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All Journal Jurnal Penkomi : Kajian Pendidikan dan Ekonomi FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Ida Mawaddah
UNIVERSITAS NGGUSUWARU
Humanities Economics, Econometrics & Finance Education Social Sciences

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INTEGRASI KONSEP CIRCULAR ECONOMY DALAM PROJECT BASED LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KREATIF MAHASISWA CALON GURU EKONOMI Ida Mawaddah; Sudarsono Sudarsono
Jurnal PenKoMi : Kajian Pendidikan dan Ekonomi Vol 9 No 1 (2026): Jurnal Penkomi : Kajian Pendidikan dan Ekonomi
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33627/pk.v9i1.4083

Abstract

Penelitian ini bertujuan untuk mengetahui peningkatan keterampilan berpikir kreatif menuju pembangunan berkelanjutan melalui pembelajaran berbasis proyek pada mahasiswa calon guru ekonomi. Penelitian ini menggunakan metode quasi eksperimen dengan one group pretest postest design. Subyek terdiri dari 29 mahasiswa yang memprogramkan mata kuliah ekonomi pembangunan pada semester 5 di Universitas Nggusuwaru Bima. Instrument tes yang digunakan berupa soal test pilihan ganda (PG) beralasan dan soal test uraian. Kegiatan pembelajaran dilaksanakan enam tahap yaitu (1) pembelajaran diawali dengan diskusi mendalam terkait konsep circular economy untuk pembangunan berkelanjutan, (2) mahasiswa diminta untuk mendesain serta menentukan alat dan bahan kebututah proyek, (3) mahasiswa menentukan jadwal pelaksanaan proyek, (4) melaksanakan implementasi proyek dan monitoring, (5) melaporkan hasil implementasi proyek, (6) melakukan evaluasi untuk kegiatan proyek selanjutnya. Hasil penelitian menunjukan bahwa setiap indikator keterampilan berpikir kreatif yang diamati yaitu flexibility, originality dan elaboration menunjukkan adanya perbedaan signifikan antara pretes dan postest. Hasil tersebut menjelaskan bahwa pembelajaran berbasis proyek pada mata kuliah ekonomi pembangunan dapat meningkatkan keterampilan berpikir kreatif dalam mendukung pembangunan berkelanjutan.
Embedding Indigenous Mbojo Values in Project-Based Learning: A Quasi-Experimental Study in Elementary Sustainability Education Ida Mawaddah; Sudarsono Sudarsono; Heriyanto Heriyanto
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 02 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i02.1785

Abstract

Education for sustainable development at the elementary level still prioritizes cognitive knowledge over behavioral and attitudinal competencies, producing students who describe sustainability principles without enacting them in daily economic life. In Bima City, indigenous Mbojo values bearing on economic responsibility are largely absent from classroom practice, and no study has empirically examined a Mbojo-based Project-Based Learning (PjBL) model. This study tested whether the model strengthened sustainable economic behavior and caring economic attitudes among fifth-grade students. Using a quasi-experimental pretest–posttest control-group design at SDN 19 Kota Bima (2025/2026), 50 students were assigned by intact class to experimental (n = 25) or control (n = 25) groups. Two validated self-report questionnaires measured sustainable economic behavior (25 items, α = .87) and caring economic attitudes (24 items, α = .89), supplemented by a five-dimension performance rubric and structured observation protocol. After eight sessions, posttest scores favored the experimental group: sustainable economic behavior, t(48) = 8.43, p < .001, Hedges' g = 2.14, 95% CI [1.47, 2.81], N-Gain = 0.58 vs. 0.24; caring economic attitudes, t(48) = 7.91, p < .001, Hedges' g = 1.95, 95% CI [1.30, 2.60], N-Gain = 0.61 vs. 0.22. These unusually large effects, together with the single-site sample, intact-group assignment, and the teacher's dual role as implementer and assessor, warrant cautious interpretation. The findings offer preliminary evidence that embedding indigenous Mbojo principles within structured PjBL can shape behavioral and dispositional dimensions of elementary economic learning; multi-site replication with independent assessment is needed before efficacy can be generalized
Co-Authors Heriyanto Sudarsono Sudarsono Sudarsono Sudarsono