Development of Project-based Learning with Technology Integration and Science Reconstruction Model to Boost Creativity
, Paidi Paidi, Antuni Wiyarsi, Suhartini - SuhartiniThis study aims to develop and assess the effectiveness of the Project-Based Learning with Technology Integration and Science Reconstruction (PROLE TISRE) learning model, an innovative project-based approach that integrates technology and ecology courses with local wisdom, to foster creativity among college students in ecology courses.
Creativity is a vital competence in higher education, facilitating innovative thinking in addressing complex societal issues. Existing project-focused learning activities have not provided sufficient opportunities for college students to engage in real-world problem-solving and integrate local wisdom in the learning stages. The PROLE TISRE model seeks to address these limitations by incorporating local wisdom and technological resources, thus promoting more meaningful and contextually relevant learning experiences.
This study employed a research and development (R&D) design, based on Borg and Gall’s model, which comprises ten stages ranging from preliminary investigation to dissemination. The study involved 500 colleges across four universities, alongside five expert validators and nine practitioners. A quasi-experimental research design with pre-test and post-test assessments was employed to evaluate the model’s effectiveness. Aiken’s V was used for content validation, confirming the instruments’ high reliability and validity. The Likert-scale creativity data were transformed into an interval scale using the Method of Successive Intervals (MSI) before being analyzed with a t-test for main field testing and a MANOVA for operational field testing to assess the impact of model on creativity.
This research contributes to the educational field by providing the PROLE TISRE model, which offers a structured, technology-integrated framework grounded in local ecological knowledge. It develops essential educational tools, including a model book, a lecturer’s guide, instructional modules, and student worksheets, to improve students’ creativity and other relevant nurturing effects in college. The study further demonstrates the model’s efficacy in enhancing college students’ learning outcomes, offering a novel approach to ecological education that integrates cultural and scientific perspectives.
The PROLE TISRE model yielded significant improvements in student creativity, with an effect size of 0.895, outperforming the Project-Based Learning (PjBL) and Direct Instruction (DI) models, which showed effect sizes of 0.769 and 0.687, respectively. The findings from field testing validated the model’s feasibility and practicality, revealing an enhancement in creativity among college students.
It is recommended that educators incorporate technology into each phase of the learning process to maximize creativity and student engagement. A structured project cycle, spanning at least two sessions, should be implemented to facilitate the comprehensive development and evaluation of student projects. The integration of local wisdom and technology in ecological education is crucial for fostering authentic, context-specific learning experiences.
Future research should explore the broader applicability and scalability of the PROLE TISRE model across various disciplines. Longitudinal studies are recommended to examine the long-term impact of this model on students’ problem-solving skills and career development. Additionally, the role of cultural and contextual factors in enhancing creativity within educational frameworks warrants further investigation.
The PROLE TISRE model promotes the preservation and application of local ecological knowledge, including the practices of mina surjan, mina padi, and sawah surjan, thereby fostering environmental awareness and sustainable practices. By enhancing student creativity, the model prepares college students to address real-world ecological challenges and contribute to community-based solutions.
Future studies should assess the adaptability of the PROLE TISRE model in non-ecology subjects, particularly focusing on how it can be expanded across diverse educational contexts. Research should also investigate the potential integration of emerging technologies such as Artificial Intelligence (AI) and virtual reality into the learning model. Additionally, future research should explore the model’s impact on diverse student populations to ensure inclusivity and equitable access.
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