The Effect of Project-based Learning Model and Online Learning Setting to Analytical Skills of Discovery Learning, Interactive Demonstrations, and Inquiry Lessons on the Pre-Service Elementary Teachers

Research Article

Abstract

This study aims to investigate the effect of the Project-based Learning (PjBL) learning model and class differences based on online learning settings (synchronous, asynchronous, and mixed) on the analytical abilities of the Discovery Learning (DI), Interactive Demonstration (ID), and Inquiry Lessons (ID) models. IL) after adjusting for IQ of pre-service elementary teachers (PETs). The sample was randomly selected as many as 38 PETs who took science teaching courses in elementary schools. Data collection techniques using tests with indicators of analytical ability at the level of inquiry model stage include DI, ID, and IL. Data analysis was carried out quantitatively using two-way multivariate analysis of covariance with one covariate. The results showed that the PjBL model and the online learning setting each affected students' analytical skills in DI, ID, and IL, but after the learning model was interacted with differences in online learning settings the results did not affect the analytical test results on the DI, ID, and IL models. This finding indicates that in online learning design, the selection of project-based learning models can be effective if using the right online learning setting, namely a combination of synchronous and asynchronous.