Learning Experience of Pre-Service Physics Teachers in Developing Simple Project Loaded by Life Skills

S. Susilawati, N. Khoiri, W. Wijayanto, M. Masturi, S. Xaphakdy


This research aims to reveal the experience profile of future Physics teachers in developing simple multi-loaded life skill project. The research method used was a descriptive method with 62 future Physics teachers as the research subject. Based on observations, interviews, and questionnaires, it was drawn descriptions of the future teachers’ experiences in developing a simple project. The future teachers were assessed based on some Physics indicators such as project design, project creation, data collection, data analysis, and creativity. The results of the project preparation descriptions obtained by the experience data of future Physics teachers indicate the highest score of 4.8 (96%) on the indicator of schedule making, while the lowest score was 2.9 (58%) on the indicators of formulating the product benefits, preparing the feasibility analysis and analyzing the environmental impact. The results show that future Physics teachers got the highest score of 4.6 (93%) on data adjustment for experimental purposes indicator, and the lowest score of 2.8 (55%) on designing tools and materials indicator. Based on the Physics props trial, it was obtained the highest score of 4.5 (89%) on the indicator of analyzing the baseline data, while the lowest score of 2.9 (58%) was on the variation test variables. Positive feedback about time-management in completing the project, the ability to identify the topic of the project, the ability to find ideas to support the completion of the project, the ability to test the tools, and the ability to make progress reports on project completion were derived from the interviews. The highest score of students’ responses to project completion was 4.8 (95%) on the second data collection indicator and the lowest was 3.2 (64%) on the instrument material design indicator.


Simple Projects, Multi life skills.

Full Text:



Adams, W. K., & Wieman, C. E. (2015). Analyzing the many skills involved in solving complex physics problems. American Journal of Physics, 83(5), 459-467.

Balliet, R. N., Riggs, E. M., & Maltese, A. V. (2015). Students’ problem solving approaches for developing geologic models in the field. Journal of Research in Science Teaching, 52(8), 1109-1131.

Baran, M., & Sozbilir, M. (2017). An Application of Context-and Problem-Based Learning (C-PBL) into Teaching Thermodynamics. Research in Science Education, 1-27.

Ceberio, M., Almudí, J. M., & Franco, Á. (2016). Design and Application of Interactive Simulations in Problem-Solving in University-Level Physics Education. Journal of Science Education and Technology, 25(4), 590-609.

Cibik, A. S., & YalClm, N. (2011). The effect of teaching the direct current concept with analogy technique to the attitudes of science education students toward physics. Procedia-Social and Behavioral Sciences, 15, 2647-2651.

Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics-Physics Education Research, 10(2), 1191-1195.

Henderson, C. (2016). Renaming Physical Review Special Topics—Physics Education Research. Physical Review Physics Education Research, 12(1), 1-13.

Estrella, E. A., & Valenzuela, A. (2016). Multiple Intelligence and Work Performance of College Teachers. International Journal of Educational Researchers, 7(1), 24-32.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate research in education (Vol. 7). New York: McGraw-Hill.

Gani, A., Safitri, R., & Mahyana, M. (2017). Improving the Visual-Spatial Intelligence snd Results of Learning of Juniour High School Students’ with Multiple Intelligences-Based Students Worksheet Learning on Lens Materials. Jurnal Pendidikan IPA Indonesia, 6(1), 16-22.

Haji, A. G., & Safitri, R. (2015). The Use of Problem Based Learning to Increase Students’ Learning Independent and to Investigate Students’concept Understanding on Rotational Dynamic at Students of SMA Negeri 4 Banda Aceh. Jurnal Pendidikan IPA Indonesia, 4(1), 67-72.

Hande, S., Mohammed, C. A., & Komattil, R. (2015). Acquisition of knowledge, generic skills and attitudes through problem-based learning: Student perspectives in a hybrid curriculum. Journal of Taibah University Medical Sciences, 10(1), 21-25.

Huang, N. T. N., Chiu, L. J., & Hong, J. C. (2016). Relationship Among Students’ Problem-Solving Attitude, Perceived Value, Behavioral Attitude, and Intention to Participate in a Science and Technology Contest. International Journal of Science and Mathematics Education, 14(8), 1419-1435.

Khaeroningtyas, N., Permanasari, A., & Hamidah, I. (2016). STEM Learning in Material of Temperature and Its Change to Improve Scientific Literacy of Junior High School. Jurnal Pendidikan IPA Indonesia, 5(1), 94-100.

Nazila, K., & Reza, B. M. (2011). Eliciting Management Education Model of Teaching (MEMT) From a Decade Studies in Iran and Its Use for Teaching. Procedia-Social and Behavioral Sciences, 29, 1151-1160.

Niss, M. (2017). Obstacles Related to Structuring for Mathematization Encountered by Students when Solving Physics Problems. International Journal of Science and Mathematics Education, 15(8), 1441-1462.

Özdamli, F. (2011). The experiences of teacher candidates in developing instructional multimedia materials in project based learning. Procedia-Social and Behavioral Sciences, 15, 3810-3820.

Putra, M. I. S., Widodo, W., & Jatmiko, B. (2016). The Development of Guided Inquiry Science Learning Materials to Improve Science Literacy Skill of Prospective MI Teachers. Jurnal Pendidikan IPA Indonesia, 5(1), 83-93.

Riantoni, C., Yuliati, L., Mufti, N., & Nehru, N. (2017). Problem Solving Approach in Electrical Energy and Power on Students as Physics Teacher Candidates. Jurnal Pendidikan IPA Indonesia, 6(1), 55-62.

Yerushalmi, E. (2014). Problem solving vs. troubleshooting tasks: The case of sixth-grade students studying simple electric circuits. International Journal of Science and Mathematics Education, 12(6), 1341-1366.

Saifullah, A. M., Sutopo, S., & Wisodo, H. (2017). SHS Students’ Difficulty in Solving Impulsee and Momentum Problem. Jurnal Pendidikan IPA Indonesia, 6(1), 1-10.

Sumarni, W., Wardani, S., Sudarmin, S., & Gupitasari, D. N. (2016). Project based learning (pbl) to improve psychomotoric skills: a classroom action research. Jurnal Pendidikan IPA Indonesia, 5(2), 157-163.

Supriyanti, F. M. T., & Mulyanti, S. (2015). The Use of Problem Solving Model in The Material of The Genetic Information Flow to Improve The Students’concept Mastery. Jurnal Pendidikan IPA Indonesia, 4(1), 73-78.

Turk, M., Miočić, I., Marinović, M., Turković, I., & Ledić, J. (2015). Croatian Students’ Awareness, Understanding and Attitudes Regarding European Dimension in Education. Procedia-Social and Behavioral Sciences, 174, 862-869.

Usmeldi, U. (2015). The Effectiveness of Physics Based Research in Learning Engineering Physics. Jurnal Pendidikan IPA Indonesia, 4(1), 79-85.

Usmeldi, U. (2016). The Development of Research-Based Physics Learning Model with Scientific Approach to Develop Students’ scientific Processing Skill. Jurnal Pendidikan IPA Indonesia, 5(1), 134-139.

Liu, X., & Li, Q. (2011). Combination of the Research-based learning method with the Modern Physics Experiment Course Teaching. International Education Studies, 4(1), 101.-112.

Yu, K. C., Fan, S. C., & Lin, K. Y. (2015). Enhancing Students’ Problem-Solving Skills through Context-Based Learning. International Journal of Science and Mathematics Education, 13(6), 1377-1401.


  • There are currently no refbacks.