p–ISSN: 2723 - 6609 e-ISSN: 2745-5254

Vol. 5, No. 4 April 2024 http://jist.publikasiindonesia.id/

Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1464

The Effect of Project-Based Learning Method on Creative

Problem-Solving in Students of the Entrepreneurship Study

Program, Indonesian University of Education

Sabrina Khaerunnisa

, Azizah Fauziyah

, Mira Nurfitriya

Universitas Pendidikan Indonesia Tasikmalaya, Indonesia

Email: [email protected]

*Correspondence

ABSTRACT

Keywords:

Creative Problem

Solving; Project-Based

Learning; Start-up.

The effectiveness of learning is significant in preparing

students' skills paradigms. This research aims to instill the

influence of the Project Based Learning (PjBL) method on

students' Creative problem-solving abilities in the context of

entrepreneurship learning. This research focuses on

Indonesian Education University Entrepreneurship Study

Program students who have taken the Start-up course.

Creative problem-solving skills are considered important in

preparing students to face the demands of an increasingly

complex world of work. The research method used is

quantitative with a descriptive verification approach, and

data collection is carried out through questionnaires. The

results of the research show that project-based Learning

(PjBL) has a significant influence on increasing creative

problem-solving abilities in students of the Entrepreneurship

Study Program at the Indonesian University of Education.

This research shows that Project Based Learning

significantly improves the quality of Creative Problem

Solving for Entrepreneurship Study Program Students at

Universitas Pendidikan Indonesia.

Introduction

Education is an inseparable element of individual and community development. In

understanding the complex learning process, various learning theories have been

proposed, one of which is now the main focus, namely constructivism (Albar & Mastiah,

2022). This concept has significantly impacted the world of education, influencing

curriculum design, teaching methods, and assessment. Scholars such as Jean Piaget, Lev

Vygotsky, and Jerome Bruner contributed significantly to the development and

understanding of constructivism.

According to (Almulla, 2020), constructivism describes knowledge as the result of

a construction process. (Azizah & Santoso, 2023) explains that constructivism theory

views learning as a process of cognitive development through observation and interaction.

These critical concepts in constructivism theory are relevant to the goals of

The Effect of Project-Based Learning Method on Creative Problem-Solving in Students of the

Entrepreneurship Study Program, Indonesian University of Education

Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1465

entrepreneurial behavior (behavior entrepreneurship), as outlined by (Lapek, 2018),

which states that entrepreneurship is the process of achieving goals by facing risks, with

one of the critical processes to attain them is creative problem solving. Creative Problem

Solving is an urgent need in the context of higher education (Simbolon & Koeswanti,

2020). This is due to the need for individuals who can face complex challenges in an ever-

changing environment. Creative problem-solving is the ability to solve problems and the

creative process of producing innovative and effective solutions. In this era of

globalization, where new challenges arise daily, individuals with Creative problem-

solving skills will have a significant competitive advantage (Putra, 2018).

The Creative Problem-Solving learning model, which is focused on teaching and

problem-solving skills, has become a significant highlight in the educational context. This

concept is reinforced by (Sarifa, Wardani, Sulistyaningsih, & Purniawati, 2021), who

defines Creative Problem Solving as a systematic technique to organize creative ideas to

solve problems. Creative Problem Solving is also a cognitive process that involves

creative thinking in facing and solving problems. (Mitchell & Walinga, 2017) state that

creative Problem-solving consists of a thought process that produces new and innovative

solutions. Indicators of Creative Problem Solving include the ability to think divergently,

which is the ability to make various ideas or solutions, and the ability to think

convergently, which is the ability to select and develop the most effective and practical

ideas or solutions.

In higher education, developing Creative problem-solving skills is significant

because students must face complex challenges in the growing world of work. At its core,

Creative Problem Solving is considered a critical competency in entrepreneurship.

Experts such as (Falah, Fauziyah, & Nurfitriya, n.d.) assert that entrepreneurial

competence includes creativity, risk-taking courage, adaptation to change, and initiative.

In the context of the object of this research, students of the Entrepreneurship Study

Program at the University of Education Indonesia are considered to have problems with

problem-solving abilities. Many students have difficulty facing and solving problems in

creative and innovative ways. The object of the study was reinforced by the results of Pre-

Test data conducted by researchers with an average value of Creative Problem Solving

indicators below average, such as lack of experience in dealing with situations that require

Creative Problem Solving, lack of knowledge about Creative Problem Solving

techniques, and lack of confidence in.

Generating new ideas is the main factor that affects the low problem-solving ability

of students of the Entrepreneurship Study Program, Universitas Pendidikan Indonesia.

The following questionnaire data evidence the results of these data:

Table 1

Pre-test data results on the level of Students Creative problem-solving ability

Variable

Dimension

% Score

Category

Problem analysis

53,44%

Low

Effectiveness of arguments

50,39%

Low

Sabrina Khaerunnisa, Azizah Fauziyah, Mira Nurfitriya

Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1466

Pre

Test

Creativ

Proble

Solving

Development of theory to make it more

massive

49,98%

Very Low

Interested in problem-solving challenges

51,65%

Low

Teamwork

51,69%

Low

The effectiveness of problem-solving

ideas/strategies

51,41%

Low

AVERAGE

51,42%

Not good

Source: Questionnaire data processed by researchers (2023)

In addition, several studies have identified factors that affect the ability to solve

creative problems. According to Cho & Lin (2010), such factors include intrinsic

motivation, self-confidence, broad domain knowledge, and collaboration. In addition,

(Suryanto, Degeng, Djatmika, & Kuswandi, 2021) added that a supportive learning

environment, active teaching methods, and student involvement in projects relevant to

their field of study can also affect Creative problem-solving abilities.

Previous research has shown a positive relationship between applying sthe Project

Based Learning (PjBL) method and improving students' Creative problem-solving skills.

Research conducted by (Jalinus, Syahril, & Nabawi, 2019) shows that students who learn

through Project Learning (PjBL) have better problem-solving skills than those who learn

through conventional teaching methods. Therefore, by identifying the Project Learning

(PjBL) method, it is hoped that this research can significantly contribute to understanding

the influence of learning methods on students' Creative problem-solving abilities,

especially the Entrepreneurship Study Program at Universitas Pendidikan Indonesia.

The Project Based Learning (PjBL) learning method is used in this context to test

the effect of Creative Problem Solving. The Ministry of Education and Culture (2013)

defines Project Based Learning (PjBL) as a learning model that utilizes media projects or

activities, allowing students to explore, assess, interpret, and apply their creativity in

presenting their work, often in start-ups. Shows that project-based Learning (PBL) allows

students to improve their knowledge and skills. Thus, this approach facilitates learning

and encourages developing skills relevant to the entrepreneurial context.

Based on the background, the formulation of the problem of this study is "What is

the level of Creative problem-solving ability in students of the Entrepreneurship Study

Program, Universitas Pendidikan Indonesia before and after the implementation of the

Project Based Learning (PjBL) method?" and "Is there a significant influence between

the implementation of the Project Based Learning (PjBL) method on the ability of

Creative Problem Solving in students of the Entrepreneurship Study Program, University

of Education Indonesia?". This study aims to determine the extent to which the Project

Learning method can affect the Creative problem-solving ability of students of the

Entrepreneurship Study Program at Universitas Pendidikan Indonesia and to provide

The Effect of Project-Based Learning Method on Creative Problem-Solving in Students of the

Entrepreneurship Study Program, Indonesian University of Education

Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1467

recommendations to educational institutions regarding effective learning strategies in

developing students' problem-solving skills. This research is necessary because the results

can be the foundation for developing curriculum and learning methods that are more

effective in improving the quality of education in the Entrepreneurship Study Program

and preparing students to face challenges in the increasingly complex world of work.

Research Methods

This research uses quantitative research methods with descriptive and verification

approaches. The descriptive approach is used to see the picture of creative problem-

solving before. After using the project-based learning method of students of the

Entrepreneurship Study Program, Universitas Pendidikan Indonesia, and the verification

approach is used to measure the influence of the Project Based Learning (PjBL) method

on the development of Creative Problem Solving in students of the Entrepreneurship

Study Program, Universitas Pendidikan Indonesia.

The object of this research is 64 students of the Entrepreneurship Study Program,

Universitas Pendidikan Indonesia, Class of 2022, who have taken the Start-up course.

Through sampling techniques using the Slovin test, it was determined that the samples in

this study would be 55 students. The research data was collected through observations of

the learning course in the Business Startup (Start Up) course and questionnaires about

Creative Problem Solving. The detailed stages of this research are as follows:

Figure 1

Stages of Research

This study hypothesizes that implementing the Project Learning (PjBL) method

aligns with the ability to solve creative problems in students of the Entrepreneurship

Study Program of the Indonesian University of Education. There is a significant influence

between implementing the Project Learning (PjBL) method and the ability to solve

creative problems in students of the Entrepreneurship Study Program of the Indonesian

University of Education.

Results and Discussion

Test Instrument Data

Data analysis using SPSS software showed that the Significance (2-tailed) value on

the total questions was < 0.005. In addition, the comparison between the r-calculated

value and the r-table value, by looking at the Pearson correlation, which is greater than

the r-table value, shows a result of 0.268 from a total of 52 data with a significance level

of 0.05. These results indicate that validity tests, both through Significance (2-tailed) and

Pearson correlation, confirm that the data used in this study can be considered valid.

Problem

Identificatio

n and

Library

Studies

Formulatio

n of

Research

Questionn

aire

Test Research

Questionnai

Instrument

Data

Collectoin

Test Data

Analysi

Conclusion

Sabrina Khaerunnisa, Azizah Fauziyah, Mira Nurfitriya

Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1468

The results of the analysis of the implementation of Project Based Learning (PjBL)

in Creative Problem Solving also managed to process all 52 questions efficiently based

on the analysis of both datasets. Reliability evaluation using Cronbach's alpha statistics,

concerning Imam Gozali's book, which sets a minimum value of 0.8, shows that all

processed data meet the standards of validity and reliability. With an alpha value that

reaches or exceeds this threshold, the results of this study can be considered valid and

trustworthy for further research processes.

Overview of Creative Problem Solving Before and After Project-Based Learning

Implementation Based on the questionnaire results in this study, the research sample

consisted of 55 4th semester students in the Entrepreneurship Study Program of the

Indonesian University of Education. These samples have attended the Start-up course for

one semester using the Project Based Learning learning method. It is known that all

samples, as many as 100%, fill out questionnaires both at the pretest and posttest stages

to test the level of Creative Problem Solving students.

Tabel 2

Profil Responden

Profil

Klasifi

kasi

Jumlah

Responden

Persentase

(%)

Kelas

29 responden

55,7%

23 responden

44,3%

Usia

17-20

tahun

52 responden

100%

Project Based Learning (PjBL) offers a project-centered learning approach where

students are actively involved in real projects that allow them to solve complex problems.

Implementing the Project Learning (PjBL) method to improve creative problem-solving

skills in the Entrepreneurship Study Program students, Universitas Pendidikan Indonesia

shows significant results based on the following figure.

Gambar 2

Hasil PreTest dan PosTest Creative Problem Solving

Based on the analysis of pre-test and post-test data carried out on students of the

entrepreneurship study program in 2022, it can be concluded that there is a significant

increase in creative problem-solving by 25.26%. Berikut adalah nilai sebelum dan

sesudah menggunakan metode pembelajaran project based learning (PjBL) pada indikator

penunjang variabel creative problem solving.

100

76,68

51,42

Creative Problem

Solving Pre Test

Post Test

The Effect of Project-Based Learning Method on Creative Problem-Solving in Students of the

Entrepreneurship Study Program, Indonesian University of Education

Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1469

Figure 3.

PreTest Results and PosTest Dimension Analysis Problem

Figure 4.

PreTest Results and PosTest Dimensions of Argument Effectiveness

Figure 5.

PreTest and PosTest Results Dimensions of Theory Development

Figure 6.

PreTest Results and PosTest Dimensions Interested Problem-Solving Challenges

Figure7.

PreTest and PosTest Results Teamwork Dimensions

100

50,39

66,5

Efektivitas Argumen

Pre Test Post Test

100

76,68

49,98

Pengembangan Teori

Pre Test Post

Testc

100

71,23

53,44

Analisis Masalah

Pre Test Post Test

100

88,64

51,65

Tertarik Tantangan Pemecahan Masalah

Pre Test Post Test

100

76,5

51,69

Teamwork

Pre Test Post Test

Sabrina Khaerunnisa, Azizah Fauziyah, Mira Nurfitriya

Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1470

Figure 8.

PreTest and PosTest Results Dimensions of Effectiveness

Problem-Solving Ideas / Strategies

Pengaruh Project Based Learning Terhadap Creative Problem Solving

Implementing Project Based Learning (PjBL) in Creative Problem Solving involves

a normality test to ensure the distribution of variables used. Good-quality regression

models require a normal distribution of variables. The normality test uses the Kolmogrof-

Smirnov Test, where if the significance test result exceeds the value of 0.05, then the data

is considered normally distributed. The evaluated data came from the pretest and posttest,

resulting in two significance values. From both sources, there is confirmation that all 52

data have been processed correctly. In addition, the value of Asymp. Sig. (2-tailed) > 0.05

indicates that the data in this study were usually distributed. Thus, it can be concluded

that the data are classified as expected when tested with residual normality tests.

Implementing Project-based Learning (PjBL) in creative problem solving also

involves testing classical assumptions as a first step before conducting linear regression

analysis. This stage is carried out to ensure that the regression coefficient is unbiased,

consistent, and has estimation accuracy. This test consists of two stages, namely the

multicollinearity test and the heteroskedasticity test, carried out on two data sets: pretest

and posttest data. Analysis of both data sets showed that there was no problem of

multicollinearity between the independent variables. This can be observed from each

independent variable's high tolerance value and the low inflation variance factor (VIF).

Therefore, it can be concluded that the results of this test are reliable and provide a clear

understanding of how the independent variable affects the dependent variable in the

absence of significant multicollinearity problems. Furthermore, the results of the

heteroscedasticity test showed that there was no clear pattern of these data points. This

indicates that the regression model does not experience symptoms of heteroscedasticity,

which means there is no significant interference in this regression model, as evidenced

by a significance value greater than 0.05 or 5%.

From the research data obtained, it can be concluded that the adjusted R Square, an

indicator of coefficient of determination testing, shows a significant increase between the

pretest and posttest. Adding project-based learning method variables to the model can

significantly increase the model's ability to explain the observed variations in creative

problem-solving variables. In other words, the project-based learning method was able to

explain the relationship and its effect on creativity problem solving by 55.4%; other

100

77,1

51,41

Efektivitas Ide/ Strategi Pemecahan Masalah

Pre Test Post Test

The Effect of Project-Based Learning Method on Creative Problem-Solving in Students of the

Entrepreneurship Study Program, Indonesian University of Education

Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1471

variables, including intrinsic motivation and self-confidence, influenced the remaining

44.6%.

The ANOVA test is used to evaluate the success of the research model by setting

the significance level below 0.05 or 5%. The analysis results showed a significance value

of 0, indicating the success of this research model. From these results, it can be concluded

that variable X, namely Project Based Learning (PjBL), has a significant influence on

improving students' Creative Problem Solving abilities. This is evidenced by a positive

beta value on variable X, which shows a strong positive impact.

This study implemented the project-based learning (PjBL) method as the primary

learning strategy. The results showed that Project Learning (PjBL) has a significant

influence on improving Creative problem-solving skills in students of the

Entrepreneurship Study Program, Universitas Pendidikan Indonesia. This is consistent

with research that states that project-based learning can stimulate creativity and problem-

solving in learners. The project-based learning (PjBL) implementation process is carried

out in structured steps. First, project topics relevant to the field of entrepreneurship are

jointly selected by lecturers and students. After that, students are divided into small teams

responsible for completing the project. In each team, students are encouraged to identify

complex problems in the context of the project and develop strategies to solve those

problems. Project-based Learning (PjBL) allows students to learn actively through hands-

on experience by completing realistic assignments and getting continuous feedback from

lecturers and team members.

Data analysis shows a significant influence of Project Based Learning (PjBL) on

improving students' Creative Problem Solving. The results showed that the Creative

Problem Solving scores of students involved in learning using Project Based Learning

(PjBL) were significantly higher than those involved in conventional learning. This

indicates that Project Based Learning (PjBL) effectively improves students' ability to

identify, analyze, and solve problems in entrepreneurship creatively.

The analysis also supported the findings by highlighting the positive experiences

experienced by students during the learning process using Project Based Learning (PjBL).

Students report feeling more motivated and actively engaged in learning when using this

approach. They also emphasize the importance of direct involvement in real projects to

develop their creative problem-solving skills.

According to (Sejati, Isnaeni, & Saptono, 2021), collaborative learning in the

context of projects allows students to develop higher-order thinking skills through social

interaction and exploration of complex problems. This finding also aligns with social

constructivists who emphasize the importance of authentic learning contexts in improving

students' understanding and skills.

Several factors also influence the effectiveness of project-based Learning (PjBL) in

improving creative problem-solving. One of them is the design of the project itself. This

research shows that well-designed projects that provide relevant challenges and allow

space for students to explore tend to improve their creative problem-solving skills more

Sabrina Khaerunnisa, Azizah Fauziyah, Mira Nurfitriya

Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1472

effectively. This goes hand in hand with instructional design that emphasizes crafting

exciting and meaningful projects for learners.

Another influencing factor is the support from the supervisor. Lecturers who can

provide appropriate direction, provide constructive feedback, and encourage

collaboration between students can strengthen the positive effect of Project Based

Learning (PjBL) on Creative Problem Solving, which is in line with the concept of

mentoring, which emphasizes the critical role of mentors in supporting student skill

development.

Based on these findings, there are several relevant implications for higher education

curriculum development and learning practices. There needs to be greater emphasis on

integrating Project Based Learning (PjBL) methods in curriculum design. Thus, students

can often engage in project-based learning to improve their Creative Problem-Solving

skills.

Furthermore, training and capacity building are needed for lecturers to design and

support the implementation of project-based Learning (PjBL), with an understanding of

the principles of effective project design and the ability to provide supportive guidance

for students. Creating a learning environment that supports collaboration and exploration

is also important.

Although this study provides valuable perspectives on the effect of Project Learning

(PjBL) on Creative Problem Solving, there are some limitations, such as this research was

only conducted on students of the Entrepreneurship Study Program at one university, so

generalizing the findings needs to be done carefully. Furthermore, this study focuses more

on the short-term effects of Project Learning (PjBL) on Creative Problem Solving, so

longitudinal research is needed to understand the long-term impact. For future research,

it is recommended to expand the scope of the sample and involve additional variables

such as learning motivation and student learning style. In addition, comparative study,

among other learning methods, can also provide a better understanding of the relative

advantages of project-based Learning (PjBL) in improving Creative Problem-Solving.

Conclusion

The conclusion can be drawn Based on this study's research results and discussion.

There are differences in pretest and posttest scores in the research process, where the Pre-

Test shows an average score of 51.42%; namely, the Student Creative Problem Solving

level is still low. Meanwhile, after the Post-Test, administered to students using the

Project Based Learning method, there was a significant increase of 76.68%.

The Project Learning (PjBL) learning method significantly influences the ability to

solve creative problems in the Entrepreneurship Study Program, Universitas Pendidikan

Indonesia students. This confirms that learning that focuses on hands-on experience

substantially benefits developing students' creative skills. However, successfully

implementing Project Based Learning (PjBL) requires proper project design and support

from competent supervisors. By recognizing these factors, the Entrepreneurship Study

The Effect of Project-Based Learning Method on Creative Problem-Solving in Students of the

Entrepreneurship Study Program, Indonesian University of Education

Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1473

Program can continue to improve the effectiveness of its learning in preparing students to

face the challenges of the increasingly complex world of entrepreneurship.

Sabrina Khaerunnisa, Azizah Fauziyah, Mira Nurfitriya

Indonesian Journal of Social Technology, Vol. 5, No. 4, April, 2024 1474

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