A Contextual Semi-Assisted Project-Based Learning on Ocean Wave Energy: Pre-service Physics Teachers’ Perceptions

The lack of technological innovation in the utilization of ocean wave energy as a renewable energy source is caused by a lack of public knowledge about this matter. Therefore, it needs to be introduced early, especially to pre-service teachers through innovative and fun learning. The aim of this study was to identify the responses of pre-service physics teachers about the learning program to introduce the concept of utilizing ocean wave energy. The research subjects were 31 sixth semester students who are taking environmental physics lectures in the physics education study program at one of the teachers' university in West Nusa Tenggara Province for the 2019/2020 academic year. The sample was taken by using purposive sampling technique. Data collection was carried out by means of observation, interview, and questionnaire techniques. All data collected were then analyzed simultaneously descriptively. The findings of this study showed that almost 90% pre-service physics teacher students agreed that the learning program had a positive impact on increasing interest, motivation, critical thinking skills, and creative thinking skills, and made them easier to solve problems and grow solid cooperation. Therefore, it can be concluded that preservice physics teacher students agree to the use of semi-assisted project-based learning programs with contextual problems.


I. INTRODUCTION
Electrical energy is one of the most basic human needs that must be met. Indonesia is the technology of utilizing ocean waves to generate electricity even though the availability of ocean wave energy in Indonesia is very abundant, reaching 40 to 70 kW/meter (Zikra, 2017). Many factors become the obstacles why ocean wave energy has not been utilized as a renewable energy source in Indonesia, one of which is the lack of competent human resources in this field. In Indonesia, scientists rarely research and develop the use of ocean waves as a renewable energy source (Zikra, 2017). This is due to the low interest of students who take the major in this field, so that until now very few human resources have knowledge and competence in this field. This study in low innovation in technology development in the field of ocean wave energy utilization (Huynh et al., 2016).

The education system in Indonesia that
does not introduce material about renewable energy comprehensively in schools has resulted in students not being interested in continuing their studies and even not interested in a career in renewable energy. Therefore, it really needs to be introduced early to the community, especially high school students about the scope of renewable energy so that they are interested in studying and having a career in the field of renewable energy (Huynh et al., 2016). This is where the role of a teacher is to make students interested and understand the concept of renewable energy comprehensively despite the lack of facilities available in schools. And even not only instilling the concept of renewable energy but equipping students with various important skills.
One thing that can be done is by using a contextual project-based learning that collaborate classroom and outside learning by utilizing nature, where the potential sources of renewable energy as a laboratory are available.
An example is making the beach a laboratory to introduce the concept of utilizing ocean wave energy as a renewable energy source. In order that the students can easily understand the material, a media or teaching aid is needed, such as a converter of ocean wave energy which is used to make it easier to communicate how the process of utilizing ocean wave energy to generate electricity.
Contextual learning conditions like this should be applied more in the world of education than learning that is just face-to-face in class.
Before this lecture program is used as an effective strategy in teaching and instilling competences related to the use of ocean waves as a renewable energy source, it is necessary to know how students respond to the program. Therefore, the aim of this study was to identify the responses of pre-service physics teachers about the learning program to introduce the concept of utilizing ocean wave energy.

A. Contextual Teaching Learning Approach
Contextual teaching-learning (CTL) is a holistic educational process and aims to motivate students to understand the meaning of the subject matter they are learning by linking the material to the context of their daily life (personal, social, and cultural context) so that students have knowledge or skills that can be flexibly applied (transferred) from one problem or context to another problem or context. CTL is also a learning concept that helps teachers relate the material they teach to real-world situations and encourages students to make connections between the material they teach and its application in their lives as family members and society (Aliyyah, 2020;Lotulung et al., 2018).
The principle of CTL is a learning concept that helps teachers link the material they teach with the real-world situation of students and encourages students to make connections between their knowledge and its application in their daily lives, which in effect involves seven main components of effective Students learn to use critical thinking skills and a transfer process occurs from observation to understanding (Ernst et al., 2017). (3) Questioning; in the pursuit of asking questions carried out by both teachers and students (Halim & Mazlina, 2018). Questions from the teacher are teacher activities to encourage, guide, and assess the thinking skills of students, while for students asking questions is an important part of inquiry-based learning. (4) Learning community; In CTL learning, a learning community should be created, namely the existence of a group of students who are engaged in learning activities, this refers to the principle that working with others is better than learning alone so that in the learning community there is an exchange of experiences or sharing of ideas. (5) Modeling; modeling is the process of showing an example so that other people think, work, and learn. In teaching students to do what the teacher wants students to do by first being given an example. Authentic assessment; assessment is carried out in various aspects, for example covering knowledge, skills, products (performance), as well as assessing relevant and contextual tasks.

B. Semi Assisted Project-Based Learning
A project is meaningful if it meets two criteria, namely (1) students must consider the work meaningful personally and as an important task they want to do well, (2) a meaningful project that fulfills educational objectives where project-based learning is well designed and well implemented. Larmer et al. (2013) explains that in order for a project to be more meaningful, several things must be paid attention to, namely:

Need to know
Many students perceive school work as meaningless because they do not feel the need to know what is being taught to them. They are not motivated by the educator's suggestion that they must learn something because they will need it later, for the next education, or simply because of the exam material. With an interesting student project, the reasons for studying relevant material become clear that students need to know this to meet the challenges they have received (Amran et al., 2019). Without a thesis statement, the reader may be able to choose the main point the writer wants to make but with a thesis statement, the main point is unmistakable. Without guiding questions, students may not understand why they are doing the project. They know that the series of activities assigned to them have a relationship with a time period, place, or concept.

Student voice and choice
The more voices and choices from students are, the more meaningful and better the project will be. However, educators must design projects based on the choices of learners according to their own style. Students can choose what topics will be studied in the guiding questions or choose how to design, create, and present products. As a middle ground, educators might limit options to prevent learners from becoming overwhelmed with choices so that students can decide what products they will make, what resources they will use, and how they will structure their time.
Learners can even select project topics and guiding questions themselves.

21st century skills
A project should provide learners with the opportunity to build 21st-century skills such as collaboration, communication, critical thinking, creativity, and the use of technology that will serve them well in the workplace and in life. These authentic skills meet the second criterion for meaningful work. An educator in a project-based learning environment explicitly teaches and assesses these skills and often provides learners with opportunities to assess themselves.

Products presented to the public
Schoolwork will be more meaningful if it is not done only for educators or exams. When students present their work to a real audience, they care more about the quality. Again, "the more, the better" when it comes to authenticity.
Learners may imitate the types of tasks performed by professionals but even better, they can create tangible products that people use outside of school.
In this study, the BIE framework projectbased learning model adopted to develop critical thinking and creative thinking skills (Larmer et al., 2013). The project-based learning was modified by adding semiassistance during the learning process. The type of assistance provided is in the form of questions that direct students to solve the problems faced and assistance in the form of support facilities for project works so that the project is actually done by students and the processing time becomes more efficient.

C. Ocean Wave Energy Utilization
Wave energy or ocean wave energy is the energy generated from the movement of ocean press the air in the water column which is then forwarded to the column or closed space connected to the generator turbine. This pressure drives the power generator turbine.
Conversely, ocean waves leaving the water column are followed by air movement in an enclosed space that drives a power generator turbine (Song & Park, 2016).
The advantages of the wave energy conversion technique into electricity are: (1) wave energy is an energy that can be obtained every day, never runs out; (2)  The response data is analyzed with the percentage of respondents' response (PRR) in each category using equation 1 as follows: Where NR is the number of respondents to a response, and TNR is the total number of respondents. Meanwhile, the observation and interview data were analyzed descriptively.
Both of these data were used to back up the questionnaire data.  Other aspects that were responded to by pre-service physics teachers were clarity in assigning assignments, solving problems, and working in groups. The responses given by pre-service physics teachers to these three aspects both in positive statements and negative statements have similarities, namely getting good responses from pre-service physics teachers. In a positive statement, the dominant pre-service physics teachers agreed that the learning program had a clear assignment. In addition, the learning program is also able to guide pre-service physics teachers in finding solutions to problems through projects undertaken by pre-service physics teachers, and each group member always works together. Likewise, with negative statements, the dominant pre-service physics teachers did not agree that the learning program had unclear assignments and confused pre-service physics teachers so that they had difficulty finding solutions to problems. The student's response is in line with the research results of Vogler et al. (2018) which reveals that project activities can foster solid teamwork and Jalinus & Nabawi (2017) revealed that through project activities students find it easier to solve the problems they face because the problems they face are very clear.

V. CONCLUSION AND SUGGESTION
Based on the results of the research above, it can be concluded that the semi-assistance project-based learning program with contextual problem received a positive response. The applied learning program can increase the students' motivation, reduce cognitive load, foster interest in learning about the use of ocean wave energy, equip critical thinking skills, provide creative thinking skills, provide clarity in assignments, assist in solving problems, and foster students' collaboration in groups. As the recommendations for further researcher, there is a need to further identify the responses related to the constraints faced by pre-service physics teachers while working on a project so that it can be used as a reference for improving contextual project-based learning programs with semi-assistance.

ACKNOWLEDGMENTS
The Authors would like to thanks to RISTEK DIKTI has founded all research activities and has given doctoral scholarships.
And the second, the authors also like to everyone who have participated in this research and the staff who has given the chance to conduct this research.