Hybrid-PjBL: Creative thinking skills and self-regulated learning of pre-service teachers

Abstract This study aims to describe creative thinking skills and self-regulated learning of pre-service teachers who participated in Hybrid-PjBL learning activities. The research design used a single-case study (one-shot case study). This study used quantitative descriptive with data in the form of a creative thinking scale, creative thinking ability tests, and self-regulated learning questionnaires. Data analysis used descriptive statistics. The results showed that the application of Hybrid-PjBL to students’ creativity had a very high category; students’ creative thinking abilities had a high category, with the construct of students’ creative thinking abilities comes from innovative factors; and self-regulated learning students had a positive attitude. This indicates that the Hybrid-PjBL learning model can develop students’ creative thinking skills and self-regulated learning with satisfactory results. This study contributes to the study of literature as an alternative learning model relevant to the demands of the twenty-first-century scheme.