<![CDATA[AbstrakPengembangan keterampilan berpikir kreatif (creative thinking) dan kemandirian belajar sangat dibutuhkan di era ini. Di lain pihak, metode pembelajaran yang digunakan di Fakultas Ilmu Tarbiyah dan Keguruan IAIN Syekh Nurjati Cirebon dirasa belum dapat menggiring untuk pengembangan keduanya. Penelitian ini merupakan sebuah desain pendahuluan untuk perkuliahan subject spesifik pedagogy dengan bertujuan merancang pembelajaran berbasis project based learning sebagai alternatif metode pengembangan keterampilan berfikir kreatif (creative thinking) dan kemandirian belajar mahasiswa. Adapun metode penelitian menggunakan metode analisis deskriptif. Data dikumpulkan dari hasil wawancara dan observasi. Hasil analisis menunjukkan bahwa pentingnya pembaharuan dan penyegaran perkuliahan subject spesific pedagogy yang meliputi: re-orientasi perkuliahan subject specific pedagogy sesuai dengan keberadaannya sebagai calon guru profesional; pembenahan terhadap empat komponen strategis kegiatan perkuliahan; serta pengembangan model perkuliahan yang sesuai dengan perspektif andragogy yang menempatkan pengalaman otentik dengan penguasaan teoritik secara proporsional.Kata kunci: berpikir kreatif, kemandirian belajar, project based learning AbstractThe development of creative thinking skills and self-regulated learning is needed in this era. On the other hand, the learning method used in the Tarbiyah Faculty of Teacher Training and Teacher Training IAIN Nurjati Cirebon has not been able to lead to the development yet. This research was a preliminary design for specific subject pedagogy lecture aiming at designing project-based learning as an alternative method of developing students' creative thinking skills and self-regulated learning. The research method used was descriptive analysis method. The data were collected from interviews and observation. The results of the analysis show that the importance of the renewal and refreshment of specific subject pedagogy lectures includes: re-orientation of subject specific pedagogy lectures according to their existence as prospective professional teachers; revamping the four strategic components of lecture activities; and the development of lecture models that fit the perspective of andragogy that places authentic experience with theoretical mastery in a proportionate manner.Keywords: creative thinking, self regulated learning, project based learning]]>
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