SCIENTIFIC CREATIVITY PROJECT-BASED LEARNING FOR TECHNOLOGY-ORIENTED LEARNING: A VALIDITY AND PRACTICALITY ANALYSIS

DOI: https://doi.org/10.33650/edureligia.v10i2.15551
Authors

(1) * Dimas Arya Soeadyfa Fridyatama   (Politeknik Penerbangan Surabaya, Surabaya, Indonesia)  
        Indonesia
(2)  Muhammad Roil Billad   (Faculty of Integrated Technologies, Universiti Burunei Darussalam, Brunei Darussalam)  
        Brunei Darussalam
(3)  Farid Baskoro   (State Universiti of Surabaya, Surabaya, Indonesia)  
        Indonesia
(4)  Wahyu Sasongko Putro   (Nanyang Technological University, Singapore)  
        Singapore
(5)  Delmio Ave Mara Gutteres de Sousa   (Air Navigation Engineering (ANATL EP), Timor Leste)  
        Timor-Leste
(*) Corresponding Author

Abstract


 Rapid technological transformation requires educational institutions to develop students’ scientific creativity, collaborative problem-solving, responsibility, and reflective reasoning skills in authentic learning environments. However, many students still experience difficulties in connecting scientific knowledge with real-world problem-solving and creative inquiry activities. This study aimed to evaluate the validity and practicality of the Scientific Creativity Project-Based Learning (SCPjBL) model as an instructional approach that integrates scientific creativity, collaborative inquiry, and character-oriented learning. The study employed research and development methodology involving 180 undergraduate students from two higher education institutions in Indonesia. Data were collected using validation sheets, observation instruments, questionnaires, and scientific creativity assessments. Three expert validators and four classroom observers participated in the evaluation process. The findings showed that the SCPjBL model achieved high validity, reliability, and practicality. The model obtained a validity percentage of 98.00%, while supporting learning tools and response questionnaires achieved 97.00% and 99.00%, respectively. Reliability analysis also demonstrated strong consistency with Cronbach’s Alpha of 0.85. Classroom observations indicated that the SCPjBL model effectively supported collaborative learning, scientific reasoning, reflective inquiry, and responsible project engagement. The findings suggest that SCPjBL can support scientific creativity, problem-solving, and character-oriented learning through authentic project-based educational activities.

 

Keywords

scientific creativity; scientific creativity; project-based learning; character education; collaborative inquiry; reflective learning







References


Abuhassna, H., & Alnawajha, S. (2023). Instructional Design Made Easy! Instructional Design Models, Categories, Frameworks, Educational Context, and Recommendations for Future Work. European Journal of Investigation in Health, Psychology and Education, 13(4), 715–735. https://doi.org/10.3390/ejihpe13040054

Akhter, E., & Zaman, M. A. U. (2024). AUTOMATED ESSAY SCORING AND FEEDBACK SYSTEMS FOR ESL LEARNERS: A META-REVIEW OF PEDAGOGICAL IMPACT. American Journal of Interdisciplinary Studies, 05(01), 31–65. https://doi.org/10.63125/brzv3333

Al-Qoyyim, T. M., & Kurniawan, W. (2025). Project-Based Learning in Science Learning: A Literature Review. Contextual Natural Science Education Journal, 3(1), 1–14. https://doi.org/10.29303/cnsej.v3i1.1053

Al Abri, M. H., Al Aamri, A. Y., & Elhaj, A. M. A. (2024). Enhancing Student Learning Experiences Through Integrated Constructivist Pedagogical Models. European Journal of Contemporary Education and E-Learning, 2(1), 130–149. https://doi.org/10.59324/ejceel.2024.2(1).11

AlAli, R. (2024). ENHANCING 21ST CENTURY SKILLS THROUGH INTEGRATED STEM EDUCATION USING PROJECT-ORIENTED PROBLEM-BASED LEARNING. GeoJournal of Tourism and Geosites, 53(2), 421–430. https://doi.org/10.30892/gtg.53205-1217

Asriyadin, A., Adiansha, A. A., Anwar, K., & Syarifuddin, S. (2026). Designing an Artificial Intelligence-Supported Research Project-Based Inquiry Model to Improve Scientific Reasoning in Academically Underprepared Students. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 14(2), 504–520. https://doi.org/10.33394/j-ps.v14i2.19159

Bilderback, S., & Thompson, C. B. (2025). Developing global leadership competence: redefining higher education for interconnected economies. Higher Education, Skills and Work-Based Learning. https://doi.org/10.1108/HESWBL-10-2024-0301

Buabeng, I., & Amo-Darko, B. (2025). Curriculum reforms without foundation: The effects of inadequate preparation in curriculum reforms on Ghanaian teachers and the education system. Curriculum Perspectives, 45(2), 133–147. https://doi.org/10.1007/s41297-025-00309-7

Castaño, C., Caballero, R., Noguera, J. C., Chen Austin, M., Bernal, B., Jaén-Ortega, A. A., & Ortega-Del-Rosario, M. D. L. A. (2025). Developing Sustainability Competencies Through Active Learning Strategies Across School and University Settings. Sustainability, 17(19), 8886. https://doi.org/10.3390/su17198886

Chen, J., Zhao, X., Li, J., Chen, W., Jiang, C., & Wang, X. (2025). Core competencies in pharmaceutical education: a Chinese student perspective. BMC Medical Education, 25(1), 1096. https://doi.org/10.1186/s12909-025-07686-7

Clores, L. J., & Nueva España, R. C. (2023). Assessment of Teachers’ Instructional Practices: Towards Proposing an Innovative Instructional Model for Teaching-Learning Material in Chemistry. Journal of Practical Studies in Education, 4(4), 1–19. https://doi.org/10.46809/jpse.v4i4.69

Delikhoon, M., Zarei, E., Banda, O. V., Faridan, M., & Habibi, E. (2022). Systems Thinking Accident Analysis Models: A Systematic Review for Sustainable Safety Management. Sustainability, 14(10), 5869. https://doi.org/10.3390/su14105869

DeLisi, J., Liu, E., & Fields, E. (2025). Implementing Project-Based Learning in Urban High School STEM Career Pathways. Urban Education, 60(5), 1361–1384. https://doi.org/10.1177/00420859231214174

Eswaran, U. (2024). Project-Based Learning (pp. 23–43). https://doi.org/10.4018/979-8-3693-2169-0.ch002

Feryanto, M., Mulyanti, R. Y., & Soma, A. M. (2025). The effect of training and work experience on performance: The mediating role of competence at PT Chandra Asri Pacific. Annals of Human Resource Management Research, 5(3), 181–194. https://doi.org/10.35912/ahrmr.v5i3.3249

Fridyatama, D. A. S. (2024). Higher Order Thinking Skill (HOTS) in Training Control Techniques Skill of Air Traffic Control Student Using Problem Based Learning Method. Formosa Journal of Science and Technology, 3(12), 2733–2752. https://doi.org/10.55927/fjst.v3i12.12944

Heydemans, C. D., Hadi, S., Suswanto, H., Firdaus, S. M., & Kaumbur, G. E. (2025). INNOVATION IN INDUSTRY-BASED LEARNING IN VOCATIONAL EDUCATION: A SYSTEMATIC REVIEW OF BEST PRACTICES IN VARIOUS COUNTRIES AND THEIR RELEVANCE TO INDONESIA. EDUCATIONE, 472–482. https://doi.org/10.59397/edu.v3i2.58

Huang, Z., Peng, A., Yang, T., Deng, S., & He, Y. (2020). A Design-Based Learning Approach for Fostering Sustainability Competency in Engineering Education. Sustainability, 12(7), 2958. https://doi.org/10.3390/su12072958

Isabirye, A., Moloi, K., Lebelo, R., & Khan, S. (2025). Cultivating Creativity and Innovation in the School Curriculum for the 21st Century: Opportunities and Challenges. Journal of Ecohumanism, 4(3). https://doi.org/10.62754/joe.v4i3.6647

Izah, S. C., Sylva, L., & Hait, M. (2023). Cronbach’s Alpha: A Cornerstone in Ensuring Reliability and Validity in Environmental Health Assessment. ES Energy & Environment. https://doi.org/10.30919/esee1057

Johnson, J. M. (2026). A Macrocognitive Design Taxonomy for Simulation-Based Training Systems: Bridging Cognitive Theory and Human–Computer Interaction. Computers, 15(2), 110. https://doi.org/10.3390/computers15020110

Kale, U., & Akcaoglu, M. (2020). Problem Solving and Teaching How to Solve Problems in Technology-Rich Contexts. Peabody Journal of Education, 95(2), 127–138. https://doi.org/10.1080/0161956X.2020.1745612

Katende, J., Haj-Bolouri, A., Nilsson, S., Cao, L., & Rossi, M. (2026). Design Principles for Work-Integrated Safety Training (WIST) in Gamified Immersive Learning Environments. Virtual Worlds, 5(1), 5. https://doi.org/10.3390/virtualworlds5010005

Kazemi, A., Bagheri, M. S., & Rassaei, E. (2020). Dynamic assessment in English classrooms: Fostering learners’ reading comprehension and motivation. Cogent Psychology, 7(1). https://doi.org/10.1080/23311908.2020.1788912

Khadija Muhammad Hussain Marvi, Dr. Ishrat Siddiqa Lodhi, Qanita Ahmed, & Hina Liaqat. (2025). A Comprehensive Analysis of Phenomenon-Based Learning with Scientific Literacy in Teaching and Learning Process for 21st Century Educational Demands. The Critical Review of Social Sciences Studies, 3(4), 2852–2870. https://doi.org/10.59075/asf10s87

Klieger, A. (2026). Aligning STEM education with industry needs: Strategies to bridge the skills gap. Industry and Higher Education. https://doi.org/10.1177/09504222261418077

Kranz, J., Baur, A., & Möller, A. (2023). Learners’ challenges in understanding and performing experiments: a systematic review of the literature. Studies in Science Education, 59(2), 321–367. https://doi.org/10.1080/03057267.2022.2138151

Kuo, H.-C. (2026). STEAM PBL as an educational panacea? Investigating its impact on creative thinking and academic achievement across subjects. Thinking Skills and Creativity, 60, 102072. https://doi.org/10.1016/j.tsc.2025.102072

Lanz, M., Sorgente, A., & Tagliabue, S. (2018). Inter-rater Agreement Indices for Multiple Informant Methodology. Marriage & Family Review, 54(2), 148–182. https://doi.org/10.1080/01494929.2017.1340919

Ma, A. L. P. (2006). Abstract Teacher Perceptions of Technology-Enhanced, Collaborative, Project-Based Learning on Students in Mixed-Ability Classrooms.

Mahapatra, N. R., Rasheed, M. A., & Nayak, S. (2026). Identifying critical competencies for it professionals in the digital age. Navigating Digital Disruption: Strategies for Sustainable Business Management, 124–132. https://doi.org/10.4324/9781003716617-22/IDENTIFYING-CRITICAL-COMPETENCIES-PROFESSIONALS-DIGITAL-AGE-NIHAR-RANJAN-MAHAPATRA-RASHEED-SASMITA-NAYAK

Miller, E. C., & Krajcik, J. S. (2019). Promoting deep learning through project-based learning: a design problem. Disciplinary and Interdisciplinary Science Education Research, 1(1), 7. https://doi.org/10.1186/s43031-019-0009-6

Muzata, A. R., Singh, G., Stepanov, M. S., & Musonda, I. (2024). Immersive Learning: A Systematic Literature Review on Transforming Engineering Education Through Virtual Reality. Virtual Worlds, 3(4), 480–505. https://doi.org/10.3390/virtualworlds3040026

Nsabayezu, E., Habimana, O., Nzabalirwa, W., & Niyonzima, F. N. (2025). 6Ps-based instructional model: An innovative framework for supporting organic chemistry education through a multimedia-supported flipped classroom approach. Discover Education, 4(1), 324. https://doi.org/10.1007/s44217-025-00775-1

Oana, O., & Flavia, P. (2025). The Meta-Intelligent Child: Validating the MKIT as a Tool to Develop Metacognitive Knowledge in Early Childhood. Journal of Intelligence, 13(11), 149. https://doi.org/10.3390/jintelligence13110149

Patturajan, V., Ravikumar, D., Narayanan, S., Krishnamurthy, V., & Santhosh, S. (2026). Designing AI for distress: an iterative case study of a hierarchical agent for psychosocial support. Frontiers in Artificial Intelligence, 9. https://doi.org/10.3389/frai.2026.1772215

Pinar, F. I. L., Panergayo, A. A. E., Sagcal, R. R., Acut, D. P., Roleda, L. S., & Prudente, M. S. (2025). Fostering scientific creativity in science education through scientific problem-solving approaches and STEM contexts: a meta-analysis. Disciplinary and Interdisciplinary Science Education Research, 7(1), 18. https://doi.org/10.1186/s43031-025-00137-9

Qian, Y. (2025). Prompt Engineering in Education: A Systematic Review of Approaches and Educational Applications. Journal of Educational Computing Research, 63(7–8), 1782–1818. https://doi.org/10.1177/07356331251365189

R.P. Ribeiro, D., Paes Leme Barbosa, A. P. F., & Nakano, D. N. (2026). The anatomy of SME international resilience: empirical evidence from an emerging market. Review of International Business and Strategy, 1–24. https://doi.org/10.1108/RIBS-04-2025-0053

Ravi, P., Masla, J., Kakoti, G., Lin, G. C., Anderson, E., Taylor, M., Ostrowski, A. K., Breazeal, C., Klopfer, E., & Abelson, H. (2025). Co-designing Large Language Model Tools for Project-Based Learning with K12 Educators. Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems, 1–25. https://doi.org/10.1145/3706598.3713971

Rees Lewis, D. G., Gerber, E. M., Carlson, S. E., & Easterday, M. W. (2019). Opportunities for educational innovations in authentic project-based learning: understanding instructor perceived challenges to design for adoption. Educational Technology Research and Development, 67(4), 953–982. https://doi.org/10.1007/s11423-019-09673-4

Saad, A., & Zainudin, S. (2024). A review of teaching and learning approach in implementing Project-Based Learning (PBL) with Computational Thinking (CT). Interactive Learning Environments, 32(10), 7622–7646. https://doi.org/10.1080/10494820.2024.2328280

Schulz, A. (2024). Assessing student teachers’ procedural fluency and strategic competence in operating and mathematizing with natural and rational numbers. Journal of Mathematics Teacher Education, 27(6), 981–1008. https://doi.org/10.1007/s10857-023-09590-7

Shakeel, S. I., Al Mamun, M. A., & Haolader, M. F. A. (2023). Instructional design with ADDIE and rapid prototyping for blended learning: validation and its acceptance in the context of TVET Bangladesh. Education and Information Technologies, 28(6), 7601–7630. https://doi.org/10.1007/s10639-022-11471-0

Song, Y. (2018). Improving primary students’ collaborative problem solving competency in project-based science learning with productive failure instructional design in a seamless learning environment. Educational Technology Research and Development, 66(4), 979–1008. https://doi.org/10.1007/s11423-018-9600-3

Taber, K. S. (2018). The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2

Tamang, M., Adhikari, D., & Makane, A. (2026). Current Trends in Mixed-Methods Research Designs, Methodological Limitations, and Future Directions: A Systematic Review. NPRC Journal of Multidisciplinary Research, 3(4), 44–80. https://doi.org/10.3126/nprcjmr.v3i4.93276

Tassilova, N. A., Shashayeva, G. K., Yernazarova, Z. S., Akhmetova, A. I., Arynov, Z. M., & Karimova, Z. K. (2025). Communication technologies in STEM education: A systematic review. Eurasia Journal of Mathematics, Science and Technology Education, 21(10), em2719. https://doi.org/10.29333/ejmste/17178

ten Hove, D., Jorgensen, T. D., & van der Ark, L. A. (2024). Updated guidelines on selecting an intraclass correlation coefficient for interrater reliability, with applications to incomplete observational designs. Psychological Methods, 29(5), 967–979. https://doi.org/10.1037/met0000516

Tong, F., Tang, S., Irby, B. J., Lara-Alecio, R., & Guerrero, C. (2020). The determination of appropriate coefficient indices for inter-rater reliability: Using classroom observation instruments as fidelity measures in large-scale randomized research. International Journal of Educational Research, 99, 101514. https://doi.org/10.1016/J.IJER.2019.101514

Ukhova, N., & Gabelaia, I. (2025). A SYSTEMATIC REVIEW AND CLUSTER ANALYSIS OF 21ST-CENTURY SKILLS RELEVANT TO DIGITAL FORMAL LEARNING IN HIGHER EDUCATION. 1683–1692. https://doi.org/10.21125/inted.2025.0509

Vautier, J.-F., Dechy, N., Coye de Brunélis, T., Hernandez, G., Launay, R., & Moreno Alarcon, D. P. (2018). Benefits of systems thinking for a human and organizational factors approach to safety management. Environment Systems and Decisions, 38(3), 353–366. https://doi.org/10.1007/s10669-018-9692-7

Wong, J. M. S., & Li, K. C. (2025). Technology-Enabled Institutional Readiness for Agile-Blended Learning: A Framework for Educational Innovation. SN Computer Science, 6(3), 279. https://doi.org/10.1007/s42979-025-03822-8

Yusuf, F. A. (2025). Investigating the impact of augmented reality-integrated project-based learning on university students creative innovation, computational thinking, and academic resilience. Journal of Pedagogical Research. https://doi.org/10.33902/JPR.202537068

Zhang, J. (2026). Scaffolding Probabilistic Reasoning in Civil Engineering Education: Integrating AI Tutoring with Simulation-Based Learning. Education Sciences, 16(1), 103. https://doi.org/10.3390/educsci16010103


Dimensions, PlumX, and Google Scholar Metrics

10.33650/edureligia.v10i2.15551


Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Dimas Arya Soeadyfa Fridyatama, Muhammad Roil Billad, Farid Baskoro, Wahyu Sasongko Putro, Delmio Ave Mara Gutteres de Sousa

Creative Commons License
 

Edureligia : Jurnal Pendidikan Agama Islam
Published by Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat (LP3M) of Nurul Jadid University, Probolinggo, East Java, Indonesia.