Student Creativity through Project-based Learning Experiences

Abstract

This study aims to analyze students’ creativity through project-based learning experiences in a electrochemistry topic. Subject of this study was 40 students from Chemistry Education Study Program who took basic chemistry course. Students experienced several activities, namely: forming groups of three, asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts like a model, a videotape, or a media. Then, the lecturer monitored the students and the progress of the project, assessed the outcome and evaluated the experience resulting students-in group’ creativity profile. Research instruments are project assessment rubrics and observation sheets. Findings show that students’ creativity in groups ranges from less to very good or from 48.15 to 92.59. Although there are still shortcomings with this study, we encourage other lecturers to implement this type of learning model in other courses or subjects in order to improve students’ problem solving skills.

Lampung Language Online Learning during the Covid-19 Outbreak: How are the Teacher’s TPACK Skills?

“…In addition to the various types of learning media, teachers are also able to provide project assignments to overcome monotonous learning. Project-based learning can increase the creativity of students and their interest in participating in learning (Desi et al, 2020;Isabekov & Sadyrova, 2018;Yamin et al, 322 Lampung Language Online Learning during the covid-19 … International Journal of Instruction, January 2023• Vol.16, No.1 2020. Projects that can be assigned in Lampung language classes are making recordings of folk songs, regional artworks, and videos of daily conversations using the Lampung language.…”

Pengembangan E-modul Pubertas Untuk Melatihkan Literasi Digital Peserta Didik Madrasah Ibtidaiyah

“…Penelitian ini termasuk Educational Design Research yang diadaptasi dari evaluasi formatif model Tessmer dan dibatasi pada tahap self evaluation, expert review, dan one to one evaluation. Pada self evaluation, tim peneliti telah mengkaji berbagai penelitian sebelumnya, di antaranya project based learning (Ardianti et al, 2017;Desi et al, 2019;Faridah et al, 2022;Larmer et al, 2015;Priatna et al, 2017;Shavab, 2020;Suminarsih, 2023), literasi digital (Jumila et al, 2018;Nasrullah et al, 2017;Techataweewan & Prasertsin, 2018;Theisen et al, 2011;Wijayanti et al, 2016), serta kaitannya pembelajaran kreatif dan inovatif di abad 21 (Jalil et al, 2021;Nurhasnah et al, 2023;Shopova, 2014) Tahap expert review, draf e-modul dilakukan uji validasi oleh 3 pakar pembelajaran IPA dan 2 praktisi (guru IPA).…”