A Contextual Project-Based Instructional Design Model Construction and Validation to Develop Students Creativity

Permata Nugrahani; Sunardi; Fatma Sukmawati

doi:10.33541/edumatsains.v10i3.7688

Authors

Permata Nugrahani Department of Educational Technology, Sebelas Maret University
Sunardi Sebelas Maret University
Fatma Sukmawati Sebelas Maret University

DOI:

https://doi.org/10.33541/edumatsains.v10i3.7688

Keywords:

contextual project-based learning (CoPjBL), mathematical creativity, expert validity

Abstract

Lack of mathematical creativity in the System of Linear Equations in Three Variables is a very important concern at SMA Pangudi Luhur St. Yosef Surakarta, mostly because of teaching by formula and the abstractness of the matter. The aim of the research was to design a Contextual Project-Based Learning (CoPjBL) approach to overcome the problems. This research employed a Research and Development (R&D) approach. Validity of the approach was checked by six experts, including two instructional designers, two subject matter experts in mathematics, and two education experts. Data analysis was done in a quantitative way by Aiken’s V index. It was developed to combine seven context pillars, including Constructivism, Inquiry, Questioning, Learning Community, Modeling, Reflection, and Authentic Assessment into its learning syntax. Results of validity testing proved to be very valid overall, showing an Aiken’s V of 0.92 (Very Valid). Detail scores of validity test showed 0.93 for design, 0.92 for subject matter, and 0.90 for education experts. This indicated a very high level of validity showing the CoPjBL approach to be very effective in offering a proper learning syntax to connect abstract math subjects to the real-world situation. Thus, the approach could be considered very suitable to be used to improve students' creative thinking abilities.

References

Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012

Asriadi, M., & Istiyono, E. (2020). Exploration of Creative Thinking Skills of Students in Physics Learning. Journal of Educational Science and Technology (EST), 6(2), 151–158. https://doi.org/10.26858/est.v6i2.12737

Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415

Bereiter, C., & Scardamalia, M. (2014). Bereiter, C. & Scardamalia, M. (2014). Knowledge building and knowledge creation: One concept, two hills to climb. In S. C. Tan, H. J. So, J. Yeo (Eds.). 35–52.

Cates, W. M. (2011). Richey, Klein & Tracy: The instructional design knowledge base: theory, research, and practice. Educational Technology Research and Development, 59(5), 737–739. https://doi.org/10.1007/s11423-011-9213-6

Dumont, R., & Willis, J. O. (2008). Torrance Tests of Creative Thinking. Encyclopedia of Special Education, 2022–2023. https://doi.org/10.1002/9780470373699.speced2110

Fazriatun, F., Susilawati, S., Taufik, M., & Sutrio, S. (2023). Validitas Perangkat Pembelajaran Model Discovery Learning Berbantuan Video untuk Meningkatkan Pemahaman Konsep Momentum dan Impuls. Jurnal Ilmiah Profesi Pendidikan, 8(1), 376–383. https://doi.org/10.29303/jipp.v8i1.1197

Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational Research: An Introduction. Allyn and Bacon. https://books.google.co.id/books?id=_rRhQgAACAAJ

Hunaidah, M., Susantini, E., & Wasis, W. (2018). Validitas model pembelajaran CinQASE untuk meningkatkan keterampilan individual critical thinking (INCT) dan collaborative critical thinking (CCT). Seminar Nasional Fisika, 1–4.

Johnson, E. B. (2002). Contextual Teaching and Learning: What It Is and Why It’s Here to Stay. SAGE Publications. https://books.google.co.id/books?id=2HRoigMMdqMC

K, R. N., & Suharto, Y. (1985). Strategi belajar mengajar. PT. Bina Aksara, Jakarta. https://books.google.co.id/books?id=UjtinQAACAAJ

Kartikasari, I., Rusdi, M., & Asyhar, R. (2016). Konstruksi dan Validasi Model Desain Pembelajaran Berbasis Masalah untuk Mengembangkan Kreativitas Siswa. Edu-Sains: Jurnal Pendidikan Matematika Dan Ilmu Pengetahuan Alam, 5(1). https://doi.org/10.22437/jmpmipa.v5i1.2855

Liu, Z., Xing, W., Ngo, B., Jiao, X., Jiang, S., & Li, C. (2025). Engagement patterns of middle school students with AI teachable agents in mathematics learning. Scientific Reports, 15(1), 1–13. https://doi.org/10.1038/s41598-025-24841-8

Maskur, R., Sumarno, Rahmawati, Y., Pradana, K., Syazali, M., Septian, A., & Palupi, E. K. (2020). The effectiveness of problem based learning and aptitude treatment interaction in improving mathematical creative thinking skills on curriculum 2013. European Journal of Educational Research, 9(1), 375–383. https://doi.org/10.12973/eu-jer.9.1.375

McKenney, S., & Reeves, T. C. (2014). Educational design research. Handbook of Research on Educational Communications and Technology: Fourth Edition, 131–140. https://doi.org/10.1007/978-1-4614-3185-5_11

Metaputri, N. K., & Garminah, N. N. (2016). Pengaruh Model Pembelajaran Inkuiri Terbimbing Dan Minat Belajar Terhadap Keterampilan Proses Sains Pada Siswa Kelas Iv Sd. Jurnal Pendidikan Dan Pengajaran, 49(2), 89. https://doi.org/10.23887/jppundiksha.v49i2.9013

Omoniyi, A. A., Jita, L. C., & Jita, T. (2025). Teachers’ Experiences with Flipped Classrooms in Senior Secondary Mathematics Instruction. Computers, 14(5), 1–29. https://doi.org/10.3390/computers14050180

Pendidikan, J., Dan, M., Mathematical, I. S., Skills, R., Systems, I. N., Equations, L., Two, I. N., & Stem, T. G. (2025). THROUGH GEOGEBRA-BASED STEM. 16(1), 67–81.

Pengembangan, R. (2023). Vol 3 No . 2 Tahun 2023 Hal 133 – 151 Lembar Validasi : Instrumen yang Digunakan Untuk Menilai Produk yang Dikembangkan Pada Penelitian Pengembangan Bidang Pendidikan. 3(2), 133–151.

Pivec, M., & Panko, M. (2011). Instructional Design. Social Information Technology. https://doi.org/10.4018/9781599047744.ch024

Prof. Dr. H. Punaji Setyosari, M. E. (2016). Metode Penelitian Pendidikan & Pengembangan. Prenada Media.

Redish, E. F. (1994). Implications of cognitive studies for teaching physics. American Journal of Physics, 62(9), 796–803. https://doi.org/10.1119/1.17461

Richey, R. C., Klein, J. D., & Tracey, M. W. (2010). The Instructional Design Knowledge Base: Theory, Research, and Practice. Taylor & Francis. https://books.google.co.id/books?id=WaLHBQAAQBAJ

Rotherham, A. J., & Willingham, D. (2010). 21st Century Skills : The Challenges Ahead What Will It Take ? 67(1), 1–5.

Sari, P. I., Gunawan, G., & Harjono, A. (2017). Penggunaan Discovery Learning Berbantuan Laboratorium Virtual pada Penguasaan Konsep Fisika Siswa. Jurnal Pendidikan Fisika Dan Teknologi, 2(4), 176–182. https://doi.org/10.29303/jpft.v2i4.310

Sari, P. I., & Harjono, A. (2016). Penggunaan Discovery Learning Berbantuan Laboratorium Virtual pada Penguasaan Konsep Fisika Siswa Abstract-- Discovery learning is a way of teaching that gives students the knowledge to construct a concept discovered through an experiment . The implementa. II(4), 176–182.

Savin-baden, M., & Major, C. H. (2004). Problem-based Foundation s of Foundations Problem-based Learning.

Schratz, M. (2020). Voices in educational research: An introduction. In Qualitative Voices in Educational Research (pp. 1–6). https://doi.org/10.4324/9781003008064-1

Serin, H. (2019). Project Based Learning in Mathematics Context. International Journal of Social Sciences & Educational Studies, 5(3), 232–236. https://doi.org/10.23918/ijsses.v5i3p232

Simms, V. (2016). Mathematical mindsets: unleashing students’ potential through creative math, inspiring messages and innovative teaching. Research in Mathematics Education, 18(3), 317–320. https://doi.org/10.1080/14794802.2016.1237374

Tan, O. (2003). Berbasis Masalah Sedang belajar Inovasi.

Thomas, J. . (2000). A review of research on project-based learning. The Autodesk Foundation. Interdisciplinary Journal of Problem-Based Learning, 22(1), 1–18.

Totten, S., Sills, T., Ross, P., & Digby, A. (1991). Cooperative Learning: A Guide to Research. Garland.

Trilling, B., & Fadel, C. (2009). 21st Century Skills Learning. Journal of Sustainable Development Education and Research, 2(1), 243.

Wallach, M. A., & Torrance, E. P. (1968). Torrance Tests of Creative Thinking: Norms -- Technical Manual. American Educational Research Journal, 5(2), 272. https://doi.org/10.2307/1161826

Xing, W., Song, Y., Li, C., Liu, Z., Zhu, W., & Oh, H. (2025). Development of a generative AI‐powered teachable agent for middle school mathematics learning: A design‐based research study. British Journal of Educational Technology. https://api.semanticscholar.org/CorpusID:277907755

Yuliyanto, A., Syaodih, E., Dharmawan, A., Pertiwi, C. K., Muqodas, I., Saputra, D. R., Education, P., Program, S., Pendidikan, U., Teacher, E., Study, E., Indonesia, U. P., Indonesia, U. P., & Timur, J. (2021). Mathematics creative thinking skills instrument to solve cube and rectangular prism volume problems for elementary school students. 9(1), 59–84.