Integration of Smartphone-Based Learning Media and Project-Based Learning to Enhance Creativity and Scientific Literacy in Physics

This study aims to determine the level of creativity and scientific literacy of students using modern physics learning media based on smartphone-integrated Project-Based Learning (PjBL). The design used in this study is quasi-experimental design with a nonequivalent control group design. The population of this study was all 6th-semester undergraduate students taking modern physics courses. The samples used were two classes, namely class A as the experimental class (25 people) using smartphone-integrated PjBL-based media and class B as the control class (25 people) using the conventional model. The use of these media has a significant impact, such as increasing the results of the final test with data calculations using the t-test, which obtained a significant level of 0.05 with the results of the t-test showing a calculated tvalue > ttable. This means that the media used affects the creativity and scientific literacy abilities of students. The results of the N-gain (g) analysis show that the value of increasing creativity and scientific literacy has a medium and high category for each material and each indicator. The results show that the use of modern physics learning media based on PjBL integrated with smartphones is very effective in improving students’ creativity and science literacy skills in the classroom because the media used is innovative by utilizing the development of digital technology and makes it easier for students to learn the material, increase motivation, train cooperation, and responsibility, and attract students’ attention. In addition, the advantage of this learning media is that it does not require an internet connection to run the application, which has an impact on the ease of the learning process. So it is necessary to develop an e-book to help students in learning more independently.