Today's global challenges in education require a profound paradigm shift in the learning process, especially in teacher education. The transformation of education in the 21st century emphasizes the need for integration between mastery of scientific content and the strengthening of soft skills, especially creative thinking skills and collaborative skills. The Basic Concept of Science in Elementary School, as one of the fundamental courses in Elementary School Teacher Education (ESTE), not only aims to build conceptual knowledge, but also to form a creative mindset, problem-solving skills, collaboration and awareness of natural phenomena critically and analytically. However, the learning of the Basic Concepts of Science in the ESTE study program has not accommodated the need for the improvement of creative thinking skills, collaborative, and minimal involvement of students in the active, contextual, and reflective learning process. Therefore, the aim of this study is to analyse the effectivity of integration Project-Based Learning (PjBL) on the webinar tutorial in the enhancement of creative thinking and collaborative skills of ESTE students. This study uses a quantitative approach with a pre-experimental design of the one-group pretest-post-test type. A total of 25 PGSD students of the Universitas Terbuka were selected through purposive sampling techniques to participate in a four-week learning intervention, which consisted of four synchronous webinar-based sessions and asynchronous project activities. In each webinar tutorial session, students discuss, design, and develop projects collaboratively with the assistance of lecturers. Students are divided into small groups to design science learning projects that are relevant to the context of learning in primary school.

Data were collected through three main instruments, namely:
(1) creative thinking ability questionnaire based on fluency, flexibility, originality, and elaboration indicators;
(2) project product assessment rubric; and
(3) a collaborative self-assessment scale that measures individual contribution, communication, and responsibility.

The results of the data analysis showed a significant increase in both main variables. Students' creative thinking skills increased from an average of 66.45 to 74.25 (p = 0.0002), with the highest increase in the aspects of originality and flexibility of thinking. The assessment of the project product showed high scores on the dimensions of relevance (95), creativity (91.25), and popularity of the work (85). On the other hand, students' collaborative skills also experienced a significant increase, with the average score increasing from 69.45 to 84.52 (p = 0.000). These improvements include individual contributions to group work, communication effectiveness, and collective responsibility.

These results show that the integration of webinar-based PjBL not only enriches students' conceptual understanding, but also forms an active, reflective, and collaborative learner character. The findings of this study strengthen the premise that a constructivist approach through PjBL packaged in a synchronous digital format can create a dynamic, contextual, and immersive learning environment, even in the context of distance education relevant to the professional demands of future educators.

Keywords: Project-Based Learning, creativity, collaboration, online learning, teacher education.