The Effect Of Portfolio Assessment-Based Pjbl Model On Students' Critical Thinking And Creativity In Nail Art Learning
DOI:
https://doi.org/10.12928/joves.v8i2.12917Keywords:
Nail Art, Project-based learning, Critical Thinking, teacher creativity, factors supporting creativity, factors inhibiting creativity, Portfolio AppreciationAbstract
The objectives of this study are: 1. to evaluate the influence of project-based learning (PJBL) based on portfolio assessments on critical thinking skills in nail art learning and 2. Evaluate the influence of the project-based learning model (PJBL) based on portfolio analysis on the creative of students in the study of nail art. The procedure is complete. The sample of this study was 61 students at SMKN 1 Lingsar who were divided into experimental groups and control groups using cluster random sampling techniques. The data was collected through a multi-choice test for Critical Thinking skills and a rubric of analysis for creativity. The results showed that the PjBL model, based on portfolio evaluation, has a significant impact on students' critical thinking skills, with significance score of 0.024 and an N gain of 0.81 (high category). Moreover, this model also has a significant impact on student creativity, with a value score of 0.000 and an N gain of 0.85 (high category). Therefore, applying PjBL based portfolio analysis has been shown to be effective in improving students' critical thinking and creativity skills in learning nail art.
References
Akpur, U. (2023). Creativity and Academic Success: A Meta Review. European Journal of Educational Sciences, 10(2), 207-226. https://doi.org/10.19044/ejes.v10no2a207
Almarzooq, Z. I., Lopes, M., & Kochar, A. (2020). Virtual Learning During the COVID 19 Pandemic: A Disruptive Technology in Medical Higher Education. Journal of the American College of Cardiology, 75(20), 2635-2638. https://doi.org/10.1016/j.jacc.2020.04.015
Almulla, M. A. (2020). The effectiveness of the project-based learning approach (PBL) as a way to attract learners to learning. SAGE Tomorrow, 10(3). https://doi.org/10.1177/2158244020938702
Anggreni, L. D., Jampel, I. N., and Diputra, F. . (2020). The impact of the project-based learning model, supported by portfolio analysis, on scientific knowledge. Chairman of Knowledge, 25(1), 41 https://doi.org/10.23887/mi.v25i1.24475
Arikunto, S. (2017). Search methods: a practical approach. Rineka Cipta.
Ashidiq, R. M., Winarno, N., Prima, E. C., Widodo, A., & Chang, C. (2024). Explore the impact of STEM learning on students' critical thinking skills through a handcrafted projector activity. 7 (August 2023). https://doi.org/10.17509/jsl.v7i2.61549
Firmansyah, R., Marlina, L., & Dwikoranto, D. (2023). Applying the project-based learning model to energy materials and their modifications to improve student activity and learning outcomes in SMKN 1 Kertosono. PENDIPA Journal of Science Education, 7(1), 80-86. https://doi.org/10.33369/pendipa.7.1.80-86
Halim, N., Jungen, M., Fahmi, F., & Nitin, M. (2023). The implementation of the study based on the English classroom as a foreign language of Indonesia between 2017 and 2022: a systematic review. Lingeduca: Journal of Language and Educational Studies, 2(2), 95-111. https://doi.org/10.55849/lingeduca.v2i2.96
Ministry of Education and Culture. (2020). Independent Curriculum Assessment Guidelines. Ministry of Education and Culture.
Ministry of Education and Culture. (2021). Guidelines for implementing the independent curriculum. Indonesia's Ministry of Education, Culture, Research and Technology.
Lesman, I., Mulianti, M., Primawati, P., & Kassymova, G.K. (2023). Implement a project-based learning model (PBL) to increase students' creativity and critical thinking on professional product topics. Journal of Educational Technology Education, 6(3), 202-215. https://doi.org/10.24036/jptk.v6i3.34023
Maros, M., Korenkova, M., Fila, M., Levicky, M., & Schoberova, M. (2023). Project-based learning and its effectiveness: Perspectives from Slovakia. Interactive Learning Environments, 31(7), 4147-4155. https://doi.org/10.1080/10494820.2021.1954036
Pan, J., Lai, C. F., & Kuo, H. C. (2022). To investigate the impact of the history course on creativity, high school students' motivation to learn, and history knowledge. in the practice of thought and creativity (vol. 47, July issue). https://doi.org/10.1016/j.tsc.2022.101214
Völker, K., Correa, C. T., & Burkholder, G. J. (2024). How teachers and learners understand and experience the evolution of critical thinking in the online classroom. Research Communication for Higher Education, 14(1), 103-120. https://doi.org/10.18870/hlrc.v14i1.1469
Ritawati, B. (2019). Impact of project-based learning on the skills of mathematics communication and mathematical disposition of public high school students 1 Ngabang. Ed Humanistics: Journal of Educational Sciences, 4(1). https://doi.org/10.33752/ed-humanistics.v4i1.364
Sudarmad, I. (2023). Applying the Project-Based Learning Method (PBL) to improve the outcomes of competency-based learning. International Journal of Technology: Vocational Education and Training, 4(2), 48-53.
Sugiyono. (2017). Quantitative research methods, qualitative and R&D. Alphabet.
Suradika, A., Dewi, H.I., & Nasution, M.I (2023). Project-based learning and problem-based learning models for critical and creative learners. IPA Indonesia Education Journal, 12(1), 153 167. https://doi.org/10.15294/jpii.v12i1.39713
Suttrisno and Yulia, N. M. (2020). Improving the ability of teachers to design independent curriculum. AL-MUDARRIS: Journal of Education, 5(1), 90-96. https://doi.org/10.32478/al-mudarris.v
Widodo, B.S., Utaya, S., Sholeh, M., & Nugraheni, L. (2023). The effectiveness of integrating project based learning management into the metacognitive abilities of students. Learning and Teaching Studies, 4(1), 183-194. https://doi.org/10.46627/silet.v4i1.221
Zulyusri, Z., Elfira, I., Lufri, L., & Santosa, T.A. (2023). Literature Review: Using the PjBL Model in Science Teaching to Improve Creativity and Critical Thinking. Pediatric Education Journal IPA, 9(1), 133–143 https://doi.org/10.29303/jppipa.v9i1.2555.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Universitas Ahmad Dahlan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Journal of Vocational Education Studies (JOVES) agree to the following terms: Authors retain the copyright and grant the Universitas Ahmad Dahlan right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Universitas Ahmad Dahlan. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Universitas Ahmad Dahlan. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
.png)
