Does Problem-Based Learning Enhance Student Creativity?
DOI:
https://doi.org/10.17977/UM014v18i2p160Keywords:
problem-based learning, student creativity, classroom experimentAbstract
This study aims to examine the impact of the problem-based learning (PBL) model in archival subjects on improving the creativity of vocational school students majoring in logistics management. The study employed an experimental method with a quasi-experimental approach using a non-equivalent control group design. Participants comprised 68 students, with 34 assigned to the experimental group and 34 to the control group. Data were gathered through achievement tests, semi-structured interviews, and document analysis to provide both quantitative evidence and contextual insights. Prior to hypothesis testing, the data were assessed for normality and homogeneity to ensure that statistical assumptions were met. The analysis included hypothesis testing and n-gain score calculation to evaluate the magnitude of learning improvement. The findings show a significant enhancement in students’ creativity skills among those who learned through PBL. In addition, comparisons of pre-test and post-test results between the experimental and control groups demonstrate meaningful differences, supporting acceptance of the alternative hypothesis. These results suggest that implementing PBL in archival instruction can effectively foster students’ creative thinking and problem-solving capabilities in vocational education contexts.
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