Enhancing Pre-Service Physics Teachers’ Knowledge in Designing 4C-Oriented Problem-Based Learning through an Interactive Reading Strategy with Electronic Learning Materials
DOI:
https://doi.org/10.31571/ijcmasted.v1i1.1123Keywords:
Interactive Reading, Electronic Learning Materials, Problem-Based Learning, 4C Skills, Pre-Service Physics TeachersAbstract
This study aims to investigate the effectiveness of an interactive reading strategy supported by electronic learning materials in improving pre-service teachers’ knowledge in designing physics instruction based on a 4C-oriented PBL model. This study employed a pre-experimental design with a one-group pretest–posttest approach. The participants were 24 pre-service physics teachers enrolled in a physics teaching planning course in a physics education program. Data were collected using multiple-choice knowledge tests administered before and after the intervention, as well as interview sheets. The data were analyzed using descriptive statistics, Rasch model analysis, and normalized gain (N-gain) to determine the level of improvement. The results indicate that the implementation of the interactive reading strategy supported by electronic learning materials significantly improved students’ knowledge in designing 4C-oriented PBL instruction. The mean posttest score was higher than the pretest score, with an N-gain value of 0.82, categorized as high. In addition, the distribution of knowledge levels shifted substantially from low and very low categories before the intervention to high and very high categories after the intervention. These findings suggest that the integration of interactive reading strategies with electronic learning materials is effective in facilitating self-regulated learning and strengthening instructional design competence. This approach can be considered an alternative strategy to support the development of pre-service teachers’ pedagogical knowledge, particularly in designing physics instruction aligned with 21st-century skills.
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