Aug 2026· Perspectives of science and education· 0 citations
Abstract
Introduction. Science education in primary schools requires instructional approaches that simultaneously develop
science process skills (SPS) and creative thinking skills (CTS) as essential 21st-century competencies. However,
preliminary findings in Indonesian elementary schools revealed low mastery of observation, measurement, inference, and
scientific communication, alongside limited flexibility, originality, and elaboration in creative thinking. Although Project
Based Learning (PjBL) has been widely implemented, its application often encounters challenges in time management,
engagement, and structured skill measurement. Therefore, an innovative syntax integrating Project, Combine, and Put to
Another Use is needed to systematically enhance both SPS and CTS in primary science education.
Research methods. The design used in this research was research and development design where 50 teachers
who were primary school teachers and 104 pupils in the fourth grade session of four elementary schools in
Probol
The development of critical thinking skills among pre-service elementary teachers remains a persistent challenge, particularly given the limited availability of instructional materials that explicitly integrate higher-order thinking processes into science instruction. While case-based learning (CBL) has been widely rec...
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This study aims to develop and validate a Collaborative Brainstorming Learning Model to enhance creative thinking skills among primary school students. The model was developed to address the limitation of previous practices, where brainstorming and collaborative learning strategies were commonly implemented separately...
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Science learning in elementary teacher education should extend beyond conceptual mastery by engaging prospective teachers in investigation and problem-solving. PjBL offers a relevant approach, yet textbooks integrating project-based learning models with elementary science education remain limited. This study aimed to d...
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