Nina Nisrina, Wahyudi Wahyudi, I Wayan Gunada, Ni Nyoman Sri Putu Verawati, Ahmad Busyairi, Ahmad Hardyan Isnaini, Muhammad Rizqy

From Development to Impact: A Guided-Inquiry and Blended Learning Electricity–Magnetism Module to Foster Pre-Service Physics Teachers’ Scientific Creativity

Introduction

From development to impact: a guided-inquiry and blended learning electricity–magnetism module to foster pre-service physics teachers’ scientific creativity. Develops a valid & effective guided-inquiry, blended learning electricity–magnetism module to foster scientific creativity in pre-service physics teachers.

Abstract

In the era of technological advancement and modern education, delivering effective and innovative physics instruction is essential. A critical aspect in teaching electricity and magnetism is the provision of learning materials that integrate guided inquiry and blended learning approaches to create more interactive, in-depth, and relevant experiences for learners. This study aimed to develop a three-chapter guided-inquiry and blended learning module on electricity–magnetism to foster pre-service physics teachers’ scientific creativity. Using a 4D model (define, design, develop, and disseminate), the research was conducted over six months. The module was first designed and validated by experts in content, pedagogy, language, and technical aspects, followed by limited-scale trials to refine its quality. Furthermore, a large-scale implementation was carried out to evaluate the effectiveness of the developed teaching materials on each sub-indicator of scientific creativity. The large-scale implementation employed a quasi-experimental method with third-semester students of the Physics Education Study Program at the University of Mataram as the sample. Using a pre-test–post-test control group design, the data obtained indicated a significant difference between the two groups. In addition, the research findings revealed that the developed teaching materials demonstrated a high level of validity across all assessment aspects. Based on the N-gain analysis in the large-scale testing phase, the results indicated that the teaching materials significantly enhanced the scientific creativity of prospective physics teachers, particularly in the aspect of Scientific Knowledge within the Thinking component, with a score of 65% in the medium category, and in Flexibility with a score of 60%. It is concluded that the guided-inquiry and blended learning electricity–magnetism module is valid and effective in fostering scientific creativity and can serve as a model for innovative physics instruction in teacher education programs.

Review

This study presents a timely and well-structured approach to enhancing the scientific creativity of pre-service physics teachers through a novel guided-inquiry and blended learning module on electricity and magnetism. The research followed a rigorous 4D model, progressing from defining and designing to developing and disseminating the module, ensuring its pedagogical and technical soundness through expert validation and multi-stage trials. The core objective of fostering scientific creativity, a crucial skill in modern education, is clearly addressed. The findings indicate a high level of validity for the developed module and, significantly, its effectiveness in improving specific aspects of scientific creativity, such as Scientific Knowledge and Flexibility, as evidenced by a large-scale quasi-experimental implementation and N-gain analysis. Methodologically, the study demonstrates strength through its sequential development and testing phases, culminating in a pre-test–post-test control group design, which robustly supports the claims of effectiveness. The use of a quasi-experimental approach with a defined sample from a specific university provides a clear context for the research. While the abstract highlights significant differences between groups and provides specific N-gain scores for 'Scientific Knowledge' (65% medium category) and 'Flexibility' (60%), more detail on the categorization of N-gain scores and a broader discussion of results across all assessed sub-indicators of scientific creativity would enrich the full paper. Nevertheless, the methodology outlined provides a strong foundation for the conclusions drawn. The developed module holds significant promise as a model for innovative physics instruction within teacher education programs. Its focus on integrating guided inquiry and blended learning aligns with contemporary pedagogical trends aimed at creating more interactive and relevant learning experiences. The successful validation and demonstration of effectiveness in fostering scientific creativity make this work a valuable contribution to the field of science education and teacher training. This research not only provides a concrete teaching material but also offers a replicable development process. Future research could explore the long-term impact of this module on pre-service teachers' classroom practices and students' learning outcomes, or adapt the module for other complex scientific concepts.

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