Analysis of Digital Literacy and Creativity of Prospective Teacher Students in Project-Based Lectures with Hybrid Mode
DOI:
https://doi.org/10.36312/rj.v5i1.2966Keywords:
Digital Literacy, Creativity, Project, Hybrid, Prospective TeacherAbstract
This study aims to analyze the level of digital literacy and creativity of students in hybrid mode lectures that apply the Project Based Learning (PjBL) model. The subjects of the study were 31 second-semester students of the Physics Education Study Program, FKIP, University of Mataram who took the Professional Education lecture. The study was conducted in 6 meetings from March 18 to May 27, 2025. This study used a quantitative and qualitative descriptive approach. Data were collected through digital literacy questionnaires and creativity tests, as well as documentation of student project products. Pearson correlation was used to see the relationship between digital literacy variables and student creativity. The results showed that the majority of students had high levels of digital literacy and creativity. Students were able to produce innovative digital products in the form of powerpoints with attractive illustrations and relevant learning video links. The application of the PjBL model in hybrid mode has been proven to provide space for exploring ideas, encouraging collaboration, and increasing the use of digital technology creatively. Despite challenges such as limited devices and time management in online group work through SPADA UNRAM, overall the PjBL model in hybrid mode is effective in developing two main competencies of the 21st century, namely digital literacy and creativity. There is a significant correlation between digital literacy and student creativity, the higher the digital literacy, the greater the student's creativity. This study recommends the continuous integration of project-based learning in technology-based curriculum design to equip students as prospective adaptive and innovative physics teachers.
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