The Effectiveness of Learning Media Exhibitions Through Project-Based Learning (PjBl) to Improve the Creativity Skills of Prospective Mathematics Teachers
Abstract
Prospective mathematics teachers in the IAIN Kudus mathematics education study program have not demonstrated maximum creative behaviour when developing learning media. Learning media exhibitions through project-based learning (PjBL) enable prospective teachers to interact directly (facilitate discussions)/be engaged authentically, explore critically, be innovative, elaborative, collaborative, and original, and gain challenging cognitive experiences so that their creativity increases. To determine the effectiveness of media exhibitions through PjBL on increasing the creativity of prospective mathematics teachers, a quasi-experimental approach was carried out on students (n=50) in the fifth semester of the 2022/2023 academic year of the IAIN Kudus mathematics education study program taken using cluster random sampling techniques. After applying this model and carrying out a paired t-test, there was a statistically significant difference between the mean of creativity of prospective mathematics teachers before and after implementing the PjBL model and exhibition activity. Meanwhile, the effectiveness of the improvement is 0.48 in the medium category. This means that the learning media exhibition through PjBL is effective in increasing the creativity of prospective teachers. Media exhibition activities through project-based learning can be a valuable and sustainable educational program to foster the creativity of prospective teachers majoring in mathematics education.
Calon guru matematika pada program studi pendidikan matematika IAIN Kudus belum menunjukkan perilaku kreatif yang maksimal dalam mengembangkan media pembelajaran. Pameran media pembelajaran melalui pembelajaran berbasis proyek (PjBL) memungkinkan calon guru berinteraksi langsung (memfasilitasi diskusi)/terlibat secara autentik, bereksplorasi secara kritis, inovatif, elaboratif, kolaboratif dan orisinal, serta memperoleh pengalaman kognitif yang menantang sehingga kreativitasnya meningkat. Untuk mengetahui efektivitas pameran media melalui PjBL terhadap peningkatan kreativitas calon guru matematika, dilakukan pendekatan kuasi eksperimen pada siswa (n=50) semester V tahun pelajaran 2022/2023 pendidikan matematika IAIN Kudus program studi yang diambil dengan menggunakan teknik cluster random sampling. Setelah diterapkan model tersebut dan dilakukan uji t berpasangan, terdapat perbedaan yang signifikan secara statistik antara rata-rata kreativitas calon guru matematika sebelum dan sesudah penerapan model PjBL dan kegiatan pameran. Sedangkan efektivitas peningkatannya sebesar 0,48 dengan kategori sedang. Artinya pameran media pembelajaran melalui PjBL efektif meningkatkan kreativitas calon guru. Kegiatan pameran media melalui pembelajaran berbasis proyek dapat menjadi program pendidikan yang bernilai dan berkelanjutan untuk menumbuhkan kreativitas calon guru jurusan pendidikan matematika.
Keywords
Full Text:
PDFReferences
Afriana, & Jaka. (2015). PROJECT-BASED LEARNING (PjBL). doi: 10.13140/RG.2.1.3338.2486
Albritton, S., & Stacks, J. (2016). Implementing a Project-Based Learning Model in A Pre-Service Leadership Program. NCPEA International Journal of Educational Leadership Preparation, 11(1).
Almulla, M. A. (2020). The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning. SAGE Open, 10(3). doi: 10.1177/2158244020938702
Anderson, D., Lucas, K. B., Ginns, I. S., & Dierking, L. D. (2000). Development of knowledge about electricity and magnetism during a visit to a science museum and related post-visit activities. Science Education, 84(5), 658–679. doi: 10.1002/1098-237X(200009)84:5<658::AID-SCE6>3.0.CO;2-A
Andrade, R. R., & Pasia, A. E. (2020). Mathematical creativity of pre-service teachers in solving non-routine problems in State University in Laguna. Universal Journal of Educational Research, 8(10), 4555–4567. doi: 10.13189/ujer.2020.081024
Bolden, D. S., Harries, T. V., & Newton, D. P. (2010). Pre-service primary teachers’ conceptions of creativity in mathematics. Educational Studies in Mathematics, 73(2), 143–157. doi: 10.1007/s10649-009-9207-z
Çalışkan-Dedeoğlu, N. (2022). Preservice Mathematics Teachers’ Ability to Perform the Mathematizing Process: The Cylinder Packing Problem. Participatory Educational Research, 9(6), 130–155. doi: 10.17275/per.22.132.9.6
Cambell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. In Houghton Mifflin Company. United states of america: Houghton Mifflin Company. doi: 10.1037/022808
Cervantes, B., Hemmer, L., & Kouzekanani, K. (2015). The impact of project-based learning on minority student achievement: Implications for school redesign. Education Leadership Review of Doctoral Research, 2(2), 50–66. doi: https://eric.ed.gov/?id=EJ1105713
Cropley, A. J. (1967). Creativity: A New Kind of Intellect? Australian Journal of Education, 11(2), 120–125. doi: https://doi.org/10.1177/000494416701100203
Daher, W., & Anabousy, A. (2018). Creativity of pre-service teachers in problem posing. Eurasia Journal of Mathematics, Science and Technology Education, 14(7), 2929–2945. doi: 10.29333/ejmste/90994
De Vivo, K. (2022). A new research base for rigorous project-based learning. Phi Delta Kappan, 103(5), 36–41. doi: 10.1177/00317217221079977
Dewitt, J., & Osborne, J. (2010). Recollections of exhibits: Stimulated- recall interviews with primary school children about science centre visits. International Journal of Science Education, 32(10), 1365–1388. doi: 10.1080/09500690903085664
Fadhil, M., Kasli, E., Halim, A., Evendi, Mursal, & Yusrizal. (2021). Impact of Project Based Learning on Creative Thinking Skills and Student Learning Outcomes. Journal of Physics: Conference Series, 1940(1), 0–8. doi: 10.1088/1742-6596/1940/1/012114
Gilbert, J., & Priest, M. (1997). Models and discourse: A primary school science class visit to a museum. Science Education, 81(6), 749–762. doi: 10.1002/(SICI)1098-237X(199711)81:6<749::AID-SCE10>3.0.CO;2-I
Glassman, A. M., & Opengart, R. (2016). Teaching Innovation and Creativity: Turning Theory into Practice. Journal of International Business Education, 11, 113.
Gunawan, G., Harjono, A., Sahidu, H. M. T., & Herayanti, L. (2019). Project-Based Learning on Media Development Course to. The 2nd International Conference on Science, Mathematics, Environment, and Education, 020032(October 2018). AIP Conference Proceedings. doi: https://doi.org/10.1063/1.5139764
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102(April), 101586. doi: 10.1016/j.ijer.2020.101586
Halimatusyadiyah, N., Anasya, S. W., & Pajri, A. (2022). The Effectiveness Of The Project Based Learning Model In The Independent Learning Curriculum. Jurnal Kewarganegaraan, 6(2), 3.
Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. Nordic Studies in Science Education, 10(1), 90–104. doi: 10.5617/nordina.652
Isabekov, A., & Sadyrova, G. (2018). Project-Based Learning to Develop Creative Abilities in Students. In J. Drummer, G. Hakimov, M. Joldoshov, T. Köhler, & S. Udartseva (Eds.), Vocational Teacher Education in Central Asia. Technical and Vocational Education and Training: Issues, Concerns and Prospects (pp. 43–49). Springer Cham. doi: https://doi.org/10.1007/978-3-319-73093-6_4
Larraz-Rábanos, N. (2021). Development of Creative Thinking Skills in the Teaching-Learning Process. In U. Kayapinar (Ed.), Teacher Education. IntechOpen. doi: doi: 10.5772/intechopen.97780
Mariam, I., Latianingsih, N., & Wartiningsih, E. (2020). Building Creative and Innovative Learning for Exhibition Through the Concept of Collaborative Knowledge Creation in Polytechnic. 298(iCAST 2018), 223–226. doi: 10.2991/assehr.k.200813.049
Maros, M., Korenkova, M., Fila, M., Levicky, M., & Schoberova, M. (2023). Project-based learning and its effectiveness: evidence from Slovakia. Interactive Learning Environments, 31(7), 4147–4155. doi: 10.1080/10494820.2021.1954036
Martin, D., & Hokanson, B. (2022). INFORMAL LEARNING : THE DESIGN AND DEVELOPMENT OF AN EXHIBITION. International Journal of Designs for Learning, 13(2), 100–108.
Mawarsari, V. D., Astuti, A. P., & Purnomo, H. D. (2021). The Creativity of Pre-Service Mathematics Teachers in Digital Learning. Indonesian Journal of Mathematics Education, 4(2), 45–52. doi: 10.31002/ijome.v4i2.5638
Meltzer, D. E. (2002). The relationship between mathematics preparation and conceptual learning gains in physics: A possible “hidden variable” in diagnostic pretest scores. American Journal of Physics, 70(12), 1259–1268. doi: 10.1119/1.1514215
Raykov, T., & Penev, S. (2006). A Direct Method for Obtaining Approximate Standard Error and Confidence Interval of Maximal Reliability for Composites With Congeneric Measures. Multivariat Behavioral Research, 4(1), 15–28. doi: 10.1207/s15327906mbr4101
Retnawati, H. (2016). Analisis Kuantitatif Instrumen Penelitian (Panduan Peneliti, Mahasiswa, dan Psikometrian). Yogyakarta: Parama Publishing.
Retnawati, H. (2017). Diktat Kuliah: Statistika Lanjut. Yogyakarta: UNY.
Rix, C., & McSorley, J. (1999). An investigation into the role that school-based interactive science centres may play in the education of primary-aged children. International Journal of Science Education, 21(6), 577–593. doi: 10.1080/095006999290453
Rosa, M., & Orey, D. C. (2016). State of the Art in Ethnomathematics. In G. Kaiser (Ed.), Current and Future Perspectives of Ethnomathematics as a Program. ICME-13 Topical Surveys (pp. 11–37). Springer Cham. doi: https://doi.org/10.1007/978-3-319-30120-4_3
Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. MPR-Online, 8(May 2003), 23–74.
Silaningsih, T. (2014). Eksperimentasi Model Pembelajaran Kooperatif Tipe Teams Games Tournament dan Team Assites Individualization pada Materi Vektor Kelas XII SMA Ditinjau dari Kreativitas Siswa SMA di Kabupaten Kudus. Universitas Sebelas Maret.
Siswono, T. Y. E. (2007). Perjenjangan Kemampuan Berpikir Kreatif dan Identifikasi Tahap Berpikir Kreatif Siswa dalam Memecahkan dan Mengajukan Masalah Matematika. Universitas Negeri Surabaya.
Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: a comprehensive study. Smart Learning Environments, 1(1), 1–21. doi: 10.1186/s40561-014-0006-3
Ummah, S. K., Inam, A., & Azmi, R. D. (2019). Creating manipulatives: Improving students’ creativity through project-based learning. Journal on Mathematics Education, 10(1), 93–102. doi: 10.22342/jme.10.1.5093.93-102
Usmeldi, U. (2019). The Effect of Project-based Learning and Creativity on the Students’ Competence at Vocational High Schools. 299, 14–17. doi: 10.2991/ictvet-18.2019.4
Wadaani, M. (2023). The influence of preservice education and professional development in mathematics Teachers’ attitudes toward nurturing creativity and supporting the gifted. Journal of Creativity, 33(1), 100043. doi: 10.1016/j.yjoc.2023.100043
Wati, U., Hastuti, W. S., & Mustadi, A. (2021). Analysis of Student Creativity in Developing Science Learning Media during the COVID-19 Pandemic. AL-ISHLAH: Jurnal Pendidikan, 13(3), 2790–2799. doi: 10.35445/alishlah.v13i3.612
Widiati, I., Turmudi, & Juandi, D. (2020). Pre-service mathematics teachers creativity in designing mathematics assessment based on education for sustainable development. Journal of Physics: Conference Series, 1521(3). doi: 10.1088/1742-6596/1521/3/032061
Yamin, Y., Permanasari, A., Redjeki, S., & Sopandi, W. (2020). Project Based Learning To Enhance Creative Thinking Skills of the Non-Science Students. Jhss (Journal of Humanities and Social Studies), 4(2), 107–111. doi: 10.33751/jhss.v4i2.2450
Zhang, Y., Pi, Z., Chen, L., Zhang, X., & Yang, J. (2021). Online peer assessment improves learners’ creativity:not only learners’ roles as an assessor or assessee, but also their behavioral sequence matter. Thinking Skills and Creativity, 42(100950). doi: https://doi.org/10.1016/j.tsc.2021.100950
DOI: http://dx.doi.org/10.21043/jpmk.v6i2.22674
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Editorial and Administration Office:
Jurnal Pendidikan Matematika (Kudus)
Tadris Matematika, Tarbiyah Faculty, Institut Agama Islam Negeri Kudus
Jl. Conge Ngembalrejo Po Box 51, Kudus, Jawa Tengah, Indonesia, Kode Pos: 59322
Email: jpm@iainkudus.ac.id