Jurnal Pendidikan Fisika

– In implementing the project-based learning model, students are expected to improve their creative thinking. This research aims to develop a module through project-based learning to improve the creative thinking skills of vocational students. Employing a research and development design, the research involves a 4-D model with four stages, namely defining, designing, developing, and disseminating. Respondents in this study were teachers and students at SMKN 1 Grati, Pasuruan Regency, totaling 13 people. The research was carried out during the period August 1 – September 15, 2021. The results showed that the average value of the validation results for PjBL-based modules was 88.3% (very valid), and lesson plans were 80.3 (valid). Then, the average percentage of teachers’ responses to the modules that have been developed was 85% (very practical,) and of students’ responses was 78% (practical). Therefore, it can be concluded that the PjBL-based learning module developed in the research can be categorized as valid and practical.


I. INTRODUCTION
Physics is one of the subjects incorporated in science, which is considered by students as a subject that is too abstract to understand (Ekici, 2016). The chapter on energy and its changes is a complex matter in physics and is also very applicable. In the process of learning energy material and its changes, teachers often use the lecture method, while students only act passively in class listening to the teacher's explanation (Napsawati & Kadir, 2022). If students' mastery of concepts is low, students will have difficulty understanding higher-level material. This is due to students' habits of solving problems systematically without understanding the actual concept and students' low mastery of concepts related to the material (Suendarti & Liberna, 2021 impact of low understanding and mastery of concepts can result in the inability of students to achieve a good level of creative thinking (Khaeruddin & Bancong, 2022).
The concept of physics can be built based on students' learning experiences in everyday life (Annisa & Asrizal, 2022;Setiyoaji et al., 2021), but the concepts that are built are sometimes not aligned with the science concept (Silung et al., 2016). This is what causes misconceptions in students (Madu & Orji, 2015). Based on previous studies, it was found that students had difficulty understanding the concept of energy and its changes (Didiş et al., 2014). In addition, students also experience difficulties in understanding the concept of energy properly (Lindsey, 2014). The difficulties faced by students include calculating the amount of work in a system and associating work with changes in energy in a system (Lindsey, 2014

This research is a development research or Research and Development (R&D).
Sugiyono (2009)  Furthermore, the develop stage aims to produce a module on energy and its changes using the TPACK framework which has been revised based on input and discussion results from experts, so that valid and practical teaching modules can be obtained. Finally, the disseminate stage is carried out in the same class as the trial class. Then, the teaching module is used by researchers to teach in the class. The procedure to collect the data in this study is shown in Figure 1. To collect the data, the respondents filled out the practicality questionnaire in order to find out the practicality of the teaching module developed. Very practical (Azmi & Festiyed, 2023) Define Design

III. RESULTS AND DISCUSSION
This

Development stage
The development stage is a stage to produce valid and practical PjBL-based teaching modules so that they are good for use in learning. The assessment results from validators and data from teacher and student response questionnaires were used as a reference for validation and practicality assessments. The validation results given by validators for PjBL-based teaching modules can be seen in Table 2. potential. The results of this response questionnaire can be seen in Table 3. The activities in the teaching module will increase students' activeness and creativity in learning. In line with the research that has been done (Saputra et al., 2013;Sari et al., 2020;Aflah et al., 2023), this teaching module is expected to develop students' ability to complete projects and produce a product related to physics. Students' ability to create this product will be useful when prospective physics teachers go directly to the field or teach in schools. The application of this PjBLbased teaching module can help students understand the materials so that the learning can be more meaningful.