The Influence of Simulation Videos and Problem-based Project Learning on Students' Creativity in Making Simple Physics Products

Abstract

In this study, the creativity of physics education students was analyzed through a descriptive qualitative approach while they designed and produced simple physics products using simulation videos and Problem-based Project Learning (PJBL). This study focused on the application of the principles of thermodynamic energy and renewable energy in the construction of water-powered toy cars. Students took part in PJBL that included the watching of simulation videos that were designed to explain difficult physics concepts so as to motivate creative solutions. Participant observation, interviews, and documentation of student reports, sketches, and prototypes were used as data collection methods. Meeting the four creativity criteria: originality, fluency, flexibility, and elaboration drove the analysis. Findings indicate that simulation videos enhanced thermodynamic process visualization and re-imaginative processes, increasing originality. PJBL enhanced flexibility, elaboration, and creativity by prompting invention, strategic adaptation, and design refinement. This study shows the effectiveness of instructional simulation as a technique coupled with PJBL to foster creativity, understanding of concepts, and problem solving skills among learners in science education. The results suggest that these educational methods can improve student engagement and inspire innovative thinking.