Bilingual Problem-Based Learning Worksheet for Pre-Service Teachers’ Emotional Development Understanding

Abstract

This study aims to develop a bilingual Problem-Based Learning (PBL) worksheet to support pre-service teachers’ understanding of emotional development. This research employed a development method using the Tessmer formative evaluation model, including analysis, design, development, and formative evaluation through expert review, one-to-one evaluation, and small group evaluation. The instruments used were validation questionnaires and student response questionnaires. Validation data were analyzed using Aiken’s V, while practicality data were analyzed descriptively. The results showed that the developed worksheet had a very high level of validity with an average Aiken’s V value of 0.905. The one-to-one evaluation indicated good initial practicality, while the small group evaluation showed high practicality with an average percentage of 89.34% (very practical category). The worksheet was considered easy to use, visually appealing, and helpful in facilitating students’ understanding of the material. Therefore, the bilingual PBL worksheet is valid and practical and has the potential to be used as a teaching material in teacher education.