<![CDATA[Through the Case Method and Team Based Project in mechanics lectures, science teacher candidates are expected to be able to master the nature of mechanics. The purpose of this study was to analyse the readiness and constraints of the implementation of case method and team-based project in mechanics courses in the Science Education Study Program. Survey method is applied to obtain data triangulation to achieve the stated research objectives. The results of this research indicate that lecturers' comprehension is still diverse regarding the definition and syntax of the case method and team-based project. In its implementation, the case method is following the theory and expectations in the mechanic's lectures contained in the curriculum documents. Meanwhile, team-based projects still need improvement and development in their application to mechanics’ course. The skills trained in mechanics course are still limited to critical thinking skills, communication, and collaboration, while Learning Outcome (LO) are also set to train creative thinking skills and generic science skill. The learning model chosen and applied by the lecturers is problem-based learning and project-based learning following what is stated in the document of semester learning program. According to students experience during lectures there are still limited to direct instruction which is more experience deepening concepts and lots of discussions. The carrying capacity of the learning environment is quite good based on ICT but it is still dominated by Power Point Presentation and Virtual Lab Applications, while Coding Block and AR-VR have not yet been developed.]]>
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