1 ST INTERNATIONAL CONFERENCE ON EDUCATION, INNOVATION AND ADAT PERPATIH (ICEIAP 2021): MEREVOLUSI MINDA MELALUI PENYELIDIKAN

introduced a range of initiatives to address the challenges and critical needs of 4IR, as digital
disruptions occur every single day. Thus, there is a need to preserve our core values, ethical
principles and Malaysian identities. In Malaysian universities, innovation is a key competitive
factor of digital transformation in 4IR. Moreover, the New Standard Curriculum for Primary and
Secondary School (KSSR and KSSM) are now being implemented in all schools, inculcating
more Higher Order Thinking Skills (HOTS) through 21st century learning approaches. Due to
this, it is imperative for teacher-trainees to learn about the new education policies being
implemented under the Blueprint as well the skills they need to prepare for 21st century education.
Considering the limited time that the trainees have for practicum, most will revert to the ‘traditional’
way of teaching or teacher-centred approach, instead of the student-centred approach that they
are taught to implement in the classroom (Saleh & Aziz, 2012). Teacher-trainees therefore need
to develop skills of inquiry and learn how to continue acquiring knowledge throughout their lives,
to be able to connect different pieces of knowledge, and to create new knowledge. These higher-
order thinking skills and the ability to innovate are especially critical in a rapidly evolving
technological world.

21st century skills

Studies have shown that the implementation of the 21st century education among school
teachers was regarded as weak. In a study by Tee et al. (2018), it was concluded that classroom
practice by teachers (both pre-service and in-service teachers) lack the activities that build the
21st century skills. The study also discovered that whenever there is a change in policy, neither
novice nor experienced teachers are able to transform their pedagogical practices following the
new policy. In addition, Nair (2014) reported that some teachers and school heads agreed that
their training had a lack of focus on the 21st century skills, and some of them even claimed that
those skills were not mentioned specifically. These studies are alarming to the education
development as teachers who have no specific training on how to teach the 21st century skills
will have some difficulties to teach the skills to the students.

It is important for teachers to realise that they act as key personnel in education, and thus
they need to ensure that they are equipped with all the qualities and values needed to face the
challenging era of the 21st century. They need to be lifelong learners, who can positively influence
students in their thoughts, lifestyle and behaviours (Kolo, 2009). In addition, teachers need to
have strong educational theory and classroom management, and know how to prepare their
students to enter the global economy (Simmons, 2010; Salleh et al., 2015). This will help make
their teaching more effective in the 21st century. Moreover, they also need to know how to utilise
technology to maximize teaching and learning in classrooms, develop critical thinking among
students and provide more meaningful tasks and collaborative groups to enhance students’
understanding as well to nurture their self-directed learning (Partnership for 21st Century Skills,
2010). These issues lead to the need for an investigation on the innovation ideas integrated into
teaching and learning, specifically from the lens of teacher-trainees.

Taking into consideration the aspirations outlined in the MEB (2013 – 2025), the question
arises as to whether the teacher education curriculum in the teacher education institutions is
futuristic enough to cater to the demands of the globalized world. Future teachers need to be
equipped with the 21st century learning skills. The framework for 21st century learning (Figure 1)
was developed in 2009 by The Partnership for 21st Century Skills. It is a comprehensive
framework which emphasises the interconnection of all elements in the process of 21st century
teaching and learning, so that students are more prepared for the changing world and global
economy.

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Figure 1: 21st Century Learning Framework (Partnership for 21st Century Skills, 2009)

From Figure 1, it can be seen that 21st century skills involve three major skills, which are: life and
career skills; learning and innovation skills; and information, media and technology skills. Thus,
this framework provides a relevant link to this paper as it explores into how teacher-trainees
perceive their innovation skills so that they are able to provide more meaningful tasks and
collaborative work to enhance students’ understanding and self-directed learning, in line with 21st
century learning skills.

Teacher training

In comparison to top-performing education systems, Malaysia’s pre-service programmes appear
to have a limited practical component in which trainees are able to practise their skills in schools
under the guidance and supervision of an experienced teacher. For example, in the teaching
course for graduates (KPLI) prior to 2013, approximately 20% of the credit hours were allocated
to practicum. In contrast, top-performing teacher education programmes at the National Institute
of Education in Singapore and the Melbourne Graduate School of Education in Australia allocate
around 40% of the course time to this component (Ingvarson, 2014). Top school systems like
Finland, United Kingdom and New Zealand have increased the quantity and quality of practical
experience teachers have before entering the system. In the Malaysia Education Blueprint or
MEB (2013 – 2025), it was stated that the Ministry aimed to increase the percentage of time spent
by teacher trainees on practicum training to 40%. This effort is to ensure that teachers are
adequately prepared to teach the higher-order thinking skills desired from Malaysian students.
Experienced teachers, who are qualified mentors, have been assigned to supervise the trainees
in the classroom environment to enhance the consistency and quality of practicum.

Since teacher-trainees lack exposure to real teaching environment and innovation during
their studies, it is of utmost importance to dig into their experiences during the teaching practicum.
According to Jusoh (2013), as teaching practicum is the first real teaching attempt, it is expected
that problems will arise since teaching is a very complicated task. Moussaid and Zerhouni (2017)
pointed out that it is essential to explore and identify the frequently encountered problems faced
by student teachers as it can be helpful in understanding the challenges in the teaching practicum
and provide the much-needed support so that the practicum can be optimised. They indicated
some frequent problems encountered by student teachers of EFL high school during teaching
practicum – teaching methodology, classroom management, teaching preparation, reaching out
the students, context of placement, content adequacy, and self-concerns. Other than that, the
lack of support in terms of materials and equipment, problems related to the coursebook, the
students, the curriculum, and the classroom environment also pose problems in the teaching
practicum (Sariçoban, 2010).

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A study by Ibrahim et al. (2019) investigated the level of trainee teachers’ readiness and
the challenges they encountered during teaching practice. Using a quantitative approach, they
found that in general, trainee teachers showed a high level of readiness; however, they faced a
challenge in attending to students who needed more individual attention. Liew Ke-Du (2019)
investigated the effectiveness of the teaching experience of five teachers in a public secondary
school in the context of 21st century learning. The study showed that the mastery of 21st century
learning by the teachers is a must in order to cope with the change in the curriculum to meet with
the changing environment all over the world.

METHODS

Participants

The study was approached qualitatively, using reflective journals as the research instrument. The
participants were the third cohort students of a postgraduate level education programme in a
public university in Malaysia, who underwent their teaching practicum during their second (final)
semester of the programme. A number of 33 responses were received out of 43 teacher-trainees
after they completed their teaching practicum. Participation was voluntary. The names of the
participants were labelled P1 to P33, signifying participant 1 until participant 33.

Data collection

The data were collected through guided reflective journals, distributed to the teacher-trainees a
month after they completed their teaching practicum. They were given a duration of one week to
respond to the reflective journals. The reflective journals were divided into three parts – Part 1
(Questions 1-5) on the participants’ consent and personal details, Part 2 (Questions 6-9) on the
information about their innovation used in their teaching and learning investigated through a
SWOT (strengths, weaknesses, opportunities and threats) analysis, and Part 3 (Questions 10-
16) on the creation of their innovation used in their teaching and learning which focuses on how
they created their innovation, their hopes from the use of their innovation, the changes that they
identified when using their innovation, how their innovation can be improved, how innovation
should be evaluated, and how their innovation managed to change themselves as future
teachers. However, in this paper, the discussion focuses on one part of the data gathered for
Part 3. The data were analysed using thematic analysis, where words/terms were highlighted
based on similar codes/themes. The data were then categorised based on the focus/objective of
the paper which is to explore teacher-trainees’ perceptions on the impact of their innovation ideas
towards their students.

Result and Discussion

In an attempt to capture and understand the impact of innovation on students, from the view of
the teacher-trainees, a variety of perspectives were expressed in the reflective journals. A
number of emerging themes were identified through the survey, which were administered and
categorised into nine broad themes such as attracting students` responses, creativity,
comprehension, sharing ideas, skills, effectiveness of the teaching process, problem solving,
motivation and passion, and technology. From these nine broad themes, the three most
significant were – attracting students’ responses, improving students’ thinking skills, and
increasing students’ understanding of the lesson. These are discussed in the sections that follow.

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Attracting students’ responses

Perhaps the most significant finding for this question was that innovation in teaching was the
catalyst in attracting students’ responses and active participation in the classroom. Participant 1
made a pertinent point when he observed that students were more active in searching for
information using the technology. Most of the participants found that the students were satisfied
with the learning activities and some of them expressed their high level of curiosity in the subject
taught. As mentioned by participant 11 and participant 24, they noticed that the level of interaction
between students and teacher-trainees increased dramatically especially when technology was
utilized in the classroom activities.

These responses indicated that the students enjoyed the activities and were more
responsive when innovation was implemented, in terms of the materials and teaching approaches
adopted. This scenario would certainly support innovation competence among the teacher-
trainees as teaching is not only directed towards realising learning goals but in the long run, would
have an impact on the students’ social skills, which is integral in the development of the skills
required when they join the workforce beyond school (Ovbiagbonhia, Kollöffel, & Brok, 2019).

The participants also reported that the innovation ideas were initiated based on the
learning topics and activities. Some of them reported that it is challenging and ineffective to
deliver a complex learning topic to the students in a short time. This issue has become a barrier
for the students to understand the topic quickly. In addition, less learning material at school has
created an opportunity for the participants to produce their innovation. The extracts below show
the responses on this theme.

I chose this way of innovation because students are very interested in History and
(I) want them to remember quickly. (P8)

Innovations are designed to take into account complex topics taught and make
students bored. I (need to) think of other approaches to make learning more
interesting and effective. (P12)

Innovation is designed because of (students’) learning needs. Based on my
observations on the teaching aids provided by Islamic Education Committee in
schools, there are still no existing materials that can be used for the topic of
Slaughter. (P9)

Improving students’ thinking skills

The second theme that has been identified from the participants’ responses was improving
students’ thinking skills. Participant 2 observed that through innovative classroom activities,
students would require Higher Order Thinking Skills (HOTS) such as analysing and applying to
fulfil the requirements of the tasks. Participants 15 and 17 added that a higher level of thinking
was required due to the combination of understanding and implementing the learning activities
simultaneously with the question-answer technique. Perhaps the reason for this condition was
that students were exposed to a more systematic approach to learning, where the teacher
trainees would explicitly state the learning objectives and the steps implemented in the teaching
and learning process. The extracts below show the responses received from the participants for
this theme.

A very clear change I noticed was that students had fun, can remember faster and increase
their thinking skills. (P2)

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Students had to think more, at a higher level because they had to understand, then they
had to do the activities and answer the questions at the same time. (P15)

They had to use their thinking skills to think to do the activities. (P17)
Innovation in the form of activities, learning resources and teaching approaches would encourage
students to not only understand and recall what they have learned, but also analyse and evaluate
the process of accomplishing the tasks given. The inductive approach to inculcating HOTS in the
classroom would enable students to have a greater appreciation towards the process of learning
itself and towards enriching the learning experience (Cummins, 2020). Essential skills such as
critical thinking and problem-solving could be embedded through innovative and fun activities, as
noted by participant 18 where students tend to become more responsive, active and cheerful in
performing any learning activities in the class.

Increasing students’ understanding of the lesson

It was evident from the participants’ responses that the use of innovative teaching materials
helped to improve students’ understanding of the lessons. Participant 5 and 16 observed that the
students were interested to take part in the activities using innovative resources used and were
able to achieve the learning outcomes compared to the time when resources were not used in
the lesson. Participant 11 composed a song to make the students remember the facts better,
while Participant 13 carried out short quizzes where students responded quickly to the questions
given, thus putting them on alert most of the time. Participant 17 and 18 observed that most
students were not able to comprehend Tajwid and Sirah respectively, but after the innovative
materials were used in the lesson, students’ understanding of Tajwid and Sirah seemed to
improve, based on the correct responses in their exercises. Similarly, Participant 21 encountered
students who were not able to answer questions about Haj during the examination. However,
after pictures and videos were used in the classroom and the related activities were carried out,
students were able to understand how to perform the Haj. Participant 22 noted that the ‘Sempoa
Aqiqah’ used in the class was effective in enhancing students’ understanding of the topic as they
were able to answer the questions given and were able to express their opinions about the topic.
Participant 25 made ‘Hanging Notes’ together with the students where they wrote the notes
together and hung them around the class to ensure visibility, thus increasing students’
understanding about Islamic Education.

From the analysis, the participants were seriously concerned about students’ interest and
understanding towards the topic that was taught in the classroom. In fact, most of the participants
believe that innovation must be designed and developed to assist students to achieve the
learning objectives. They believe that the use of innovation in the classroom will create a “fun
learning atmosphere” that increases students’ participation, motivation and focus to learn. The
extracts below show the responses towards this theme.

Yes, (idea) arises from students who generally have the view that the subject of
Seerah or History is (kind of) boring (P2)

Attract students' interest in learning and make them feel fun and not bored to learn
(P3)

The idea arose from the problem of students who sometimes showed less interest
and focus during teaching and learning sessions. They are more interested in play
activities and so on. (P28)

In this study, teacher-trainees specified their concerns about students’ readiness to learn a new
topic in the classroom. As the teacher-trainees have been prepared with the knowledge and skills
of innovation before undergoing teaching practicum at school, there are many reasons that were

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considered to encourage students’ interest in learning. From the findings, it can be said that
teacher-trainees applied an evaluative thinking in order to raise various ideas of innovation (Earl
& Timperly, 2015). As proposed by OECD, teachers or educators with evaluative thinking will
help them to outline lesson and determine how the students will take those lessons. In this study,
teacher-trainees prioritise students’ interest and understanding in outlining their innovation with
the hope that students will participate and engage with the learning activities. Other than that, as
expressed among participants, innovations promoted comprehension, accommodating both
strong and weak students. The findings illustrate similarities across the existing studies. Cheng
and Mugge (2015), for instance, argue that innovation in the context of visually enhanced objects,
could improve comprehension.; while Etemadi’s (2012) experiences with innovation find that the
learners bolstered the “motivation to entertain students” and innovation “could assist learners to
comprehend the language as spoken in various accents” (p. 244).

Conclusion

Based on the results of the research, it is found that ensuring the understanding of innovation
among teacher-trainees is important for an effective implementation of 21st century learning in
the classroom. Future research can explore into the theoretical aspect of innovation design that
teacher-trainees have been taught before they embark upon the actual teaching practicum
experience. Future research could also employ the mixed-methods to gather in-depth data from
both quantitative and qualitative methods. This can allow the triangulation of data and clarity in
the issue investigated. This research requires a deep understanding of the Malaysia Education
Blueprint as well as how it is implemented in school. The changes in the national education
system and curriculum need to be informed to all teachers teaching at government schools in
Malaysia. It is also important for all universities that offer education programmes to be aware and
up-to-date with these changes and ensure that their future teacher-trainees are also informed of
these changes. This will hopefully prepare them with the current education transformation and
provide them with the readiness to face the challenges in teaching and learning in schools and
to be in line with the digital transformation changes in the 4IR. It is important that the findings of
this study are disseminated to all parties to create the awareness and sharing of knowledge so
that our future teachers are prepared with the education transformation and provided with the
readiness in innovation in teaching and learning.

Acknowledgement

We would like to thank Universiti Sains Islam Malaysia for the USIM Research Grant
(PPPI/FPBU/0118/051000/16418). Our gratitude also goes to the third batch of students from the
Postgraduate Diploma of Education, Universiti Sains Islam Malaysia, for their voluntary
participation in the research and their consent for the data to be used for the research and
publication.

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PENERAPAN PENGAJARAN BERBASIS PROJEK DAN KREATIVITAS
MAHASASISWA DALAM MATA KULIAH PSIKOLOGI SEKOLAH

Yantri Maputra, PhD
Universitas Andalas

ABSTRACT
Model pembelajaran merupakan salah satu faktor penentu keberhasilan pembelajaran.
Pembelaranan bersifat diskusi membuat kegiatan pembelajaran menjadi kurang bermakna.
Salah satu solusi yang dapat dilakukan adalah dengan memberikan pembalejaran berbasis
projek. Project based learning (PjBL) merupakan salah satu model pembelajaran yang mencoba
mengaitkan antara teknologi dengan masalahkehidupan sehari-hari yang akrab dengan siswa
atau dengan proyek sekolah. Dalam PjBL, peserta didik terdorong lebih aktif dalam belajar. Guru
hanya sebagai fasilitator dan evaluator produk hasil kerja peserta didik yang ditampilkan dalam
hasil proyek. Adanya produk nyata tersebut dapat mendorong kreativitas siswa. Penelitian ini
penelitian ini merupakan peneltian experimen yang bertujuan untuk mengetahui efektifitas
penerapan model pembelajaran PjBL untuk meningkatkan kreativitas siswa pada mata kuliah
psikologi sekolah. Sampel penelitian melibatkan 29 mahasiswa yang mengambil mata kuliah
Psikologi sekolah. Hasil peneltian mendapatkan nilai dibawah 0.05 = 0.03 untuk perbedaan pra
dan post untuk variabel sikap kreativitas. Ini bermakna bahwa penerapan model PjBL dapat
meningkatkan sikap kreativitas siswa pada pembelajaran mata kuliah Psikologi Sekolah.

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PENDAHULUAN

Pengajaran berdasarkan projek ialah proses pengajaran yang dilakukan melalui tugas sebagai
tujuan akhir yang dicapai oleh mahasiswa. Melalui PBP diharapkan mahasiswa akan
memahami tujuan pengajaran mereka dengan cara merancang dan menghasilkan sesuatu
produk. Proses pengajaran melalui pendekatan PBP akan meransang kemahiran berpikir
mahasiswa, kerana untuk memulai pembuatan projek tentu akan diawali dengan pertanyaan-
pertanyaan untuk memahami konsep-konsep dasar tentang projeknya. Dalam konteks dunia
pendidikan pada zaman yang semakin menantang ini PBP dilihat sangat sesuai
diimplimentasikan dalam mata kuliah (Balakrishnan et al. 2009).

Pengembangan sumber daya manusia diarahkan untuk mengembangkan hard skill dan
soft skill. Hard skill bertujuan untuk membantu seseorang dalam memperoleh pekerjaan dimasa
datang, sedang soft skill lebih spesfik untuk membantu seseorang tersebut dalam mendapatkan
karir kerja yang baik. Dapat dipastikan bahawa semua orang tidak hanya berhenti dengan
mendapatkan perkerjaan semata, dengan pekerjaan itu dia ingin mendapatkan posisi yang baik
untuk mengembangkan karirnya pada tingkat yang lebih tinggi. Sering kali mahasiswa setelah
terjun pada dunia kerja mendapatkan kendala untuk mengembangkan karirnya, hal ini
disebabkan salah satunya adalah karena mahasiswa tersebut hanya memiliki hard skill dan
kurang dalam soft skill. Pada hal soft skill adalah kopetensi yang dibutuh dalam dunia kerja
seperti yang dikatakan oleh (Widarto : 2009). Dunia kerja atau dunia industri membeutuhkan
kopetensi seperti kerjasama, kreativitas, disiplin, kejujuran, komitmen, tanggungjawab, rasa
percaya diri, etika, sopan santun, komunikasi, kepemimpinan, enterpreneurship dan organisasi.
Maka dari itu istititusi yang melahirkan suber daya tersebut di harapkan melakukan usaha yang
terus menurus untuk mengembangkan berbagai potensi yang di miliki oleh mahasiswa. Salah
satu usaha adalah dengan menerapankan motode Project based learning merupakan salah satu
model pembelajaran yang dapat digunakan dalam kegiatan pembelajaran berlangsung. Menurut
Thomas (dalam Made Wena 2013:144)

Permasalahan terhadap pendidikan bukan saja datang dari metode pengajaran yang
tidak memadai malah masalah ini menjadi bertambah buruk apabila kurikulum yang
dilaksanakan tidak mengaitkan tema-tema dengan isu-isu berkaitan dengan lingkungan sekitas
pelajar.(Hondo & Baba 2010). Pengajaran tidak akan tercapai tujuanya kalau mahasiswa tidak
memiliki kerjasama, kreativitas serta penglibatan dalam proses pengajaran. Maka dari itu
pengajar diharapkan dapat melakukan usaha untuk meningkatkan kerja sama, kreativitas
serta penglibatan maahasiswa dalam aktivitas pengajaran. Pembelajaran yang digunakan
pada saat mengajar perlu dilakukan dengan brbagai variasi. Kelemahan dari metode ceramah
yaitu mahasiswa cepat merasa bosan dalam mengikuti pembelajaran sehingga mahasiswa
kurang konsentrasi dengan pembelajaran. Dalam proses pembelajaran, siswa kurang aktif
dalam pembelajaran contohnya dalam menjawab pertanyaan yang diajukan guru, ini terlihat
pada saat guru memberikan pertanyaan secara lisan. Siswa kurang memperhatikan
penjelasan yang disampaikan oleh guru, sehingga ketika guru memberikan pertanyaan, siswa
kurang bisa menjawab dengan benar.

Penggunaan model project based learning diharapkan dapat memberikan semangat
kepada siswa dalam pembelajaran, dapat mengarahkan kepada pembelajaran yang kreatif,
inovatif dan menyenangkan. Siswa menjadi lebih memahami materi-materi pembelajaran yang
disampaikan. Sehingga pada akhirnya dapat menunjang hasil belajar siswa yang diharapkan.

Project based learning merupakan salah satu model pembelajaran yang dapat
digunakan dalam kegiatan pembelajaran berlangsung. Menurut Thomas (dalam Made Wena
2013:144) “Pembelajaran berbasis proyek merupakan model pembelajaran yang belajaran di
kelas dengan melibatkan kerja proyek”. Menurut Bern dan Erickson (dalam Kokom Komalasari
2013:70) “Pembelajaran berbasis projek merupakan pendekatan yang memusat pada prinsip

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dalam konsep utama suatu disiplin, melibatkan siswa dalam memecahkan masalah dan tugas
penuh makna lainnya, mendorong siswa untuk bekerja mandiri membangun pembelajaran,
dan pada akhirnya menghasilkan karya nyata”. Menurut Cucu Suhana (2014:39) “Project based
learning merupakan model pembelajaran yang menggunakan masalah sebagai langkah
awal dalam mengumpulkan dan mengintegrasikan pengetahuan baru berdasarkan
pengalamannya dalam beraktifitas secara nyaman”. Sedangkan menurut E. Kosasih (2014:96)
“Pembelajaran berbasis projek adalah model pembelajaran yang menggunakan
proyek/kegiatan sebagai tujuannya”.

Dari beberapa pendapat tersebut dapat disimpulkan bahwa project based learning
adalah salah satu model pembelajaran yang mampu membangun kemampuan siswa dengan
melibatkan kerja proyek yang menghasilkan suatu hasil karya nyata yang dapat diperlihatkan
seperti modul pelatihan program konseling sekolah, laporan, dan penyelesaian tugas tertulis
yang guru berikan. Dalam pembelajaran pada mata kuliah psikologi sekolah untuk
menggunakan model project based learning hendaklah mahasiswa diberi kesempatan untuk
menyelesaikan projeknya seperti laporan pendanpingan siswa disekolah, progran edukasi atau
pelatihan terhadap siswa dan tugas-tugas tertulis yang guru berikan. Projek yang dikerjakan
mahasiswa dapat berupa projek perkelompok berupa karya nyata yang berbentuk laporan dari
hasil belajar yang dilaksanakan dalam jangka waktu tertentu, kemudian dipersentasikan atau
didiskusikan.

Kegiatan pembelajaran ini yang memberikan kesempatan kepada siswa untuk
merangkum pengetahuan dari berbagai sumber dan mengimplementasikannya dalam sebuah
hasil karya berupa produk yang memiliki tujuan agar m a h a siswa mempunyai kreativitas
yang tinggi dalam menyelesaikan tugas yang diberikan oleh dosen. Munandar (2009) kreativitas
adalah sebagai kemampuan untuk mencipta yang baru, kemampuan untuk memberi gagasan
baru yang dapat diterapkan dalam pemecahan masalah atau kemampuan untukmelihat
hubungan yang barudengan yang sudah ada sebelumnya.oleh sebab itu dapat kita simpulkan
bahawa kreativitas bukan semata menciptakan yang belum ada sebelumnyaakan tetapi
pemikiran yang barupun sudah masuk pada kreativitas. Sesuai dengan yang dikatakan oleh
Moreno (dalam Slameto 2003) kreativitas bukan sekedar menciptakan barang yang belum ada
sebelumnya melainkan juga apa yang baru bagi dirinya. Dalam hal ini ide-ide pecehan masalah
bagi dirinya juga meruapakan bagiandari kreativitas.

Oleh karena itu merasa perlu melakukan penerapan kegaiatan projek pada mata kuliah
psikologi, dimana belum banyak penerapan aktivitas berbasis projek ini dalam mata kuliah ilmu
psikologi sekolah serta melihat pengaruh pengagajaran berbasiskan projek ini pada kreativitas
mahasiswa dalam mata kuliah Psikologi sekolah.

Tujuan Penelitian

Adapun tujuan dari penelitian ini adalah: (a) Melaksanakan kegiatan pengajaran berbasis projek
pada mata kuliah Psikologi Sekolah, (b) Melakukan pengujian pada variabel kreativitas
mahasiswa pada pelaksanaan pengajaran berbasis projek.

METODE PENELITIAN

Rancangan penelitian

Penelitian dengan pendekatan kuasi eksperiment atau eksperimen semu dengan tujuan untuk
mengetahuai kretaivitas mahasiswa dalam mata kuliah psikologi sekolah. Rancangan penelitian
ini penelitian yakni posttest-only control gruop design. Bentuk penelitian mengunakan kelompok
ekperemen yang diperlakukan dengan pengajaran berbasis projek dan kelompok kontrol ditidak
diperlakukan. Kemudian alat ukur akan digunakan untuk menguji variabel yang diteliti dan

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kemudian menghasilkan data statistik. Kuesioner merupakan salah satu bentuk alat ukur yang
digunakan dalam penelitian kuantitatif. Kuesioner adalah alat ukur yang berisi serangkaian
pertanyaan yang dibaca sendiri oleh responden dan responden menjawab pertanyaan tersebut
sesuai dengan pemahamannya (Kumar, 1996).

Teknik Sampel dan jumlah Sampel

Desain teknik pemilihan responden untuk penelitian ini adalah kelas yang mengambil kelas
Psikologi Sekolah yang diambil secara Jenuh .Teknik ini adalah mengambil semua populasi.

Analisis data

Analisis data statistik dilakukan dengan menggunakan SPSS 12.0. Analisa yang dignakan
berupa statistik deskriptif untuk menjelaskan tentang data demografis responden, ujian t untuk
melihat perbedaan antara ujian pre dengan ujian post.

HASIL DAN PEMBAHASAAN

Penelitian ini dijalankan pada satu kelompok kelas Psikologi sekolah yang berjumlah 29 orang
yang dilakukan pengambilan data pre dan post. Penelitian ini bertujuan untuk meihat apakahdata
peningkatan kreativitas melalui motode pengajaran projek base learning. Untuk lebih jelasnya
hasil penenlitian dapat dilhat padatabel dibawah ini:

No Variabel N Min Sig

Kreativitas 29 3.28 0.03

Dari hasil penelitian di atas dapat disimpulkan bahawa penerapan pembelajaran
berbasisskan projek di mata kuliah Psikologi sekolah berpengaruh pada kreativitas mahasiswa
hal ini ditunjukkan oleh uji t yang dilakukan pada pre dan post pada mahasiswa yang mengambil
kelas mata kuliah Psikologi Sekolah. Temuan ini didukung oleh bebrapa penelitian terdahulu
seperti yang dilakukan oleh Restu Indriajati (2018) mendapatkan bahwa kreativitas dapat
meningkat oleh pembelajaran berbasis projek. Dan dikuatkan oleh Diah Mulditiah (2014)
mengatakan bahwa ada perbedaan signifikan berfikir kriatif mahasiswa dengan penerapan
pembelajaran berbasis projek. kreativitas mahasiswa tidak hanya di artikan kemampuan
mencipta yang baru semata akan tetapi bisa juga dikombinasikan ide-ide yang sudah ada
diterapkan menjadi sesuatu yang berbeda dari yang sebelumnya.

Munandar (2009) kreativitas adalah sebagai kemampuan untuk mencipta yang baru,
kemampuan untuk memberi gagasan baru yang dapat diterapkan dalam pemecahan masalah
atau kemampuan untukmelihat hubungan yang barudengan yang sudah ada sebelumnya.oleh
sebab itu dapat kita simpulkan bahawa kreativitas bukan semata menciptakan yang belum ada
sebelumnyaakan tetapi pemikiran yang barupun sudah masuk pada kreativitas. Sesuai dengan
yang dikatakan oleh Moreno (dalam Slameto 2003) kreativitas bukan sekedar menciptakan
barang yang belum ada sebelumnya melainkan juga apa yang baru bagi dirinya. Dalam hal ini
ide-ide pecehan masalah bagi dirinya juga meruapakan bagiandari kreativitas. Stoltz (2000)
menyatakan bahwa hal yang paling mempengaruhi kreativitas yaitu kecerdasan dalam
menghadapi rintangan.

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Menurut Rogers (dalam Munandar, 2003) Ada bebepara faktor yang mempengaruhi
krativitas. Faktor itu adalah : a. Dorongan dari dalam diri sendiri (motivasi intrinsik). Menurut
Roger (dalam Munandar, 2003) setiap individu memiliki kecenderungan atau dorongan dari
dalam dirinya untuk berkreativitas, mewujudkan potensi, mengungkapkan dan mengaktifkan
semua kapasitas yang dimilikinya. Dorongan ini merupakan motivasi primer untuk kreativitas
ketika individu membentuk hubungan-hubungan baru dengan lingkungannya dalam upaya
menjadi dirinya. Hal ini juga didukung oleh pendapat Munandar (2003) yang menyatakan individu
harus memiliki motivasi intrinsik untuk melakukan sesuatu atas keinginan dari dirinya sendiri,
selain didukung oleh perhatian, dorongan, dan pelatihan dari lingkungan. b. Dorongan dari
lingkungan (motivasi ekstrinsik).

Munandar (2003) mengemukakan bahwa lingkungan yang dapat mempengaruhi
kreativitas individu dapat berupa lingkungan keluarga, guru, teman sebaya dan masyarakat.
Lingkungan keluarga merupakan kekuatan yang penting dan merupakan sumber pertama dan
utama dalam pengembangan kreativitas individu. Pada lingkungan sekolah, pendidikan disetiap
jenjangnya mulai dari pra sekolah hingga ke perguruan tinggi dapat berperan dalam
menumbuhkan dan meningkatkan kreativitas individu.

Menurut Rogers (dalam Zulkarnain, 2002), kondisi internal dorongan dari dalam diri
(interal press) untuk berkreasi diantaranya:a. Keterbukaan terhadap pengalaman. Keterbukaan
terhadap pengalaman adalah kemampuan menerima segala sumber informasi dari pengalaman
hidupnya sendiri dengan menerima apa adanya, tanpa ada usaha pertahanan (defene), tanpa
kekakuan terhadap pengalaman-pengalaman tersebut dan keterbukaan terhadap konsep secara
utuh, kepercayaan, persepsi dan hipotesis. Dengan demikian individu kreatif adalah individu
yang mampu menerima perbedaan. b. Kemampuan untuk menilai situasi sesuai dengan patokan
pribadi seseorang. Pada dasarnya penilaian terhadap produk ciptaan seseorang terutama
ditentukan oleh diri sendiri, bukan karena kritik dan pujian dari orang lain. Walaupun demikian
individu tidak tertutup dari kemungkinan masukan dan kritikan dari orang lain c. Kemampuan
untuk bereksperimen atau “Bermain” dengan konsep-konsep. Merupakan kemampuan untuk
membentuk kombinasi dari hal-hal yang sudah ada sebelumnya. Pada lingkungan masyarakat,
kebudayaan-kebudayaan yang berkembang dalam masyarakat juga turut mempengaruhi
kreativitas individu.

Munandar (dalam Zulkarnain, 2002) menyatakan faktor-faktor yang mempengaruhi
kreativitas dapat berupa kemampuan berpikir dan sifat kepribadian yang berinteraksi dengan
lingkungan tertentu. Faktor kemampuan berpikir terdiri dari kecerdasan (inteligensi) dan
pemerkayaan bahan berpikir berupa pengalaman dan keterampilan. Faktor kepribadian terdiri
dari ingin tahu, harga diri dan kepercayaan diri, sifat mandiri, berani mengambil resiko dan sifat
asertif (Kuwato, 1994).Dari pendapat beberapa ahli di atas diambil kesimpulan bahwa faktor-
faktor yang mempengaruhi kreativitas meliputi faktor keterbukaan terhadap pengalaman,
kemampuan menilai situasi sesuai dengan patokan pribadi dan kemampuan untuk
bereksperiman atau kemampuan bermain dengan konsep, dan dorongan dari lingkungan,dan
keamanan dan kebebasan psikologis. Faktor yang mempengaruhi kreativitas adalah jenis
kelamin, status sosial keluarga,urutan kelahiran, serta lingkungan kota dan pedeasaan.

Menurut Satiadrrma (2003) bahawa kreativitis mahasiswa meruapakan modal yang
dapat meningkatkan pencapaian prestasi belajar. Untuk meningkatkan kreativita mahasiswa
perlu guru atau dosen mengembangkan pembelajaranyang dapat mendorong pelajar lebih
kreatif, salah satu model pembelajran itu adalah pembelajaran berbasis projek, sebab
pemebelajran berbasis projek ini dapat mendorong pelajar lebih memfokuskan pada pemusatan
makna dan pemecehan masalah. Pembelajaran yang menyangkut pemusatan pertanyaan dan
masalah bermakna, pemecahan masalah, pengambilan keputusan, proses pencarian berbagai
sumber, pemberian kesempatan kepada anggota untuk bekerja secara kolaborasi, dan menutup
dengan presentasi produk nyata. Model pembelajaran berbasis proyek berfokus pada konsep

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dan prinsip inti sebuah disiplin, memfasilitasi mahasiswa untuk berinvestigasi, pemecahan
masalah, dan tugas tugas bermakna lainnya, berpusat pada siswa (students centered) dan
menghasilkan produk nyata. Melalui motode ini siswa berusaha terus untuk mendorong diri
merka secara dalaman untuk menciptakan sesuatu melalui kerja yang ditargetkan. Selain itu juga
menurut Thomas (dalam Wena, 2008) dari sisi guru, pembelajaran berbasis proyek merupakan
model pembelajaran yang memberikan kesempatan kepada guru untuk mengelola pembelajaran
di kelas dengan melibatkan kerja proyek.
KESIMPULAN
Penelitian ini dapat disimpulkan bahwa pengajaran yang berpusat pada siswa melalui projek
base learning dapat meningkatkan secara signifikan kreativitas mahasiswa. Ini menujukkan
bahwa melalui model pengajaran ini dapat mendorong mahasiswa untuk memusatkan
keinginanya untuk menciptkan gagasan dan hal-hal baru.

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