Zhafira Nurazizah, As’ad Syamsul Mubarok, Endang Herawan, Dian Permana Putri

Deep Learning with Project-Based Learning (PjBL) Model for Student Creativity

Introduction

Deep learning with project-based learning (pjbl) model for student creativity. Enhance student creativity & 21st-century skills through Project-Based Learning (PjBL) and deep learning. This study reveals how PjBL fosters critical thinking, originality, and engagement.

Abstract

21st-century education requires students not only to master basic knowledge but also to develop critical thinking, creativity, and problem-solving skills—competencies that can be fostered through the Project-Based Learning (PjBL) model within the framework of deep learning. This study aims to explore how the implementation of PjBL can enhance students' creativity through five key indicators: fluency, flexibility, originality, elaboration, and emotional engagement with enthusiasm. Using a descriptive qualitative approach, this case study was conducted with eighth-grade students at a public junior high school in Cirebon Regency. Data were collected through observation, interviews, and analysis of student project documents, and analyzed using the interactive model of Miles and Huberman. The findings show that PjBL creates an open and contextual learning environment, encouraging students to actively explore ideas, think from multiple perspectives, and generate original, meaningful solutions. PjBL also fosters high learning enthusiasm and strengthens students’ emotional involvement in the learning process. The study implies that integrating PjBL into deep learning approaches holds great potential for cultivating a collaborative, reflective, and creative learning culture. These findings highlight the crucial role of teachers as facilitators and designers of learning experiences that stimulate students’ creativity in authentic and meaningful contexts. Highlights: PjBL supports key creativity indicators: fluency, flexibility, originality, elaboration, and emotional engagement. The model fosters active, contextual learning and encourages original problem-solving. Teachers play a central role as facilitators in designing meaningful learning experiences. Keywords: Project-Based Learning, Creativity, Deep Learning, Student Engagement, 21st-Century Skills  

Review

This study addresses a highly pertinent topic in contemporary education, investigating the integration of Project-Based Learning (PjBL) within a deep learning framework to cultivate student creativity. The abstract clearly articulates the study's aim to explore PjBL's impact on five specific creativity indicators, including the novel addition of emotional engagement. Employing a descriptive qualitative case study approach with eighth-grade students, the research utilizes observation, interviews, and document analysis, analyzed through the Miles and Huberman interactive model, to provide a nuanced understanding of PjBL's implementation and outcomes in a specific educational context. A significant strength of this research lies in its comprehensive approach to assessing creativity, moving beyond cognitive aspects to include the vital role of emotional engagement and enthusiasm. The findings strongly suggest that PjBL effectively creates a dynamic and contextual learning environment, fostering active exploration, diverse thinking, and the generation of original and meaningful solutions. Furthermore, the abstract highlights the crucial pedagogical implication of PjBL's ability to enhance students' learning enthusiasm and deepen their emotional involvement, offering valuable insights for educators striving to design more engaging and impactful learning experiences. While the abstract compellingly illustrates the benefits of PjBL for fostering creativity, inherent to a qualitative case study is the limitation concerning the generalizability of its findings across broader populations or different educational settings. Future research could expand upon these insights by exploring the long-term effects of sustained PjBL engagement or by comparative studies across diverse demographic and subject-matter contexts. Additionally, although the title includes "Deep Learning," a slightly more explicit articulation of how "deep learning" as a concept or framework specifically guided or was measured within the PjBL implementation, beyond simply being a context for fostering 21st-century skills, would further strengthen the theoretical grounding presented in the abstract.

Full Text

Comments

You need to be logged in to post a comment.