Analysis of FKIP Students' Perception Towards The Implementation of The PjBL Model In Improving Creativity and Learning Independence

Authors

  • Nina Ikhwati Wahidah Universitas Nahdlatul Ulama Lampung
  • Iskandar Iskandar Universitas Nahdlatul Ulama Lampung
  • Pixyoriza Pixyoriza Universitas Nahdlatul Ulama Lampung

DOI:

https://doi.org/10.58258/jupe.v10i2.8949

Keywords:

Project Based Learning, Student Perception, Creativity, Learning Independence, 21st Century Education

Abstract

In the era of 21st century education, a learning approach that can encourage creativity and learning independence is needed to prepare students to face global challenges. One of the learning models that is considered effective in this context is Project Based Learning (PjBL). This study aims to analyze the perceptions of FKIP students towards the implementation of the PjBL model and its impact on increasing creativity and learning independence. The method used in this study is a quantitative survey method with a descriptive and correlational approach. A sample of 100 students was selected by simple random sampling. The results showed that the majority of students had a positive perception of the implementation of PjBL (76% in the "good" and "very good" categories). As many as 73% of students showed a high level of creativity, and 69% showed high learning independence after participating in project-based learning. The correlation test showed a significant relationship between perceptions of PjBL and creativity (r = 0.642) and learning independence (r = 0.598). Regression analysis showed that perceptions of PjBL contributed 41.2% to creativity and 35.7% to learning independence. This shows that PjBL provides a meaningful learning experience, fosters creative thinking skills, and increases student independence in managing the learning process. These findings are supported by various recent studies that show the effectiveness of PjBL in developing essential 21st century skills. Therefore, this model deserves to be adopted more widely in learning in higher education.

References

Ariyanti, D., Fadia Dwi Adis Setyo Budi, & Nabila Dwi Cahyani. (2023). Model PBL Guna Meningkatkan Kreativitas Siswa MI/SD dalam Pembelajaran Abad 2. Prosiding Konferensi Nasional Pendidikan Inovatif, 01(01).

Maros, M., Korenkova, M., Fila, M., Levicky, M., & Schoberova, M. (2023). Project-based learning and its effectiveness: Evidence from Slovakia. Interactive Learning Environments, 31(7), 4147–4155. https://doi.org/10.1080/10494820.2021.1954036

Maziidah, A. R., & Dewi, D. N. (2023). The Correlation Between PBL (Project-Based Learning) and Learning Motivation in ELT Classes. Journal of Educational Sciences, 7(3), 442. https://doi.org/10.31258/jes.7.3.p.442-451

Mustafa, O. (2024). Challenges and Opportunities of Rebuilding Physical Education Programs in Post-Conflict Iraqi Schools in Iraq. International Journal of Physical Education, Recreation and Sports, 2(4), 1–14. https://doi.org/10.47604/ijpers.2956

Puryanto, S. (2023). Improving Social Studies Learning Outcomes and The Effectiveness of Project-Based Learning. Edunesia : Jurnal Ilmiah Pendidikan, 4(2), Article 2. https://doi.org/10.51276/edu.v4i2.458

Raharjo, S. H., Ningrum, S. U. D., & Sekarwinahyu, M. (2025). Persepsi mahasiswa universitas terbuka terhadap model problem based learning (pbl) dalam tutorial online pada mata kuliah pendidikan agama hindu. 11(1).

Ramadhona, R., & Lahagu, S. E. (2024). THE EFFECTIVENESS OF PROJECT BASED LEARNING IN INCREASING STUDENT CREATIVITY IN HIGH SCHOOLS. International Journal of Teaching and Learning, 2(11), Article 11.

Subiyantoro, S. (2024). Evaluating Students’ Experiences with Project-Based Learning in Online Educational Contexts. EDUKASIA: Jurnal Pendidikan Dan Pembelajaran, 5(1), Article 1. https://doi.org/10.62775/edukasia.v5i1.812

Wang, S. (2022). Critical Thinking Development Through Project-Based Learning. Journal of Language Teaching and Research, 13, 1007–1013. https://doi.org/10.17507/jltr.1305.13

Widodo, J. P. (2024). Unleashing Student Potential: Enhancing Creativity and Performance with Project-Based Learning. Jurnal Sosioteknologi, 23(2), Article 2. https://doi.org/10.5614/sostek.itbj.2024.23.2.1

Downloads

Additional Files

Published

2025-06-18

Issue

Vol 10, No 2 (2025): JUPE : Jurnal Pendidikan Mandala (Juni)

Section

Articles

License

Publication Ethics

This scientific code of ethics statement is a code of ethics statement for all parties involved in the publication process of scientific journals, namely managers, editors, reviewers, and authors. The statement of the ethical code of scientific publications is based on the Head Regulation of LIPI Number 5 of 2014 concerning the Code of Ethics for Scientific Publication, which in essence is the Code of Ethics for Scientific Publication which essentially upholds the three ethical values in publication, namely

  1. Neutrality, which is free from conflicts of interest in the management of publications;
  2. Justice, namely to give authorship rights to those who are entitled as authors / writers; and
  3. Honesty, which is free from duplication, fabrication, falsification, and plagiarism (DF2P) in publications.

Editor-in-Chief’s Duties and Responsibilities of the

  1. Determine the name of the journal, scope of science, scale, and accreditation if necessary.
  2. Determine editor membership.
  3. Defining relationships between publishers, editors, best partners, and other parties.
  4. Respect confidential matters, both for contributing researchers, authors, editors, and best-partner partners.
  5. Implement norms and provisions regarding intellectual property rights, especially copyright.
  6. Conduct a journal policy review and submit it to authors, editors, best partners, and readers.
  7. Make a code of conduct guide for editors and best partners.
  8. Publish journals regularly.
  9. Ensure the availability of funding sources for the sustainability of journal publishing.
  10. Building a network of cooperation and marketing.
  11. To improve the quality of the journal.
  12. Prepare licensing and other legal aspects.

Editor's Duties and Responsibilities

  1. The editor comments on the author's writing so the reader can understand what the writer wants to say, through comments written on the script.
  2. The editor comments on the author's writing in accordance with the EYD language (Enhanced Spelling) or the language according to the standard of the journal.
  3. The editor strives to improve the quality of publications on an ongoing basis;
  4. The editor puts forward freedom of opinion objectively,
  5. The editor conveys corrections, clarifications, withdrawals, and apologies if needed,
  6. The editor ensures that the writer's writings are not related to SARA or anything that could harm the Publisher and coordinate the writer's writings to the editor in chief of the publisher if the writing is slightly controversial.
  7. Editor receives, examines, and follows up complaints from all parties involved in publishing the journal;
  8. The editor supports initiatives to educate researchers about the ethics of publication,
  9. Editors do not maintain their own opinions, authors or third parties that can result in non-objective decisions,
  10. The editor encourages the author, so that he can make repairs to the paper until it is worth publishing.
  11. The editor performs the layout of the manuscript to be published so that it matches the journal template.
  12. Editor membantu pemimpin redaksi dalam menyelesaikan pengumpulan naskah sebelum dicetak dan diterbitkan, terutama dalam hal bahasa, format, dan tata letak.

Tugas dan Tanggung Jawab Peninjau

  1. Memberikan umpan balik tertulis yang objektif dan tidak bias tentang nilai beasiswa dan kontribusi naskah terhadap pengembangan ilmu pengetahuan;
  2. Menunjukkan apakah penulisan naskah cukup jelas, lengkap, dan relevan, serta apakah naskah sesuai dengan ruang lingkup jurnal;
  3. Tidak memberikan kritik atau komentar yang bersifat pribadi; dan
  4. Menjaga kerahasiaan naskah, dengan tidak membicarakannya dengan pihak-pihak yang tidak terkait, atau mengungkapkan informasi yang terkandung dalam naskah kepada pihak lain.

Tugas dan Tanggung Jawab Administrator Situs Web

Administrator Situs Web adalah orang yang bertanggung jawab untuk mengelola situs web jurnal. Secara spesifik, ruang lingkup tugas Administrator Situs Web adalah sebagai berikut:

  1. Menyiapkan situs web jurnal;
  2. Konfigurasikan opsi sistem dan kelola akun pengguna;
  3. Daftar untuk editor, pengulas, dan penulis;
  4. Kelola fitur jurnal;
  5. Melihat statistik laporan; dan
  6. Unggah/terbitkan makalah yang sudah diterima.

    Pemberitahuan Hak Cipta
    Penulis yang menerbitkan karya ilmiahnya di Jurnal Ilmiah Mandala Education setuju dengan ketentuan berikut:

    1. Penulis memegang hak cipta dan memberikan jurnal hak penerbitan pertama dengan karya yang dilisensikan secara bersamaan di bawah  Lisensi Atribusi Creative Commons (CC BY-SA 4.0)  yang memungkinkan orang lain untuk berbagi karya tersebut dengan pengakuan atas kepengarangan karya dan publikasi awal dalam jurnal ini. 
    2. Penulis dapat membuat pengaturan kontraktual tambahan yang terpisah untuk distribusi non-eksklusif atas versi karya yang diterbitkan jurnal tersebut (misalnya, mengunggahnya ke repositori institusi atau menerbitkannya dalam sebuah buku), dengan pengakuan atas penerbitan awalnya di jurnal ini.
    3. Penulis diizinkan dan didorong untuk mengunggah karya mereka secara daring (misalnya, di repositori institusi atau di situs web mereka) sebelum dan selama proses penyerahan, karena hal ini dapat mengarah pada pertukaran yang produktif serta kutipan yang lebih awal dan lebih banyak dari karya yang diterbitkan.

How to Cite

Analysis of FKIP Students’ Perception Towards The Implementation of The PjBL Model In Improving Creativity and Learning Independence. (2025). JUPE : Jurnal Pendidikan Mandala, 10(2), 630-636. https://doi.org/10.58258/jupe.v10i2.8949