Analysis of Prospective Chemistry Teacher Students' Understanding of Creative Pedagogy in Learning Using the C-R-E-A-T-E Model through Microteaching Lectures

Abstract

This study aims to analyze prospective chemistry teachers' understanding of creative pedagogy through the application of the C-R-E-A-T-E model in microteaching lectures. The need to develop creativity and pedagogical competence in the 21st century requires prospective teachers to be able to integrate innovative and project-based learning. Through a descriptive qualitative approach, data were obtained from the open-ended responses of ten students who participated in microteaching based on the C-R-E-A-T-E model. The results of the analysis show that prospective teachers understand creative pedagogy as an approach that emphasizes innovation, imagination, flexibility, and active participation in learning. The microteaching experience provided them with the opportunity to apply creative strategies such as simple experiments, the use of interactive media, and chemistry-based projects, thereby strengthening their teaching skills and reflective abilities. All syntax of C-R-E-A-T-E were perceived to contribute to building creativity, especially in the stages of concept linking, application, and project task implementation. The findings also reveal that students view the C-R-E-A-T-E model as a practical framework that embodies creative pedagogy in a concrete way in chemistry learning. This study provides added value in the form of a comprehensive picture of prospective teachers' readiness to adopt creative learning strategies.