Improving Student Creative Thinking Skills Through Project Based Learning

Wijayati, Nanik; Sumarni, Woro; Supanti, Sri

doi:10.18502/kss.v3i18.4732

Cited by 63 publications

(65 citation statements)

References 3 publications

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“…Moreover, a different perspective was rarely used to solve a certain problem. This condition was also observed in the previous study (Wijayati et al, 2019; indicating the urgency of developing the students' critical and creative thinking skills.…”

Section: Introductionsupporting

confidence: 85%

Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills

Sumarni

Kadarwati

2020

JPII

179

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Guiding students how to think critically and creatively is a crucial part of the educational process in order to meet the required skills to face the 21st century. In addition, attention to the local culture especially that is closely related to the scientific concepts needs to be strongly emphasized. Due to those two aspects i.e. creative and critical thinking as well as attention to local culture, the ethno-STEM project-based learning for high school students has been implemented and its impact to students’ critical and creative thinking skills has been investigated. This study involved 230 students from seven high schools in Central Java Indonesia. The data collection was carried out through a set of instruments to reveal the students’ critical and creative thinking skills. The instruments were declared as valid based on the experts’ judgment and showed an Alpha Cronbach score of 0.79 prior to use. The results showed that the ethno-STEM project-based learning was able to improve the average critical and creative thinking skills of students in all indicators varying from low to medium categories. The improvement of students' critical thinking skills was observed by the achievement of the N-gain score, i.e. 52 students (22.6%) achieved a high category, 102 students (44.4%) achieved a medium category, and 76 students (33.0%) achieved a low category. Moreover, an increase in the creative thinking skills was also observed, indicated by the N-gain score, i.e. 63 students (27.4%) were at a high category, 109 students (47.4%) were at a medium category, and 58 students (25.2%) were at a low category. In conclusion, the ethno-STEM project-based learning showed a significant effect on the improvement of students' critical and creative thinking skills.

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Section: Introductionsupporting

confidence: 85%

Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills

Sumarni

Kadarwati

2020

JPII

179

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“…Teaching in a creative way means adopting approaches that empower the imagination to make learning more interesting, exciting and effective [6]. According to Assmann [7], the training and learning revolution is not, although some people may consider it so, training through the Internet, although it does become important.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Courses and Teacher Training Programs on Playful Methodology in Andalusia (Spain)

2020

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In this study we analyzed the primary teaching and training experiences that observe play as a didactic resource to facilitate learning, highlighting fundamental elements and characteristics. A descriptive analysis of the different programs and contents with respect to playful methodology proposed by the Ministry of Education of Andalusian Government (Spain) is presented. The purpose of this type of descriptive idiographic research is to define, classify, catalogue, or characterize the experiences of innovation and projects on ludic methodology. The results show a total of 217 experiences and programs that deal with the use of playful methodology in the classroom. The results conclude that there are training resources interested and involved in the training of teachers in relation to play as a didactic resource. This type of training is carried out outside the university environment and has the characteristics of permanent training.

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“…At the end of the course, an anonymous survey was carried out among students enrolled in the program. The anonymous survey was tailored based on [15]. Instructions were given to the participants that the study was to see the feedback of the students about the effectiveness of multi-course projects in the mentioned courses in electrical engineering.…”

Section: • Project Managementmentioning

confidence: 99%

“…One of the major motivations of this case study, besides changing the traditional curriculum to incorporate ESD, was to confirm the effectiveness of a multi-course project in achieving student learning outcomes and assisting project-based learning (PBL). PBL helps in the development of inquiry processes when learning real-world topics, and is also attractive to students [15].…”

Section: Introductionmentioning

confidence: 99%

Case Study to Analyze the Impact of Multi-Course Project-Based Learning Approach on Education for Sustainable Development

et al. 2020

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This work presents a multi-course project-based learning (MPL) approach implemented using two electrical engineering (EE) interdisciplinary undergraduate courses at Qatar University. Implementing an MPL approach helps in the development of critical thinking and collaborative decision-making skills. The attainment of these skills is also the outcome of education for sustainable development (ESD); the skills help students acquire the knowledge, attitudes, and values necessary to shape a sustainable future. The participating students’ worked on a design project, which was used to assess the fulfillment of a set of student learning outcomes (SLOs), focusing on engineering soft skills and project management skills. The skills include the ability to communicate effectively, to work collaboratively in a team, to think both critically and creatively, and to manage projects efficiently with realistic constraints and standards. The challenges of implementing the MPL method are the organization of pedagogical activities that are planned for each of the courses involved, the coordination of the materials delivered by each course, and the supervision of around 90 students per year performing the MPL method. The experience of MPL deployment in the EE program was rated using student surveys. It was assumed that the MPL approach would be beneficial to the students based on the instructors’ and students’ feedback from the same courses in previous years. This was verified using chi-square statistics of the survey results. The implementation of the MPL also helped in increasing the average marks scored by the students in the design project. Some interesting feedback, statistical analyses, and improvement actions are reported for future upgrades. This work also contributes to the MPL pragmatic body of knowledge by exploring a successful initiative and its outcomes, which can help in attaining the skills needed for ESD.

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Improving Student Creative Thinking Skills Through Project Based Learning

Cited by 63 publications

References 3 publications

Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills

Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills

Analysis of Courses and Teacher Training Programs on Playful Methodology in Andalusia (Spain)

Case Study to Analyze the Impact of Multi-Course Project-Based Learning Approach on Education for Sustainable Development

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