EMPOWERING PROSPECTIVE ELEMENTARY TEACHERS THROUGH PROJECT-BASED SCIENCE LEARNING: DEVELOPMENT OF AN INSTRUCTIONAL TEXTBOOK
DOI:
https://doi.org/10.61798/ijt.v3i3.1245Keywords:
empowering, PBL, instructional textbookAbstract
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 develop a project-based learning textbook and examine its characteristics, validity, practicality, and effectiveness in improving science conceptual understanding among elementary teacher education students. The study employed Research and Development using the 4D model: define, design, develop, and disseminate. Product validity was assessed by three experts using the CVI, while practicality was evaluated by three teachers through a response questionnaire. Effectiveness was examined using a quasi-experimental non-equivalent control group design and analyzed using an independent-samples t-test. The results showed that the textbook was project-based, contextual, interactive, student-centered, and oriented toward 21st-century skills. Expert validation yielded a CVI of 0.90, indicating valid criteria, while the practicality score reached 82.45%. The average conceptual understanding gain was 21.375 points in the experimental group and 16.250 points in the control group. The independent-samples t-test yielded p = 0.024 < 0.05, indicating a significant difference between the groups. Thus, the textbook is valid, practical, and effective for supporting elementary science education
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