Creative thinking is high-order thinking that is not easy to stimulate with conventional learning, especially to solve complex physics problems. However, the learning strategy chosen must be in accordance with the teaching materials and students characteristics. Creative thinking is very important especially for low-ability characteristic in solving complicated physics problems; therefore, it needs to be triggered by student-centered learning strategies such as project briefs. This research was to analyze the effect of project brief learning on creative thinking skills (CrTS) of low-ability pre-service physics theacers. Sample was selected using purposive sampling (97 people) in the initial semester pre-service physics teachers which consisted of three classes A (32 people), B (35 people), and C (30 people). Data collection through essay tests on vibration and wave material and adjusted according to the CrTS-Kim indicators. The results show that the project brief has a positive effect on creative thinking skills. The highest effect on the fluency indicator has an average of 15.7 compared to the lecture strategy, as well as the mixture with an average of 9.89, and the lowest on the originality indicator.

Cultural entities and local or national wisdom can serve to provide scientific knowledge to students, and the in-depth knowledge in the fields of science must be underpinned by critical thinking (CT). In a developing perspective, inquiry is the best way to train CT skills, and creativity becomes one of the supporting aspects. This study aimed to implement inquiry-creative learning integrated with ethnoscience to develop the CT skills of prospective science teachers (PSTs). The study applied the randomized pretest-posttest control design, involving two intervention groups, one with inquiry-creative learning integrated with ethnoscience (n = 29) and the other with traditional teaching (n = 26). The participants were PSTs at two universities in Indonesia. Each group was observed for their CT skills in line with CT indicators (CTi) and individual performance (CTs) using the pretest-posttest method and compared, and a valid essay test was applied to collect data. The CT skills data analysis was descriptive based on the average pretest-posttest and n-gain parameters. The effects of the two interventions on CT skills were analyzed using the t test (p < .05). After descriptive and statistical tests were carried out, the assessment of CT performance on participants in the two intervention groups showed different results. For the CTi and CTs, inquiry-creative learning integrated with ethnoscience had a better impact on training participants’ CT skills when compared to traditional instruction. The statistical analysis results showed a significant difference in the performance of CT skills in participants between the two groups being compared. The findings of this study emphasize that in relation to improving CT performance, teaching practice with inquiry-creative learning integrated with ethnoscience is most effective in improving the CT skills of PSTs. The advantages of the learning intervention are discussed and may contribute to the literature of future studies.

The trend of today's learning goals for educational institutions is to produce pre-service teachers who think critically. Critical thinking is a higher-order thinking domain that can be taught through appropriate learning strategies. This study intended to describe the influences of the conflict-cognitive strategy in the inquiry-based learning model towards pre-service teachers' critical thinking ability. This is pre-experimental research with one group pretest-posttest design. The sample included 18 pre-service physics teachers at Mataram State Islamic University (UIN Mataram). The pre-service-teachers' critical thinking ability was assessed using a critical thinking skill test instrument adapted from the Ennis-Weir Critical Thinking Essay Test. Indicators of critical thinking ability consisted of the ability to analyze, inference, evaluate, and make a decision. The data on critical thinking ability were analyzed descriptively and statistically, where homogeneity, normality, and t-test were performed. Descriptive analysis results indicated that the average score of critical thinking ability in the pretest was-1 in the "less critical" criteria and increased at posttest to 9,89 in the "quite critical" criteria after learning using the conflict-cognitive strategy in the inquiry-based learning model. Statistically, the analysis results revealed that the implementation of the conflict-cognitive strategy in the inquiry-based learning model had a significant effect on pre-service teachers' critical thinking ability. Therefore, the conflict-cognitive strategy in the inquiry-based learning model can be a reference and alternative learning strategy that can be implemented for specific purposes to improve pre-service teachers' critical thinking ability.

E-learning is learning process through electronic media, especially internet. E-learning enables learners to learn or possess science no matter when and where. The goal of this study was to develop Moodle in problem-based learning in order to improve learners’ critical thinking skills. . The study was a research and development (R&D) study conducted in four stages, i.e. preliminary study, developing design, testing Moodle as media for problem-based learning, and result dissemination. Subjects of this study were students of physic education program of Faculty of Mathematics and Science Education of IKIP Mataram who enrolled in Wave course. Data on critical thinking skills is collected through tests, where tests have been validated by experts. The results of the study indicate an increase in students' critical thinking skills. Moreover, students gave positive response towards the use of Moodle developed as media in problem-based learning.

ABSTRAKTujuan  umum  kegiatan  pengabdian  masyarakat  ini  adalah  menstranfer  ilmu berupa  cara  pembuatan video pembelajaran pada guru MA Al-Istiqomah NW Bedus. Diharapkan hasil dari kegiatan ini sebagai langkah awal terjalinnya kerjasama antara kampus IKIP dengan pihak mitra secara  berkelanjutan dan  tidak  terpisahkan. Pengabdian ini dilaksanakan di MA Al-Istiqomah NW Bedus, Desa Bangket Parak, Kecamatan Pujut, Lombok Tengah, dengan sasaran kegiatan adalah guru-guru sekolah sebanyak 20 orang. Pelaksanaan  kegiatan  dilaksanakan  selama  6  (enam)  bulan  meliputi  survei  lokasi,  diskusi penentuan  jadwal  kegiatan  dengan  pihak  sekolah  (mitra),  sosialisasi  kegiatan  kepada  calon target  binaan,  pelatihan pembuatan media, monitoring,  dan  evaluasi  kegiatan.  Indikator  keberhasilan  kegiatan  terukur>  90% kehadiran peserta datang tepat waktu dan berada dalam ruangan hingga kegiatan berakhir. Respon  kebermanfaatan  kegiatan pelatihan meliputi sebesar 85,0 % (kategori sangat bagus)  dan 15,0 % berkategori cukup bagus;  dan  tingkat  motivasi  menjadi guru modern sebesar 80,0  % tertarik dan 20,0% berkategori cukup. Kata  Kunci:  pelatihan; video; media pembelajaran.  ABSTRACTThe general objective of this community service activity is to transfer knowledge in the form of making instructional video media for MA Al-Istiqomah Bedus teachers. It is expected that the results of this activity will be the first step towards establishing cooperation between the IKIP campus and partners in an ongoing and inseparable way. This dedication was carried out at MA Al-Istiqomah NW Bedus, Bangket Parak Village, Pujut District, Central Lombok, with the aim of the activity being 20 school teachers. The implementation of the activities carried out for 1 (one) month includes a location survey, discussion of determining the schedule of activities with the school (partners), socialization of activities to the target target, training in media development, monitoring, and evaluation of activities. Measured indicators of success of activities> 90% attendance of participants arrive on time and stay indoors until the activity ends. The response of the usefulness of the training activities covered 85.0% (very good category) and 15.0% was quite good; and the motivation level to become a modern teacher is 80.0% interested and 20.0% is in the sufficient category. Keywords: training; video; learning media.