Application of Science Integrated Learning in Practicum Assessments to Improve Science Student Teachers' Creative Thinking

Abstract

Practicum requires lecturers or practicum assistants’ presence like in laboratories. When the practicum is carried out remotely, lecturers and assistants need to be replaced by an assessment system to report the practicum progress. The study aims to determine the impact of implementing the Science Integrated Learning (SIL) model with digital tools in an assessment in practicum on the science student teachers' creative thinking skills. The research applied quantitative methods through hypothesis testing to discover the differences in new practicum strategies as an adaptation in remote practicum and causal relationships to models and assessment of creative thinking skills. The independent t-test obtained sig < 0.05 (H0 was rejected), meaning that there was a difference between the average learning outcomes of the experimental and control classes. This study concludes that the online assessment system developed in this study has been tested and can be used by science student teachers to input practicum stages. The advantage of the assessment system lies in the content that leads to the reporting of independent practice activities integrated with creative thinking skills. Although the impact of the SIL model in this study was only moderate on improving creative thinking skills, it has become a solution to the obstacles of distance science practicum. For science student teachers, it is recommended to apply an assessment in accordance with the skills to be measured and use the right learning model.