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The Effect Of Project Based Learning On Creative Thinking Skills For Teachers Anisa'ul Indah Mutiasari; Mustaji Mustaji; Lamijan Hadi Susarno
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol 8, No 2 (2023): April
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v8i2.7131

The success of a program is closely related to the quality of the plans made. The inability of someone to plan a program will undoubtedly tend to fail. Likewise, educational success is closely associated with quality learning processes. This research is a case study analysis that explores a system that is bound or a case (or it could be several cases) that occurred over a certain period through in-depth and detailed data collection from various sources of information that can be trusted for the truth of the testimony. This research aims to determine the effect of project-based learning on students' creativity in preparing learning designs. This study used an experimental type using a one-group pretest-posttest technique. The research was conducted at Ketintang Vocational High School Surabaya, involving ten multimedia teachers and collecting data using practice tests. The results and analysis of the data obtained in the independent sample t-test get t count > t table. If so, project-based learning affects teacher creativity.

Students' Learning Needs as an Empirical Foundation for Project-Based Collaborative Learning Model Development toward SDG 4 Zet Yulius Baitanu; Suryanti Suryanti; Lamijan Hadi Susarno
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.294

Objective: To establish an empirical foundation for the development of a Project-Based Collaborative Learning (PjBCL) model by identifying undergraduate students’ learning needs, interpreting their instructional significance, and translating the findings into empirical learner design requirements to support SDG 4 (Quality Education). Method: The study represents the needs assessment phase of a broader Educational Design Research (EDR) project. Following pilot testing of a preliminary 70-item questionnaire with 35 students, a refined instrument consisting of 49 substantive items, two attention-check items, and three open-ended questions was administered to 677 undergraduate students from 43 study programmes across nine faculties at Universitas Nusa Cendana, Indonesia. Quantitative data were analyzed using descriptive statistics, Cronbach’s alpha, and exploratory factor analysis (EFA), while 2,031 qualitative response units were analyzed thematically. Both datasets were integrated through a joint display to derive empirical learner design requirements. Results: The findings revealed that local contextual relevance, collaboration and communication, and students’ preference for Project-Based Collaborative Learning constitute strong readiness factors for instructional innovation. In contrast, problem-solving and creative-thinking competencies require further instructional support. Qualitative analysis generated six major themes, including authentic contextual learning, structured collaborative inquiry, higher-order cognition, learner agency, digital and information literacy, and instructional support. The integration of quantitative and qualitative findings produced a comprehensive set of learner design requirements for authentic local projects, structured collaboration, higher-order cognitive development, ethical digital learning, continuous instructional support, and learner autonomy. Novelty: Demonstrating a transparent evidence-to-design process by systematically integrating quantitative and qualitative findings to generate empirical learner design requirements. These evidence-based requirements provide a robust foundation for the subsequent design and development of an effective Project-Based Collaborative Learning (PjBCL) model.

Lecturer-Informed Instructional Design Requirements for Developing a Project-Based Collaborative Learning Model toward SDG 4 Zet Yulius Baitanu; Suryanti Suryanti; Lamijan Hadi Susarno
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.304

Objective: To identify and prioritise lecturers’ instructional needs and translate integrated evidence into lecturer-informed design requirements for developing a Project-Based Collaborative Learning (PjBCL) model in higher education. It also examined how the resulting requirements could support SDG 4 by strengthening contextually relevant and competency-oriented quality education. Method: The study employed the Preliminary Research phase of Educational Design Research. A needs-assessment questionnaire was pilot-tested with 11 lecturers and administered to 78 lecturers at an Indonesian public university using purposive sampling. Quantitative data were analysed using descriptive statistics and internal-consistency testing, while qualitative responses were examined through inductive content analysis. The two strands were integrated using Joint Display and Meta-Inference. Results: The analysis produced four interrelated instructional design requirements: local contextualisation, authentic collaborative learning, institutional readiness, and student competency development. Local-context integration received the highest quantitative rating (M = 4.65, SD = 0.41), and qualitative findings specified the cultural, pedagogical, organisational, and partnership conditions required to operationalise these priorities. Novelty: The study advances Educational Design Research by demonstrating a transparent evidence-to-design pathway that converts lecturers’ quantitative priorities and qualitative explanations into explicit instructional design requirements before model development. This lecturer-informed process provides an empirical foundation for designing and iteratively refining a context-responsive PjBCL model aligned with SDG 4 (Quality Education).

Students' Learning Needs as an Empirical Foundation for Project-Based Collaborative Learning Model Development toward SDG 4 Zet Yulius Baitanu; Suryanti Suryanti; Lamijan Hadi Susarno
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.294

Objective: To establish an empirical foundation for the development of a Project-Based Collaborative Learning (PjBCL) model by identifying undergraduate students’ learning needs, interpreting their instructional significance, and translating the findings into empirical learner design requirements to support SDG 4 (Quality Education). Method: The study represents the needs assessment phase of a broader Educational Design Research (EDR) project. Following pilot testing of a preliminary 70-item questionnaire with 35 students, a refined instrument consisting of 49 substantive items, two attention-check items, and three open-ended questions was administered to 677 undergraduate students from 43 study programmes across nine faculties at Universitas Nusa Cendana, Indonesia. Quantitative data were analyzed using descriptive statistics, Cronbach’s alpha, and exploratory factor analysis (EFA), while 2,031 qualitative response units were analyzed thematically. Both datasets were integrated through a joint display to derive empirical learner design requirements. Results: The findings revealed that local contextual relevance, collaboration and communication, and students’ preference for Project-Based Collaborative Learning constitute strong readiness factors for instructional innovation. In contrast, problem-solving and creative-thinking competencies require further instructional support. Qualitative analysis generated six major themes, including authentic contextual learning, structured collaborative inquiry, higher-order cognition, learner agency, digital and information literacy, and instructional support. The integration of quantitative and qualitative findings produced a comprehensive set of learner design requirements for authentic local projects, structured collaboration, higher-order cognitive development, ethical digital learning, continuous instructional support, and learner autonomy. Novelty: Demonstrating a transparent evidence-to-design process by systematically integrating quantitative and qualitative findings to generate empirical learner design requirements. These evidence-based requirements provide a robust foundation for the subsequent design and development of an effective Project-Based Collaborative Learning (PjBCL) model.

Lecturer-Informed Instructional Design Requirements for Developing a Project-Based Collaborative Learning Model toward SDG 4 Zet Yulius Baitanu; Suryanti Suryanti; Lamijan Hadi Susarno
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.304

Objective: To identify and prioritise lecturers’ instructional needs and translate integrated evidence into lecturer-informed design requirements for developing a Project-Based Collaborative Learning (PjBCL) model in higher education. It also examined how the resulting requirements could support SDG 4 by strengthening contextually relevant and competency-oriented quality education. Method: The study employed the Preliminary Research phase of Educational Design Research. A needs-assessment questionnaire was pilot-tested with 11 lecturers and administered to 78 lecturers at an Indonesian public university using purposive sampling. Quantitative data were analysed using descriptive statistics and internal-consistency testing, while qualitative responses were examined through inductive content analysis. The two strands were integrated using Joint Display and Meta-Inference. Results: The analysis produced four interrelated instructional design requirements: local contextualisation, authentic collaborative learning, institutional readiness, and student competency development. Local-context integration received the highest quantitative rating (M = 4.65, SD = 0.41), and qualitative findings specified the cultural, pedagogical, organisational, and partnership conditions required to operationalise these priorities. Novelty: The study advances Educational Design Research by demonstrating a transparent evidence-to-design pathway that converts lecturers’ quantitative priorities and qualitative explanations into explicit instructional design requirements before model development. This lecturer-informed process provides an empirical foundation for designing and iteratively refining a context-responsive PjBCL model aligned with SDG 4 (Quality Education).

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