Enhancing Creativity of Generation Z Through Project-Based Learning
DOI:
https://doi.org/10.46799/ijssr.v6i1.1353Keywords:
Creativity, Gen-Z, Project Based Learning, Entrepreneurship EducationAbstract
The development of creativity, especially among Generation Z students in high school, must be fostered through entrepreneurship education using an innovative and creative learning model: the Project Based Learning (PJBL) model. The purpose of this study is to test the effectiveness of the PJBL learning model in enhancing the creativity development of Generation Z students. The design of this study is a one-group pretest–posttest design. The sample in this study consisted of 125 State High School students representing four areas: Cirebon, Indramayu, Kuningan, and Majalengka Regencies, West Java Province, Indonesia. This research employed a creativity questionnaire adopted from Lawson. Data analysis included descriptive statistics, validity and reliability tests, normality tests, and hypothesis testing using the Paired Sample T-Test. Based on the research findings, the PJBL learning model effectively developed the creativity of Gen Z students. After the implementation of the PJBL learning model, the average student creativity score increased to 60.99, with the lowest score being 43 and the highest reaching 72, and a standard deviation of 6.237. Therefore, it can be concluded that the PJBL learning model increased students’ creativity by an average of 14.16. The aspects of creativity that improved among Gen Z students include fluency, flexibility, originality, and elaboration.
References
Agarwal, H., & Vaghela, P. S. (2018). Work values of Gen Z: Bridging the gap to the next generation. In Proceedings of the National Conference on Innovative Business Management Practice in the 21st Century. Faculty of Management Studies, Parul University, Gujarat, India.
Alexyu, Y. O. (2019). Development of creativity among Generation Z students in the digital environment. [Journal name not specified]. https://doi.org/10.25198/1814-6457-220-85
Alotaibi, M. S., Fox, M., Coman, R., Ratan, Z. A., & Hosseinzadeh, H. (2022). Smartphone addiction prevalence and its association with academic performance, physical health, and mental well-being among university students. International Journal of Environmental Research and Public Health, 19(6), 3710. https://doi.org/10.3390/ijerph19063710
Andriana, et al. (2020). Development of entrepreneurial spirit in increasing the number of young businesses. Journal of Service to the Community, 2(1).
Ansyar, M. (2022). Curriculum essence, foundation, design, & development. Kencana Prenadamedia Group.
Ardi, et al. (2023). Preparing Generation Z with character and wisdom in the use of technology through education. Scientific Journal of Education Vehicles, 9(7), 53–59. https://doi.org/10.5281/zenodo.7803836
Birgili, B. (2015). Creative and critical thinking skills in problem-based learning environments. Journal of Gifted Education and Creativity, 2(2), 71–80. https://doi.org/10.18200/JGEDC.20154253
Caspi, A., & Roberts, B. W. (2021). Personality development across the life course: The argument for change and continuity. Psychological Inquiry, 12(2), 49–66. https://doi.org/10.1207/S15327965PLI1202_01
Darmawan, et al. (2023). The effect of project-based learning on concept understanding and environmental care attitudes. JPBIO (Jurnal Pendidikan Biologi), 8(2), 196–205. https://doi.org/10.31932/jpbio.v8i2.413
Dewi, M. R. (2022). Advantages and disadvantages of project-based learning for strengthening the student profile of Pancasila independent curriculum. Curriculum Innovation, 19(2), 213. https://doi.org/10.17509/jik.19i2.44226
Fitri, L., Yuliana, & Jaya, F. (2021). The effect of project-based learning on student creativity in digital simulation subjects. JUKANTI: Journal of Information Technology Education, 4(2), 39–48. https://doi.org/10.37792/jukanti.v4i2.270
Fitriyani, P. (2018). Character education for Generation Z. In Proceedings of the 7th National Conference of APPPTMA.
Frahani, et al. (2021). Online scientific creativity learning in science education during the COVID-19 pandemic. Journal of Turkish Science Education, COVID-19 Special Issue, 77–90. https://doi.org/10.36681/tused.2021.73
Ghozali, I. (2016). Aplikasi analisis multivariat dengan program IBM SPSS 23. Badan Penerbit Universitas Diponegoro.
Grendi, H., & Januarti, N. E. (2023). The characteristics of Generation Z students and implementations for future learning methods. Journal of Education, 9(2).
Hendrastomo, G., & Januarti, N. E. (2023). The characteristics of Generation Z students and implementations for future learning methods. Jurnal Kependidikan, 9(2). https://e-journal.udikma.ac.id
Hendy, A. R., & Nugrahini, S. W. (2024). Innovative empowerment strategies: Building a creative environment for young professionals. ADMAN: Journal of Management, 2(1). https://doi.org/10.61100/adman.v2i.161
Hidayat, A. (2021). Writing creative narratives with project-based learning models and instrumental music. Deepublish.
Ibrahim, A. (2021). Islamic economic and business research methodology. Ar-Raniry Press.
Kahoot! Incorporated. (2019). Generation Z in the workplace. https://workforceinstitute.org
Le Corre, J. Y., & Hemchen, T. B. (2022). Managerial control in an online constructivist learning environment. Knowledge, 2, 572–586. https://doi.org/10.3390/knowledge2040034
Lumbanraja, et al. (2019). Human resource competencies 4.0 for Generation Z. European Journal of Human Resource Management Studies, 3(1).
Margaret, et al. (2022). Constructivist approaches in entrepreneurship education. International Journal of Education, Teaching, and Social Science, 2(1).
Moon, et al. (2020). Active entrepreneurship education and approaches to learning. Management Learning. https://doi.org/10.1177/095042220975319
Mynbayeva, et al. (2016). Experimental study of developing creativity of university students. Procedia – Social and Behavioral Sciences, 217, 407–413. https://doi.org/10.1016/j.sbspro.2016.02.113
Nuryati, D. W., Masitoh, S., & Arianto, F. (2020). The influence of project-based learning on students’ creativity. Educate, 5(2), 98–106. https://doi.org/10.32832/educate.v5i2
Pramudianto. (2015). Mom & dad as super coach. Andi Offset.
Rahmawati, et al. (2022). Creative attitude in science learning models. IJORER, 3(6).
Rijal, et al. (2023). The role of education in fostering entrepreneurial spirit. ADMMAN, 1(2), 93–100. https://doi.org/10.61100/admman.v1i2.28
Saputra, et al. (2024). Application of project-based learning in entrepreneurship education. Journal of Curriculum Development, 2(1).
Solso, R. L., Maclin, O. H., Maclin, M. K., & Rahardanto, M. (2008). Cognitive psychology. Erlangga.
Sutapa, I. N. (2023). Innovation to improve critical thinking skills in Generation Z. Journal of Industrial Engineering, 25(2), 121–130. https://doi.org/10.9744/jti.25.2.121-130
Yuandana, T. (2023). Theory and practice of early childhood creativity development. Bayfa Cendekia Indonesia.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Anda Juanda, Anton Sudrajat
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International. that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- 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 this journal.
- 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.
