assignments individually and in groups, both the in-class
mathematics and ES assignments and online. The product s of the projects are:
education. 1. A Lesson Plan with its supports.
2. Other media whih support the implementation of the Lesson
Plan.
3. Videos of teaching st the school.
4. Articles on assignment analysis, information on the online
instruction, a review and teaching practice.

Based on the competency statement, contact hours and in online session. The
description of the subject, and the students’ following is the learning objectives for every
initial competency data, learning objective was meeting.
then formulated for every meeting both in the
 Wahyu, Winarto. Development of Project...I 98

Table 3. Objective Formulation of Mathematics Learning 2

Objectives of Face-to-face Learning

Meetings Formulation of Learning Objectives
1 a. Students are given an opportunity to listen and discuss together with the
teacher about the relationship between vision and mission of UKSW with the
process of preparation of prospective teachers, students are able to present
their formulation of commitment orally as a good prospective teacher based
on the vision and mission of UKSW.
b. Students are given an opportunity to listen and discuss together with the
teacher about the relationship between vision and mission of UKSW with the
process of preparation of prospective teachers, students show their
enthusiasm, perseverance, and appreciation without teacher’s directives.
2 a. Students are given an opportunity to analyze the Lesson Plan which are
provided by the teacher, students in groups are able to give assessment of the
Lesson Plan students in groups are able to give assessment
b. Students are given an opportunity to assess the Lesson Plan already prepared
the teacher, students in groups are able to compare the Lesson Plan with that
belong to the group correctly and well.
3 a. Students are given an opportunity to observe a simulated lesson performed
by the teacher, students in groups are able to give assessment of the learning
process students in groups are able to give assessment
b. Students are given an opportunity to observe a simulated lesson performed
by the teacher, students with their own conscience show willingness to listen,
cooperate, and respect each other.
4 Students are given an opportunity to work in pairs, to be able to make a good
Lesson Plan for Mathematics teaching at an ES in accordance with the given
manual and materials and with the result of their independent study in the
online instruction.
5 Students are given an opportunity to present their Lesson Plan that they have
made, students are able to present their Lesson Plan fluently, in order, and with
self-confidence.
6 Students are given an opportunity to implement their finished Lesson Plan,
students are able to implement their Lesson Plan according to the order of
activities in the right order and correctly.
Formulation of the Online Learning Instruction
Online Formulation of Learning Objectives
Instruction
1 Students are given an opportunity to watch a video about education in Finland,
Canada, and Germany, students are able to write a paper about a comparison of
education in the 3 countries with that in Indonesia and its application in
Mathematics lessons at the ES, adding some more information from the internet,
books, and other sources carefully and neatly.
2 Students are given an opportunity to watch a video about Qaryah Thayyibah
school and observe the school site, students are able to make reflection about the
school in relation with students’ activities in the form of a video.
3 Students are given an opportunity to watch a video about the 3 Idiots. Students in
groups are able to make a report on the film review which is related to the
concept of learning, teaching, respect the students, creativity, and the meaning
of learning for a person in the form of power points and is copied on a CD or
DVD.
99 | Vol 4 No 2, August 2018

Select method, media, and materials. manual available in the online mode, namely,
The third step in this development method is the F-learning (flearn.uksw.edu).
deciding methods, media, and teaching materials Utilize media and materials. The plan
that will be used both in the face-to-face and that has been made in Step 3 was the followed
online instructions. The result was divided into by a lesson plan for both the face-to-face and the
two available categories of methods, media, and online instructions. The tools needed are the
teaching materials each for face-to-face and Lesson Plan, Student Worksheets, Media (power
online instructions. For the face-to-face points, ideo, audio, pictures, and online
instruction, the method used is discussion and materials). These tools were assessed first by
group work, and group investigation using experts in media, instructions and materials
power point media, which contain motivation before use. Detail assessment from expert’s
and activities that must be done to complete a judgment is shown in Table 4 below.
project. The online instruction takes the form of
group investigation aided with activities and

Table 4. Result of Expert’s Judgment

No Indicators Average Category

1 Lesson Plan 4,25 Very good
2 Learning Media 3,67 Good
3 Testing Instruments 3,96 Good
4 Online Learning Activities 3,84 Good
5 Learning materials 3,73 Good
about learning Mathematics taken from real
Require learner participation. The next online implementations, so that students are
step was engaging students in the instructions. inspired and able to produce creative learning
The students must be involved actively in the plans. The following is the result of the expert’s
instructions to make them effective and assessment and revisions after the
objectives achieved. Because the design used implementation in ghe classroom.
was the blended learning, the students were Result of Model Try-out. To see the
required to be independent. The learning process effectiveness of the model, a try-out was
was conducted according to the plan both in the conducted at Grade 1 following the order that
face-to-face and the online instructions totalling has been determined beforehand. The instruction
14 meetings, 1 meeting for pure face-to-face was a project-based one to produce a creative
instruction and others were conducted in a lesson plan which would be used for teaching at
blended learning mode (face-to-face and schools by the students. The lesson plans were
online). then assessed by the available criteria and
Evaluated and revise. Based on the compared with the scores obtained before the
result of the expert’s assessment and learning students received the learning. The design used
implementation, there were some online was the one group pretest-posttest design and he
facilities that should be improved. In the results were analyzed by Paired-Samples T Test.
introductory part of the instruction, it was
expected that there must be videos, not only
texts, about the demand of the 21st century
learning situations as well as competency
expectations in the subjects to be taken by the
students. There must also be a detailed manual
for every online activity to avoid many
questions that arose while students were
learning independently. It also needs videos

Tabel 5. Results Paried-Samples T Test

 Wahyu, Winarto. Development of Project...I 100

N Minimum Maximum Mean Std. Deviation

Pretest 33 60.00 85.00 83.06 7.93
Posttest 33 70.00 90.00 66.45 7.15
Valid N (listwise) 33

Tabel 6. Results Paried-Samples T Test

Paired Differences
95% Confidence
Std. Sig. (2-
Std. Interval of the t df
Mean Error tailed)
Deviation Difference
Mean
Lower Upper
Pretest -
Pair 1 -16.606 10.186 1,773 -20.212 -12,994 -9.366 32 ,000
Posttest
and online learning activities show that this
The data in Tables above show that the blended learning learning has stimulated student
average pretest score is 66,45 and the posttest interaction, facilitated student learning process,
score is 83,06 with sig.(2-tailed) 0,000 which and fostering an affective learning climate
mean that there is a difference between before (Boelens et al., 2017).
and after implementation of the project-based Student creativity in making lesson plan
blended learning models. in this research is supported because of the
learning environment that foster creativity from
Discussion the student (Soh, 2017, Richardson & Mishra,
Based on the results of the interviews 2017). Examples of lesson plan, videos, and
show that the learning that has been done by the movies are the learning environments provided
teacher is still varied. Five of the eight teachers by teachers. A positive learning environment
are still using mechanistic teaching models. This (Tsai & Chung, 2015) is what keeps students
traditional teaching pattern is more emphasis on motivated and creative according to what Tsai &
face-to-face and the use of text and image media Chung has gained.
just have a problem if the lectures can not be The increase of score from pre test to post
done for one reason or another. Though teacher test is significant difference strengthening the
teaching style can influence student learning result of other research that learning project-
reflection (Hsieh, 2011). These conditions based learning can improve student learning
require more creative learning innovations. success, learning outcome (Ergul & Kargin,
In the other hand, the condition of the 2014; Zaouganeli et.al., 2014; Han, Capraro &
students in making learning planning, creativity Capraro, 2016) .
of designing activities and the use of media is
still low. This situation is certainly not the CONCLUSION AND SUGGESTION
expected condition. A good teacher and
prospective teacher should be creative so that it Based on the analysis, findings and the
can be an example for students to be creative discussion, it can be concluded that the creative
(Morais & Azevedo, 2011). Likewise creativity learning model using the project-based learning
is one of the best teacher thinking habits and the blended learning can be developed by
(Henriksen, 2016). Fortunately, the students in the ASSURE model. The research was
this study have advantages in mastering ICT and conducted in 6 stages, namely, 1) analyze
internet that can be their capital to develop more learners, 2) state objectives, 3) select strategy,
creative learning. This is one of the reasons for technology, media, and materials, 4) utilize
the need to develop a project-based blended media and materials, 5) require learner
learning model. participation, 6) evaluate and revise. The result
In this research, successfully learning of implementing the model is valid as viewed
designs have implemented face-to-face learning from instructional aspect (lesson plans, learning
and online learning. Lesson plan development media, and instrument assessment), online
projects, discussions, making learning media, learning activities, and learning materials. This
model is also effectively usable in instructions to
101 | Vol 4 No 2, August 2018

produce creative lesson plans for teaching 748>. Date accessed: 21 Jul. 2018.
Elementar School Mathematics as it is shown by doi:http://dx.doi.org/10.26858/est.v3i3.47
the difference in the average pretest and posttest 48.
scores with sig. (2-tailed) 0,000.
Based on the results of research and Henriksen, Danah. 2016. The seven
analysis has been conducted on the research transdisciplinary habits of minds of
results, the suggestions of the results of this creative teachers: An exploratory studi of
study are lecturers are suggested to give their award winning teachers. Teaching Skills
students a great opportunity to develop their
and Creativity, Vol 22 December 2016,
creativity. Students' creativity grows in line with
the opportunity given in every learning prepared Pages 212-232.
and done by the lecturers. Learning is done by https://doi.org/10.1016/j.tsc.2016.10.007
online system instead of a common face to face.
Hsieh, S.W., et.al. 2011. Effects of teaching and
Online system enables students to explore
learning materials given and develop them to learning styles on students’ reflection
support their project. They will produce good levels for ubiquitous learning. Computers
qualified project by project-based learning & Education, Volume 57, Issue 1, August
2011, Pages 1194-1201.
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