Scientific creativity of prospective teachers through eco-friendly project-based blended learning

Scientific creativity is essential for addressing the challenges and problems of the 21st century. Beyond knowledge, creativity is widely regarded as a key component of students' abilities. However, developing this creative skill is challenging because it differs from other educational objectives. This research aims to examine how the application of Project-Based Blended Learning (PBBL) can enhance the scientific creativity of prospective teachers and analyze the impact of this method on promoting a more sustainable and eco-friendly learning process. The study is descriptive quantitative, utilizing instruments such as students' response questionnaires and scientific creativity tests involving 110 prospective science teachers from the Sciences Education Study Program at Universitas Pendidikan Ganesha. Data analysis was conducted using N-Gain, Jonckheere-Terpstra (J-T), and Kruskal-Wallis tests. Initial responses indicated that students understood education for sustainable development and were prepared to develop eco-friendly 3D teaching aids. The scientific creativity tests yielded an average N-Gain value of 0.76. Moreover, the application of eco-friendly practices within PBBL significantly increased the scientific creativity of prospective teachers. Factors such as active student involvement, environmental awareness, and appropriate technological support further strengthened the positive impact of eco-friendly practices on scientific creativity. These findings suggest that PBBL is effective not only in enhancing scientific creativity but also in guiding future educators toward adopting more sustainable pedagogical practices.