Effect of project based learning model on communication skills of prospective physics teachers assessed from learning style

One of the skills that must be possessed by a teacher to support his professional competence is communication skills. This study aims to examine the influence of the Project-Based Learning (PjBL) model on improving the communication skills of prospective physics teachers in terms of learning styles. The method used is quantitative research with one group pretest-posttest design. The sample consisted of 46 prospective physics teachers at one of the universities in the city of Mataram. The instruments used consisted of a communication skills assessment sheet and a learning style questionnaire (Visual, Audio, and Kinesthetic). The collected data were then analyzed by calculating the N-gain and t-test. The results of data analysis showed that the average communication skills of prospective physics teachers for all learning style groups (Visual, Audiotorial, and Kinesthetic) experienced an increase in the moderate category (N-Gain = 0.64). To find out the difference in the improvement in the communication skills of prospective physics teachers in terms of learning styles, a comparative statistical test was carried out using the t-test. Based on the results of the t-test at the 95% confidence level (a = 0.05), it shows that there is a significant difference in improving communication skills between prospective physics teachers who have visual, auditory, and kinesthetic learning styles. Prospective physics teachers who have a kinesthetic learning style tend to experience a greater increase in communication skills when compared to the visual and auditory learning styles groups.