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Project-Based Learning to Develop Creative Abilities in Students



This article describes project-based learning as innovative pedagogical technology, able to transform the learning process in order to develop creative abilities in students. A survey among Pedagogical Major students of the Kyrgyz National Agrarian University named after K. I. Skryabin (KNAU), Engineering Department, showed that most of the students are not familiar with technologies facilitating creativity and have not enough abilities for creative activities. Among the instructors working more than 3 years, there is only a small part who considers themselves competent in the creative approach to arranging the learning process. At the social-pedagogical level, this defines the significance of researching the creative ability promotion problem via project-based learning in universities.
43© The Author(s) 2018
J. Drummer et al. (eds.), Vocational Teacher Education in Central Asia,
Technical and Vocational Education and Training: Issues, Concerns
and Prospects 28,
Chapter 4
Project-Based Learning toDevelop
Creative Abilities inStudents
AsylbekIsabekov andGulzatSadyrova
4.1 Introduction andState oftheArt
The Bologna process principles introduced into the Kyrgyz Republic educational
system (Government of Kyrgyz Republic 2011) form an innovative learning sphere
to transform the training process. The new system, oriented at interactive learning,
has replaced post-Soviet educational system. The system aims at developing stu-
dent’s creativity and proactivity as a “groundbreaker”, highly adaptive to changes and
competent in search for evaluation and introduction of innovations. Education faces
new requirements, creative ability being one of the most important for graduates. We
believe that project-based learning may help develop creative abilities in students.
The strategy for education development in the Kyrgyz Republic recognizes edu-
cation as a priority area to accumulate knowledge and the building of skills (Ministry
of Education and Science Kyrgyz Republic), while creating optimal conditions to
reveal and develop the creative abilities in every person. Analysis of current educa-
tional standards and materials (mostly, primary and secondary education) used in
Kyrgyzstan schools revealed that in some study books, only 15% of tasks are rela-
tive to creativity (Kaarman 2009). The creative component in many study books and
methodological guidelines is at a minimum. School children tend not to evolve their
creative abilities.
Students’ creativity requires special attention. The educational impact to create
independent and creative thinking skills cannot be acquired just because of the
learning process. Thus, it needs fostering and cultivation. Project-based learning
shall be integrated into the higher education system, in a well-thought-out manner
to avoid imposing it to students and instructors; it should become a tool to improve
A. Isabekov (*) · G. Sadyrova (*)
Department Applied mechanics, physics and engineering pedagogy, Kyrgyz National
Agrarian University named after K.I. Scriabin, Bishkek, Kyrgyzstan
the educational process; to facilitate better learning, skills, and abilities; and to
stimulate educational motivation and general cultural growth.
Many researchers, for example, Adolf (Stepanova and Adolf 2011) and Wolkow
(Wolkow etal. 2008), note the signicance of creative skills for future teachers,
highlighting the importance of identifying students who are the most capable,
inclined to independent creative activity, and the need to create conditions and
encourage them to manifest themselves maximally. It is also considered that future
teachers should enlarge and expand research activities. For example, Krasilnikova
and Bondarenko (2005) analyzed employers’ requirements for the professional
education of future specialists and identied that the rst place among the
requirements took creative potential, a exible approach to work, and fast learner.
The survey of the KNAU students with Engineering and Pedagogics majors
showed that most of them are not familiar with technologies that stimulate creative
ability and did not have enough abilities for creative activities. Instructors working
more than 3 years consider themselves competent in the creative approach to
arranging the learning process (Raimkulova 2016).
The abovementioned case denes an actuality to study the issues on facilitating
the creative abilities in students at the social and pedagogical levels. Creativity plays
a great role for the overall growth and personality of each student. In the process of
creative activity, developing such abilities as cogitativeness, comparison, analysis,
and the combination of all these processes shapes the basis of future conscious and
the demiurgic creative ability of every student. The process of building a creative
attitude toward learning requires undivided attention, pressure on mental abilities,
and great will. In our article we underline the belief that creativity can be taught and
creative personalities developed. This plays a methodological signicance for
pedagogics, as every student has the creativity to foster in the training process as the
basic factor for the development of an active creative position. Our attitude to
creativity to create good results allows us to propose the sculpturing of creative
abilities through various innovative technologies.
For innovative technologies to enhance students’ creative activities, the follow-
ing needs to be taken in to account:
Age specics;
Creative ability execution/translation
Conditions for co-creativeness (id., 2016)
The priority approach to enhance creative abilities, in our opinion, is project-
based learning. Project-based training activity is a component of the project-based
learning related to discovering and meeting students’ needs via projects and creation
of ideal or material outcome with objective or subjective novelty. It is a creativity-
based study activity to solve a practical task, when students decide goals and
objectives to be implemented in theoretical research and practical fulllment under
instructor’s supervision. Here we nd another component of project-based learn-
ing– instructor’s involvement.
A. Isabekov and G. Sadyrova
Professional education major students (group PO-1-14in 2015–2016) used the
individual project-based learning method. The “Rhetoric” discipline is introduced
for students of vocational training on the fourth course in the spring semester, as a
variable course. And this discipline, designed to teach how to effectively inuence
the audience using speech, how to achieve success, and how to speaking publicly,
met the requirements that were set by the project itself.
The stages of individual student projects were as follows:
1. Organizational and preparatory stage:
During this stage, there was collaborative work of a teacher with each individual
student. The student, under the guidance of the teacher, was engaged in problem-
solving, chose and substantiated the project theme, planned his forthcoming
activities, and identied the main goal and tasks arising from the project theme.
At this stage of the project activity, the main task of the teacher was to promote
interest, rst of all, to the technology of design training as innovative. It should
be explained that students were not familiar with the project technology. After
consideration and analysis of the “project concepts”, “project technology”,
“project training”, etc., students, as mentioned above, decided to engage the indi-
vidual projects on the discipline “Rhetoric”.
Every student had to conduct one lesson (120min) on “Rhetoric” applying inno-
vative methods and creative approaches. The instructor suggested topics from
the discipline training materials. Students had to design a lesson with creative
elements and prepare all necessary teaching aids (select reference materials,
determine lesson format, design presentation slide sand posters, prepare hand-
outs, write questions to enhance interest, etc.).
Thus, at this stage, the students together with the teacher actively participated in
the problematization of their projects.
2. Planning of the future project activities:
This stage was practical and responded to such questions as “What to do?”,
“Reason to do it?”, “How to do?”, “What are the expenses?” and “What are the
terms?”. Each student under the guidance of the teacher began to determine the
character of the upcoming works, which included denition the lesson type,
methodology, handouts, and organizational/time division of the lesson; terms
and schedule of works; development of the stages contents; and selection the
materials on the project topic.
3. Project development:
This stage was characterized by the independent conducting of an individual task
in accordance with plan and a schedule of lessons. Such work was carried out as
preparing materials for presentation, preparation of illustrative material, prepara-
tion of video presentation, preparation of handouts, development of didactic
games targeted to the project theme, etc.
4. Final stage (defense presentation of the project) and evaluation of the results:
This important stage of the project activity of students was held publicly in the
form of each individual student’s practical lesson. A listening public who acted
4 Project-Based Learning toDevelop Creative Abilities inStudents
as students was organized. Only 10 of 16 students were able to implement their
projects. The project defense presentation included a video demonstration, pub-
lic defense, games with students, guessing a crossword puzzle, staging the his-
torical events, reporting new information, etc.
4.2 Project Presentation
Project presentation was organized as a practical lesson. In the educational system
of a higher educational institution in Kyrgyzstan, all classroom activities are divided
into lecture, practical, and laboratory. In our case, too, when we say a practical
lesson, we mean a theoretical lesson that is held within the walls of the university.
The details of this practical lesson are described below:
At the end of every lesson, participants had extended discussion to analyze results
together with Project team.
Example: Practical Lesson Extract
Topic: Components of Communication: Speaker
Duration– 2 academic hours (2 × 60min)
Goal: assess speaker’s posture, image, and its elements
Educational– to explain to students the goals of the speaker, to show his
types and forms, and to form an idea about the communication of people
and his role in life. Explain the essence of the following concepts:
communication, verbal and nonverbal communication, and ofcial,
everyday, persuasive, ritual, and intercultural communication.
Developing– to include students in the work at all stages of the lesson and
to promote the development of their professional, operational, social, and
communicative competences.
Educational – to cultivate a respectful attitude toward the speaker,
Observance of the culture of speaking and listening and its constituent
elements, such as the ability to listen and understand and politely and
correctly behave when expressing one’s point of view.
I. Learn about “First Teacher” story by Dshingis Aitmatov (1975)
II. Brainstorming
Why has the story protagonist appeared in an embarrassing situation?
Why is knowledge an action in a relevant area?
What did he have to do to avoid a scandal?
A. Isabekov and G. Sadyrova
Students themselves, sharing their impressions, noted positive points. Basically,
they learned to explain their thoughts more reasonably and noted the improvement
of thinking activity, such as analysis and evaluation of their learning activity. If
before the project activity the students noted the absence of their “soft skills”, then
in the process of defense presentation, they started talking about increasing their
self-evaluation and self-assertion and developing public self-presentation and
In evaluation of the completed projects, the following criteria were used: actual-
ity and practical focus of the topic, the volume and completeness of the develop-
ment, individuality, independence, completeness, preparation for the lesson defense
presentation, creativity level, originality, speech culture, using of demonstrative
features, appropriateness/inappropriateness of the material applicable for the les-
son, the audience’s activism/immersiveness, the innovativeness of the methodology,
capacity amount, and depth of students’ knowledge on the project topic.
4.3 Conclusion
Analytical work to develop students’ creative abilities included several stages:
research, technology, nal, and result. All these stages helped to improve logical
thinking, widely enhance creative abilities, and encourage students to undertake
scientic research work. Project-based learning may be applied as pedagogical
technique implying not only knowledge integration but also the application of
up-to-date knowledge and further growth.
Through dialog-based learning, students learn to cogitate, address complex prob-
lems based on situation analysis and relevant data, compare opinions, take balanced
decisions, take part in discussions, and communicate with people. Working in
groups and in pairs, micro-research projects, role-playing games, discussions, etc.
help a student stimulate and enhance creative activity as his/her own experience
becomes a source of learning.
Evaluate a story’s mood.
Why was the protagonist no longer afraid of public speaking?
What are the ways to struggle with stress?
III. Practical task:
Watch a short clip from the “First Teacher” movie (teacher’s speech) and
prepare a 5min speech on “Image of ideal teacher.
Game “Instructor– Group of Students”: Simulate communication sce-
narios, while the instructor speaks and students listen/do not listen/are
disturbed/show interest, etc.
Difculties at speaking: carry out exercise and discuss results.
4 Project-Based Learning toDevelop Creative Abilities inStudents
In this real experiment with professional education major students, the advanced
were able to perform in-depth study, offer more different ideas, and develop a more
complex solution. Less capable students were actively supported and assisted by
teacher educators.
Thus, the articleis directed to the applicationof the education project method in
order to trigger the development of the creative abilities of teachers of professional
education majors. Based on the studies of Krasilnikova and Bondarenko (2005),
Raimkulova (2016), Kaarman (2009), authors considered the issues on activation
and formation the creative capacity of secondary schools’ future teachers.
Summing up, we came to the conclusion that project training should be consid-
ered as a didactic system in the preparation of future teachers of vocational training.
It should be noted that it is not advisable to translate the whole educational process
completely into project teaching.
It should be noted that the success of the students’ project work depends on the
following factors:
1. Acquaintance/non-acquaintance with the project activity methodology
2. Students’ motivation for the project activities
3. Knowledge level of students on the topic of project activities
4. The teacher’s qualication level– the organizer of the student’s project activity
5. Psychological and social status of the training group
6. Material-technical, educational-methodological, and informational support of
the project activities
7. Communicative and verbal competence of students
Aitmatov, C. (1975). Povesti I rasskazy. Bishkek. Retrieved from
Government of Kyrgyz Republic. (2011). Postanovlenie KR ot 23.08.2011., o veedenii dvuhu-
rovnevoi sistemy obrazovania– bakalavriat I magistratura. Kyrgyzstan.
Kaarman, G. (2009). Vestnik KNU im. J.Balasagyna: Bolonskyi process I problemy formiro- vania
tvorcheskoi lichnosti budushego uchitelia.Krasilnikova, M.D. i Bondarenko, N.V. (2005).
Ocenka rabotodateliami kachestva professionalnoi podgotovki rabotnikov. Voprosy obrazova-
nia #1, pp.264–275. Vyshaia shkola ekonomiki.
Krasilnikova, M. D., & Bondarenko, N.V. (2005). Ocenka rabotodateliami kachestva profes-
sionalnoi podgotovki rabotnikov. Voprosy obrazovania #1, s.264–275. Vyshaia shkola
Ministry of Education and Science Kyrgyz Republic. Strategia razvitia obrazovania v Kyr-gyzskoi
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Wolkow, A., Kuzminov, I. A., Remorenko, I., Rudnik, B., Frumin, I., & Iakobson, L. (2008).
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4 Project-Based Learning toDevelop Creative Abilities inStudents
... PjBL also have an enormous potential to make learning experiences more interesting and meaningful for students (Jensen, 2015). PjBL is also considered to be one of the most promising models for empowering creative thinking skills (Isabekov & Sadyrova, 2018;Rambely et al., 2013). ...
... The high level of creative thinking skills of students after participating in PjBL is in line with several previous studies that have also implemented this learning. Some of these studies examine the increase of students' creativity in various countries (Isabekov & Sadyrova, 2018;Rambely et al., 2013). Several studies in Indonesia also reported similar results (Antika & Nawawi, 2017;Ummah, Inam, & Azmi, 2019). ...
... The effectiveness of empowering creative thinking skills through PjBL is caused by the characteristics and variety of learning activities in this learning. By implementing PjBL in integrated science learning, students will be immediately facilitated in dealing with contextual problems (Chen & Yang, 2019;Musa, Mufti, Latiff, & Amin, 2011) and trained creatively to solve these problems (Isabekov & Sadyrova, 2018;Sumarni, 2013). In this study, water pollution was raised as the main problem that had to be solved by students. ...
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... Creativity increasingly fosters imagination to prepare pupils for the future. The utilization of innovative technologies boosts the creative potential of students [26]. It must be included into the educational process; in other words, it cannot be taught as a separate subject that prepares pupils for the future [27]. ...
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The cross-impact of project-based learning, team cohesion, and flipped learning was investigated by examining their direct effects on student learning effectiveness, engagement, and engagement effects on learning effectiveness. The results of hypotheses testing were achieved using hierarchical regression analysis with SPSS-25 statistical packages for data analysis. The research model was empirically verified with quantitative data collected from 247 graduate/undergraduate business students based on their own experiences, observations, and engagement. The analysis found that project-based learning (PBL) and team cohesion increased positive direct effects both in student learning effectiveness and engagement. However, flipped learning showed increased positive direct effects in student learning effectiveness and negative effects on engagement. Furthermore, the engagement (itself) had a positive direct effect on student learning effectiveness. The proposed study was performed with the intention to inform practice in terms of increasing retention and enhancing teaching along with student learning quality.
... The study which discusses project-based learning has taken place in the past ten years (Thomas, 2000), even though it is still in the developmental stage (Baş, 2011). Based on evidence gathered over the past years, many studies indicated that project-based learning appears to be a fruitful model for producing gains in academic performance (Baş, 2011;Yalçin, Turgut, & Büyükkasap, 2009;Nassir, 2014;Sylvester, 2007), attitudes (Baş & Beyhan, 2010;Chu, Tse, Loh, & Chow, 2011;Çiftçi & Baykan, 2013), high-order cognitive skills (Pinho-Lopes & Macedo, 2014), and students' self-directed learning skills (Bagheri, Wan, Abdullah, & Daud, 2013), creativity (Isabekov & Sadyrova, 2018), in educational settings (Abdul Khalek & Lee, 2012;Gültekin, 2005;Holm, 2011), also motivation (Koparan & Güven, 2014). Therefore, PBL application in the learning process has been proven to be very helpful in the educational setting including English classrooms. ...
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This study attempts to investigate the benefits of Project-based learning in the multimodal platform. This is exploring students' perception towards the implementation of Project-based learning (PBL) in the multimodal platform based on students' experience in working on the project used the multimodal platform in English instructional context. This study adopted a descriptive qualitative method. Data gathered through students' reflection. The study was conducted in the English Language Education study program. The participants of this study are fifth-semester students who are taking the Syntax course which the learning process of this course using PBL. Twenty-six students participated in this study by writing reflections to obtain information related to their perception toward Project-based learning implementation through the multimodal platform in their classroom. The collected data from students' reflection then was highlighted, collated, and analyzed through coding and categorization. The results of the research reveal that PBL has advantages to students' learning process. Besides, this study also shows that students have a positive perception of PBL implementation in the multimodal platform in their English classroom. Thus, this study implies that language teacher and teacher educators could utilize Project-based learning in the multimodal platform as a teaching-learning technique to develop students' perception as well as students' performance in the English teaching-learning process.
... By reading and looking for information, students are actively involved in shaping their initial knowledge and increasing self-confidence (Alghafri & Ismail, 2014). The habit of reading impacts creative thinking skills (Isabekov & Sadyrova, 2018;Syarifah & Emiliasari, 2019). The more reading material, the more knowledge that is owned and affects the ability to think critically and creatively. ...
p style="text-align: justify;">Creative thinking skills are 21st century learning needs that can be applied through the Scientific Reading Based Project (SRBP) model. The purpose of this study is to empower creative thinking skills through SRBP models in science learning in elementary school teachers’ education students. This research is mixed research with qualitative and quantitative approaches. Qualitative research is used to explore students' creative thinking abilities. Quantitative research uses a quasi-experimental approach carried out for six months on the candidates of elementary school teachers’ education. Participants in this study were the candidate of elementary school teachers’ education of 75 people who took the Basic Concept of Science subject. Data collection in this study was through observation, documentation, pre-test, and post-test with essay questions to measure creative thinking skills. The final result of the project is the final product to measure creativity. The data analysis used was an ANOVA test to measure every aspect of creative thinking skill. Qualitative analysis was used to describe the learning process and the final project of creativity. The results showed that there was an increase in creative thinking skills from aspects of flexibility, elaboration, fluency and originality. The SRBP model has a positive effect on improving the ability to think creatively.</p
... Sehingga PBL diharapkan dapat meningkatkan kreatifitas para peserta belajar (Isabekov and Sadyrova, 2018), serta mampu meningkatkan kemampuan berpikir kritis dari para peserta (Sasson, Yehuda and Malkinson, 2018). Hal tersebut nantinya diharapkan mampu menjadikan para peserta belajar dapat mempraktekkan hasil dari pelatihan secara mandiri. ...
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The pandemic outbreak has had an impact on the field of employment in general, so the Al Ittihad BLK (Balai Latihan Kerja or Work Training Centre) is trying to improve the digital skills of the learning participants to be more competitive during and after the pandemic. BLK, whose participants are the majority of alumni from the Al Ittihad Islamic boarding school, is expected to get additional ability to increase competitiveness in the world of work. The Ma Chung University community service team, which had discussed in a brainstorming session with the BLK managers, then agreed to provide videography training with the PBL (Project Based Learning) model with the assumption that the model was better able to increase the enthusiasm for learning and optimize the creative potential of the participants. The training, which was carried out offline for a limited time in the Poncokusumo area, Malang Regency, was proven to be able to improve the skills of the participants in learning and more visible learning outcomes based on the video project made by the participants. So it can be concluded that the implementation of the PBL model in this training process can be more effective in the limited training period.
... These results are better than the previous pretest results, this is because in the project-based learning process several systematic learning steps must be applied to students, so students are trained to be able to infer ideas or ideas related to waste management problems. This is in line with research by [17] that the ability to develop students' creative thinking abilities which consist of several stages such as research, technology, morals, and results can help improve logical thinking, enhance creative abilities more broadly and can encourage students to conduct scientific research. The process of elaboration and flexibility that requires students to be able to do the details of systematic work steps in writing the idea of waste recycling products can be encouraged by the process and stages of project-based learning that demands to work systematically and scientifically from each student. ...
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One of the abilities that must be developed in 21 st century learning is think creatively. The ability to think creatively is part of creativity that involves developing ideas and products the problems solve. This study aims to analyze the creative thinking skills of vocational students on waste treatment materials by applying project-based learning (PjBL). The study used weak experimental method by using one group pretest-posttest design. The subject of study was grade 10 th students at one private high school in Cianjur. Data collection of students’ creative thinking used essay test. Essay test of creative thinking ability consists of five indicators namely (1) fluency, (2) flexibility, (3) originality, (4) elaboration, and (5) sensitivity to problem. The result shows that the highest gain score was fluency, with gain score of 12 and the lowest gain score obtained by sensitivity to problem with gain score of 5. The effectiveness of PjBL was seen from index N-gain with a medium category (0.40). The finding revealed that PjBL is quite influential in improving the students creative thinking abilities, especially in contextual teaching material such as waste management learning.
... Kegiatan ini merupakan ciri utama dalam model pembelajaran PjBL. Hasil ini sejalan dengan temuan Isabekov & Sadyrova (2018) bahwa penerapan kegiatan proyek dalam pembelajaran merupakan terobosan inovatif yang dapat mengubah proses pembelajaran menjadi sarana untuk mengembangkan kreativitas siswa. ...
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Kreativitas dan kemampuan berpikir kreatif adalah kemampuan penting pada abad 21. Penelitian ini bertujuan untuk memperoleh deskripsi kreativitas dan kemampuan berpikir kreatif matematis mahasiswa setelah penerapan project-based learning. Penelitian ini menggunakan metode penelitian kualitatif untuk mengamati fenomena partisipan dalam aktivitas pembelajaran. Partisipan sebanyak 43 orang calon guru matematika yang mengikuti perkuliahan strategi belajar mengajar, bekerja dalam kelompok (sekitar 4-5 orang) memperoleh proyek tentang membuat video pembelajaran. Kreativitas dan kemampuan berpikir kreatif ditunjukkan oleh mahasiswa ketika proses merencanakan produk, membuat produk, menyajikan dan mengevaluasi produk. Hasil yang diperoleh dalam penelitian ini adalah mahasiswa dapat mengetahui tingkat pemahaman mereka dari hasil karya yang telah dibuatnya. Hal ini dapat membantu mahasiswa untuk merencanakan membuat bahan ajar berikutnya dengan tepat. Tugas proyek yang dilakukan secara berkelompok dapat mempromosikan ide-ide kreatif. Hal ini sangat membantu mahasiswa untuk membangun kepercayaan diri menghasilkan karya yang inovatif.
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Penelitian ini bertujuan untuk mengetahui peningkatan keterampilan berpikir kreatif pada materi biota laut menuju pembangunan berkelanjutan melalui pembelajaran berbasis proyek pada mahasiswa calon guru biologi. Penelitian ini menggunakan metode quasi eksperimen dengan one group pretest postest design. Subyek terdiri dari 31 mahasiswa yang memprogramkan mata kuliah ekologi laut pada semester 5 di salah satu universitas Kalimantan Tengah. Instrument tes yang digunakan berupa soal test pilihan ganda (PG) beralasan dan soal test uraian. Kegiatan pembelajaran dilaksanakan empat tahap yaitu (1) mahasiswa diminta untuk mendesain proyek yang dilakukan, (2) mempresentasikan teori dan rancangan terkait proyek yang akan dilakukan, (3) melakukan implementasi proyek yang sudah dirancang dan pengamatannya, (4) melaporkan hasil implementasi proyek sekaligus mengevaluasi untuk kegaiatan proyek selanjtnya. Hasil penelitian menunjukan bahwa setiap indikator keterampilan berpikir kreatif yang diamati yaitu flexibility, originality dan elaboration menunjukkan adanya perbedaan signifikan antara pretes dan postest. Hasil ini dapat dikatakan bahwa pembelajaran berbasis proyek pada konsep biota laut menuju pembangunan berkelanjutan dapat meningkatkan keterampilan berpikir kreatif.
Due to its open-ended nature, project-based learning (PBL) is a suitable methodology to achieve student motivation and enrich creativity skills. This article describes the design of PBL activities in two undergraduate courses on digital signal processing techniques. The academic context is a bachelor's degree in telecommunication engineering at the Universidad de Extremadura in Spain. Full specifications for five project proposals that other instructors could use are explained, including an in-depth analysis of one of them in relation to the learning outcomes. The results of a survey designed to gain insight into students' perceptions of the PBL process are provided. All of the participants agree or strongly agree that PBL improves the long-term retention of knowledge and provides learning with a more practical orientation toward real goals than conventional learning. Also, 91% of them consider that PBL motivates them more than traditional methodologies. The instructor's conclusions after the project development and assessment are that PBL considerably helped the students to think more creatively and increased their motivation in comparison to other activities.
Bolonskyi process I problemy formiro-vania tvorcheskoi lichnosti budushego uchitelia
  • G Kaarman
  • . J Vestnik Knu Im
  • Balasagyna
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