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All Journal Journal of English and Education Jurnal Bahasa Lingua Scientia Wiralodra English Journal (WEJ) Journal of English Language Teaching Innovations and Materials (Jeltim) Refleksi Pembelajaran Inovatif IJELR: International Journal of Education, Language, and Religion J-Lalite: Journal of English Studies ABDI MOESTOPO: Jurnal Pengabdian pada Masyarakat Journal of English Language Teaching and English Linguistics
Anandayu Suri Ardini
English Language Education Department, Universitas Islam Indonesia, Indonesia
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Problem-based learning dalam pembelajaran sastra anak untuk mengembangkan divergent thinking skills dalam penyusunan rancangan bahan ajar pada mahasiswa calon guru Ardini, Anandayu Suri
Refleksi Pembelajaran Inovatif Vol. 5 No. 2 (2025): Volume 5 Nomor 2 Tahun 2025
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/rpi.vol5.iss2.art4

Abstract

Problem-Based Learning (PBL) in enhancing students’ divergent thinking skills in the Children’s Literature course at the English Language Education Department, Universitas Islam Indonesia. Thirty-three students enrolled in the course participated in the study using a convenience sampling technique. A quantitative design with a one-group pretest-posttest model was employed. The instrument used was the Divergent Thinking Self-Assessment Scale developed by Sternberg (1997), adapted from 25 to 21 items. Students attended 14 class meetings consisting of four PBL cycles, each focusing on different children’s literature texts (The Book with No Pictures, Angryman, Cinderella, and I Like Your Way). Descriptive analysis revealed an increase in mean scores from the pretest (M = 2.71, SD = 0.31) to the posttest (M = 2.96, SD = 0.21). A paired sample t-test indicated a statistically significant difference (t(65) = 23.42, p < .001), with a mean difference of 1.37 (SD = 0.46). These findings demonstrate that PBL significantly improved students’ divergent thinking skills. Pedagogically, the results highlight the importance of integrating children’s literature and problem-based approaches to foster creativity, critical thinking, and prospective teachers’ ability to design contextual and inclusive teaching materials. Future studies are recommended to involve control groups and more diverse participants to explore the impact of PBL more comprehensively.
Co-Authors Al Ghaniy, Roro Millatu Alifa Rismayanti Nur Muhammad Dian Febriany Putri Fhazil Adzikri Moh Irwansyah Murtafi'ah, Banatul Qatrunnida, Muthiah Willy Prasetya