International Journal of
Information and Education Technology

Abstract—Creativity is an essential competence for pre-service teachers in preparing innovative learning designs that meet diverse student needs. However, many pre-service teachers face challenges in developing creative skills due to limited opportunities for collaborative and differentiated learning experiences. This study aims to investigate the effectiveness of Team-Based Project-Differentiation Learning supported by an AppYet based e-module (TBP-DIFLAE) in improving pre-service teachers’ creativity. The study employed a quasi-experimental design with a non-equivalent control group involving 51 pre-service physics teachers at a teacher education institution. The experimental group participated in TBP-DIFLAE principles, while the control group received conventional instruction. Creativity was assessed using a validated analytic rubric aligned to TBP-DIFLAE tasks, operationalizing (1) the ability to generate original ideas (novel/low-frequency responses), (2) confidence in solving problems independently (self-directed solution planning and execution), and (3) skill in further developing other ideas (actionable extensions/refinements), with each dimension scored on a 0–4 scale. The findings show that the experimental group achieved a significant improvement in creativity (N-Gain = 0.38, middle effect size, p < 0.05) compared to the control group. The study concludes that the integration of TBP-DIFLAE significantly enhances pre-service teachers’ creativity. Despite positive gains, the single-institution and modest sample limit generalizability; future multi-site research with larger, more diverse, and cross-disciplinary cohorts is warranted to validate and extend these findings. These findings provide practical insights for teacher education programs, highlighting the potential of combining technology and collaborative-differentiated strategies to foster creativity and prepare future teachers for 21st-century educational challenges.

Keywords—team based project, differentiated, e-module, pre-service teacher’s, creativity

[PDF]

Cite: Rajo Hasim Lubis, Derlina, Ida Wahyuni, Deo Demonta Panggabean, and Yanthy Leonita P. Simanjuntak, "Team Based Project-Differentiation Learning and AppYet e-Module to Improve Pre-service Teacher’s Creativity," International Journal of Information and Education Technology, vol. 16, no. 4, pp. 884-893, 2026.

Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).