The effect of project based learning model in seminar course to student’s creative thinking skills

Abstract

The purpose of this study was to determine the effect of Project Based Learning model of the student’s creative thinking skills. The methode used in this research was quasi-experimental. Subjects in this study were the seventh semester students of class C the experimental class and class A as the control. The results indicated that there was a significant increase of student’s creative thinking skills in experimental class compared to the control class which was indicated by N-gain test result (0.004 <0.05) in which the average of experimental calss was higher than the control class. The analysis per-indicator showed an increase of experimental class which the Fluence indicator was included in high category, the Flexibility and Originality indicators were fair, and the Elaboration indicator was low. These results were supported by the higher learning activity of student’s experimental class compared to those of control class. In addition, the student rerspons questionnaire showed a positive results to the application of the Project Based Learning model.

Hybrid-PjBL: Learning Outcomes, Creative Thinking Skills, and Learning Motivation of Preservice Teacher

“…During project activities, they were encouraged to actively reflect their knowledge and have the awareness to collaborate in groups. Collaborative activities in solving problems through project activities are known to be able to educate students to become active learners (Amin & Adiansyah, 2018;Antika & Nawawi, 2017;Bell, 2010;Kokotsaki et al, 2016;Ramdiah, Abidinsyah, & Mayasari, 2018). This collaboration activity was also reportedly capable to optimize the process of absorbing knowledge during learning (Krishnan, Gabb, & Vale, 2011;L.…”

“…The influence of Hybrid-PjBL implementation on students' creative thinking skills is in line with several previous reports that examine the use of PjBL and hybrid learning to thinking skills. Antika & Nawawi (2017) and Rambely et al (2013) emphasize that PjBL is able to empower students' creative thinking skills. In line with these findings, Husamah (2015b) also suggests that Hybrid-PjBL is a learning that has the potential to better develop students' thinking skills.…”

“…PjBL is also considered as a form of learning that is fitted for students in the science field of study (Crippen et al, 2016;Movahedzadeh, Patwell, Rieker, & Gonzalez, 2012). This learning has also been reported to have a positive impact on learning outcomes (Fini, Awadallah, Parast, & Abu-Lebdeh, 2018), creative thinking skills (Antika & Nawawi, 2017;Rambely et al, 2013), as well as the increase of student's learning motivation (Movahedzadeh et al, 2012).…”

Implementing project-based learning to enhance creative thinking skills on water pollution topic

“…Some of these studies examine the increase of students' creativity in various countries (Isabekov & Sadyrova, 2018;Rambely et al, 2013). Several studies in Indonesia also reported similar results (Antika & Nawawi, 2017;Ummah, Inam, & Azmi, 2019). The increase in students' creative thinking skills after participating in PjBL further emphasizes the role of this learning in empowering thinking skills and various other 21st Century competencies (Bell, 2010;Kokotsaki, Menzies, & Wiggins, 2016;Takeda, 2016).…”

Analysis of students’ creative thinking on plant microtechnical laboratory practices

“…In connection with the importance of empowering creative thinking skills, microteaching lectures must be designed to be innovative learning-based lectures. Several learning models that can be used as references in empowering creative thinking skills are project-based learning (Antika & Nawawi, 2017;Putri et al, 2019;Wijayati et al, 2019;Yamin et al, 2020) and problem-based learning models (Birgili, 2015;Kardoyo et al, 2020;Khoiriyah & Husamah, 2018;Talat & Chaudhry, 2014;Zhou, 2012). Lecturers can raise problems before the Plant Microtechnique lecture begins.…”