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Enhancing Design Thinking Skills through a Multi-Interaction Blended Project-Based Learning Model in Higher Education

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Bibliographic Details
Title: Enhancing Design Thinking Skills through a Multi-Interaction Blended Project-Based Learning Model in Higher Education
Language: English
Authors: Perdy Karuru, Abdul Haris, Muhammad Asdar, Sumarni, Baso R.
Source: Journal of Teaching and Learning. 2026 20(2):236-257.
Availability: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Design, Thinking Skills, Active Learning, Student Projects, Higher Education, Models, Foreign Countries, Introductory Courses, Physics, College Freshmen, Christianity, Religious Colleges, Skill Development, Teaching Methods, Student Attitudes, Science Instruction
Geographic Terms: Indonesia
ISSN: 1492-1154
1911-8279
Abstract: This study develops a multi-interaction-based Project-Based Learning (PJBL) model to enhance design thinking skills among higher-education students in Indonesia. Addressing the challenges of the Education 4.0 era, the model emphasizes critical thinking, collaboration, and creativity, which are essential competencies for 21st-century learners. Guided by the ADDIE framework (Analyze, Design, Develop, Implement, Evaluate), the research used a mixed-methods design and involved 100 first-year students in an introductory physics course. Participants were divided into experimental and control groups. Instruments used included surveys, observation checklists, and student project evaluations. The implementation spanned eight weeks and covered all stages of the model. Ethical clearance was obtained, and efforts were made to ensure the instruments' validity and reliability. The findings indicate that the model significantly improves students' design thinking skills, as demonstrated by statistical analysis and qualitative feedback. Key interactions included collaboration among students, lecturers, and external stakeholders such as industry partners. The model incorporated empathy, idea exploration, prototype development, and real-world project implementation. The study concludes that the model is academically effective, fosters motivation, and has broad potential for application across higher education programs to develop innovative, adaptive graduates.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508093
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Enhancing Design Thinking Skills through a Multi-Interaction Blended Project-Based Learning Model in Higher Education
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Perdy+Karuru%22">Perdy Karuru</searchLink><br /><searchLink fieldCode="AR" term="%22Abdul+Haris%22">Abdul Haris</searchLink><br /><searchLink fieldCode="AR" term="%22Muhammad+Asdar%22">Muhammad Asdar</searchLink><br /><searchLink fieldCode="AR" term="%22Sumarni%22">Sumarni</searchLink><br /><searchLink fieldCode="AR" term="%22Baso+R%2E%22">Baso R.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teaching+and+Learning%22"><i>Journal of Teaching and Learning</i></searchLink>. 2026 20(2):236-257.
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  Data: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
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  Data: Y
– Name: Pages
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  Data: 22
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Christianity%22">Christianity</searchLink><br /><searchLink fieldCode="DE" term="%22Religious+Colleges%22">Religious Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 1492-1154<br />1911-8279
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study develops a multi-interaction-based Project-Based Learning (PJBL) model to enhance design thinking skills among higher-education students in Indonesia. Addressing the challenges of the Education 4.0 era, the model emphasizes critical thinking, collaboration, and creativity, which are essential competencies for 21st-century learners. Guided by the ADDIE framework (Analyze, Design, Develop, Implement, Evaluate), the research used a mixed-methods design and involved 100 first-year students in an introductory physics course. Participants were divided into experimental and control groups. Instruments used included surveys, observation checklists, and student project evaluations. The implementation spanned eight weeks and covered all stages of the model. Ethical clearance was obtained, and efforts were made to ensure the instruments' validity and reliability. The findings indicate that the model significantly improves students' design thinking skills, as demonstrated by statistical analysis and qualitative feedback. Key interactions included collaboration among students, lecturers, and external stakeholders such as industry partners. The model incorporated empathy, idea exploration, prototype development, and real-world project implementation. The study concludes that the model is academically effective, fosters motivation, and has broad potential for application across higher education programs to develop innovative, adaptive graduates.
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1508093
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 236
    Subjects:
      – SubjectFull: Design
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Student Projects
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Physics
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Christianity
        Type: general
      – SubjectFull: Religious Colleges
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      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Enhancing Design Thinking Skills through a Multi-Interaction Blended Project-Based Learning Model in Higher Education
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            NameFull: Perdy Karuru
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            NameFull: Abdul Haris
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              Type: published
              Y: 2026
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              Value: 1911-8279
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