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ENHANCING STUDENTS’ CREATIVE THINKING SKILLS THROUGH FLIPPED CLASSROOMBASED TEAM PROJECT LEARNING MODEL IN ENTREPRENEURSHIP EDUCATION.

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Title: ENHANCING STUDENTS’ CREATIVE THINKING SKILLS THROUGH FLIPPED CLASSROOMBASED TEAM PROJECT LEARNING MODEL IN ENTREPRENEURSHIP EDUCATION.
Authors: Saputro, Ida Nugroho1 idanugroho@staff.uns.ac.id, Priyono, Diva Jaira Arlesa1, Sumarni, Sri1, Sukatiman1, Budiarto, Mochamad Kamil2
Source: Journal of Educators Online. May2026, Vol. 23 Issue 2, p1-12. 12p.
Subject Terms: *Creative thinking, *Collaborative learning, *Team learning approach in education, *Teaching methods, *Flipped classrooms, *Vocational education, Entrepreneurship education, Originality
Geographic Terms: Indonesia
Abstract: Creativity is a vital component for 21st-century education, particularly in vocational institutions where students must cultivate innovative thinking skills to thrive in the entrepreneurial domain. This study seeks to evaluate the efficacy of the Team Project-Based Flipped Classroom (TPBFC) in enhancing students’ creative thinking abilities and to contrast its effects with traditional instructional approaches. The study utilizes a quasi-experimental design using a one-group, pretest-posttest methodology, encompassing 192 vocational high school students from Surakarta Indonesia, as the sample population. Data were gathered by a creativity assessment questionnaire, and the analysis employed paired sample t-tests and N-Gain Score tests to evaluate the efficacy of the TPBFC model. The results reveal a significant improvement in students’ creative abilities after the TPBFC intervention, as indicated by a mean increase of 51.97 points in creativity scores, with a t-value of 45.16 (p < 0.001). The N-Gain Score of 72.26% classifies the TPBFC model as a moderately effective learning strategy for fostering creativity. Additionally, findings confirm that team-based collaboration within TPBFC plays a vital role in enhancing students’ ability to generate, develop, and refine innovative ideas. These results highlight the potential of TPBFC as a transformative pedagogical approach in vocational education, particularly in entrepreneurship learning. The integration of project-based tasks, flipped classroom methodology, and teamwork provides students with a more flexible, interactive, and immersive learning experience, ultimately preparing them for real-world entrepreneurial challenges. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educators Online is the property of Journal of Educators Online and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: ENHANCING STUDENTS’ CREATIVE THINKING SKILLS THROUGH FLIPPED CLASSROOMBASED TEAM PROJECT LEARNING MODEL IN ENTREPRENEURSHIP EDUCATION.
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  Data: Creativity is a vital component for 21st-century education, particularly in vocational institutions where students must cultivate innovative thinking skills to thrive in the entrepreneurial domain. This study seeks to evaluate the efficacy of the Team Project-Based Flipped Classroom (TPBFC) in enhancing students’ creative thinking abilities and to contrast its effects with traditional instructional approaches. The study utilizes a quasi-experimental design using a one-group, pretest-posttest methodology, encompassing 192 vocational high school students from Surakarta Indonesia, as the sample population. Data were gathered by a creativity assessment questionnaire, and the analysis employed paired sample t-tests and N-Gain Score tests to evaluate the efficacy of the TPBFC model. The results reveal a significant improvement in students’ creative abilities after the TPBFC intervention, as indicated by a mean increase of 51.97 points in creativity scores, with a t-value of 45.16 (p &lt; 0.001). The N-Gain Score of 72.26% classifies the TPBFC model as a moderately effective learning strategy for fostering creativity. Additionally, findings confirm that team-based collaboration within TPBFC plays a vital role in enhancing students’ ability to generate, develop, and refine innovative ideas. These results highlight the potential of TPBFC as a transformative pedagogical approach in vocational education, particularly in entrepreneurship learning. The integration of project-based tasks, flipped classroom methodology, and teamwork provides students with a more flexible, interactive, and immersive learning experience, ultimately preparing them for real-world entrepreneurial challenges. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Journal of Educators Online is the property of Journal of Educators Online and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
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        PageCount: 12
        StartPage: 1
    Subjects:
      – SubjectFull: Creative thinking
        Type: general
      – SubjectFull: Collaborative learning
        Type: general
      – SubjectFull: Team learning approach in education
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Flipped classrooms
        Type: general
      – SubjectFull: Vocational education
        Type: general
      – SubjectFull: Entrepreneurship education
        Type: general
      – SubjectFull: Originality
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: ENHANCING STUDENTS’ CREATIVE THINKING SKILLS THROUGH FLIPPED CLASSROOMBASED TEAM PROJECT LEARNING MODEL IN ENTREPRENEURSHIP EDUCATION.
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            NameFull: Saputro, Ida Nugroho
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            NameFull: Priyono, Diva Jaira Arlesa
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            NameFull: Sumarni, Sri
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            NameFull: Sukatiman
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              Text: May2026
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              Y: 2026
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