Model Pembelajaran Glokal Berbasis Creative Technopreneurship - Moh Rusnoto Susanto; Setuju; Th. Laksmi Widyarini; Azhari Md Hashim; Muhammad Zaffwan Idris (CILPA, 2026)
Abstrak Perkembangan ekonomi digital menuntut pembelajaran yang mengintegrasikan budaya lokal, kreativitas, teknologi digital, dan kewirausahaan. Namun, pembelajaran seni dan desain masih berfokus pada keterampilan teknis sehingga pengembangan creative thinking dan creative technopreneurship belum optimal. Penelitian ini bertujuan mengembangkan Model Pembelajaran Integrasi Budaya Glokalitas untuk meningkatkan kedua kompetensi tersebut. Penelitian menggunakan metode Research and Development (R&D) melalui tahapan analisis kebutuhan, perancangan, validasi ahli, uji coba, revisi, dan implementasi. Data dikumpulkan melalui observasi, wawancara, angket, tes creative thinking, dan penilaian produk, kemudian dianalisis secara kualitatif serta kuantitatif menggunakan statistik deskriptif dan skor N-gain. Model yang dihasilkan meliputi lima sintaks, yaitu eksplorasi glokal, ideasi kreatif, pengembangan produk digital, branding dan komersialisasi, serta refleksi dan evaluasi. Hasil penelitian menunjukkan bahwa model memenuhi kriteria valid, praktis, dan efektif, dengan peningkatan creative thinking (N-gain = 0,66) dan creative technopreneurship (N-gain = 0,64) pada kategori sedang–tinggi. Implementasi model juga memperkuat kolaborasi, literasi digital, komunikasi, serta kemampuan mengembangkan inovasi berbasis budaya lokal. Kebaruan penelitian terletak pada integrasi glokalitas, creative thinking, dan creative technopreneurship dalam satu kerangka pedagogis yang mendukung pembelajaran abad ke-21 dan penguatan ekonomi kreatif berbasis budaya. Abstract The rapid growth of the digital economy requires learning models that integrate local culture, creativity, digital technology, and entrepreneurship. However, art and design education remains largely focused on technical skills, limiting the development of creative thinking and creative technopreneurship. This study aimed to develop a Glocal Culture-Based Learning Model to enhance these competencies. The study employed a Research and Development (R&D) approach consisting of needs analysis, model design, expert validation, pilot testing, revision, and implementation. Data were collected through observations, interviews, questionnaires, creative thinking tests, and product assessments, and analyzed using qualitative methods, descriptive statistics, and N-gain scores. The proposed model comprises five instructional stages: glocal exploration, creative ideation, digital product development, branding and commercialization, and reflection and evaluation. The findings indicate that the model is valid, practical, and effective, improving students' creative thinking (N-gain = 0.66) and creative technopreneurship (N-gain = 0.64), both within the moderate-to-high category. The implementation also strengthened collaboration, digital literacy, communication skills, and the ability to develop innovations rooted in local culture. The novelty of this study lies in the systematic integration of glocal culture, creative thinking, and creative technopreneurship into a unified pedagogical framework that supports 21st-century learning and fosters a culture-based creative economy.