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Journal of Loomingulisus ja Innovatsioon
Published by Yayasan Adra Karima Hubbi
ISSN : 30479452     EISSN : 30481007     DOI : 10.70177/innovatsioon
Core Subject : Religion, Science, Education, Social,
Religion Computer Science & IT Environmental Science Law, Crime, Criminology & Criminal Justice Other
Journal of Loomingulisus ja Innovatsioon is an international peer-reviewed open-access journal dedicated to interchange for the results of high-quality research in all aspect of creativity and innovation. The scope of Journal of Loomingulisus ja Innovatsioon is not only in the form of study, research, or development, but also book review. But also focused on: developing creativity, innovation and leadership in various fields. The journal publishes state-of-art papers in fundamental theory, experiments, and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion, and concise conclusion. As our commitment to the advancement of science and technology, the Journal of Loomingulisus ja Innovatsioon follows the open access policy that allows the published articles freely available online without any subscription. Submitted papers must be written in English for initial review stage by editors and further review process by minimum two international reviewers.
Arjuna Subject : Umum - Umum
Articles 2 Documents
 1 
Search results for , issue "Vol. 2 No. 5 (2025)" : 2 Documents clear
Fostering Divergent Thinking in the Classroom: The Impact of Project-Based Learning on Student Creativity Harianta, Harianta; Nofirman, Nofirman; Fransiska, Fini Widya; Wardhani, Wahju Dyah Laksmi; Farah, Rina
Journal of Loomingulisus ja Innovatsioon Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v2i5.2513

Abstract

The growing demand for 21st-century skills underscores the importance of nurturing students’ creativity through educational practices that promote divergent thinking. This study investigates the impact of Project-Based Learning (PBL) on fostering divergent thinking and creative performance among high school students. The research aims to analyze how the integration of PBL facilitates idea fluency, flexibility, originality, and elaboration in learners’ creative processes. A quasi-experimental design was employed, involving two groups of students: one receiving traditional instruction and the other exposed to PBL interventions across four project cycles. Data were collected using a validated creativity assessment rubric and analyzed through descriptive and inferential statistics (ANOVA). The findings reveal a significant improvement in divergent thinking indicators among students taught through PBL, particularly in their ability to generate multiple and original ideas. Qualitative observations also highlight that collaborative project environments enhanced motivation, self-expression, and problem-solving capacities. The study concludes that PBL serves as an effective pedagogical framework for cultivating creative and divergent thinking skills essential for innovation-driven learning. Implications emphasize the need for curriculum designers and educators to embed authentic, project-based tasks within classroom instruction.
Innovations in Higher Education Curriculum: A Case Study of Interdisciplinary Programs to Foster Creativity Murcahyanto, Hary; Nofirman, Nofirman; Weri, Firda; Rukiyanto, Bernardus Agus; Chai, Napat
Journal of Loomingulisus ja Innovatsioon Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v2i5.2517

Abstract

The evolving demands of the 21st century have compelled higher education institutions to redesign curricula that transcend disciplinary boundaries and cultivate creativity as a core graduate competency. Traditional mono-disciplinary programs often fail to equip students with the integrative thinking necessary for addressing complex, real-world problems. This study investigates curriculum innovations through interdisciplinary programs aimed at fostering creativity in higher education. The research seeks to identify how cross-disciplinary learning structures, collaborative projects, and flexible pedagogical designs contribute to the development of creative and adaptive learners. A qualitative case study approach was employed, involving document analysis, semi-structured interviews with faculty and students, and observation of interdisciplinary coursework across three universities. Findings reveal that interdisciplinary programs significantly enhance creative capacity by encouraging cognitive flexibility, collaborative problem-solving, and synthesis of diverse perspectives. Students reported heightened engagement and intrinsic motivation when exposed to integrated learning environments that connected theory and practice. The study concludes that curriculum innovation through interdisciplinary design is a powerful strategy for embedding creativity into higher education, though successful implementation requires institutional support, teacher training, and assessment reform aligned with creative learning outcomes.

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