Project-Based Learning as A Strategy to Increase Self-Directed Learning and Learning Creativity of Undergraduate Nursing Students

Abstract

Background: One learning strategy that may develop a self-directed learner is the project-based learning method. The purpose of this study is to determine the effect of project-based learning (PjBL) on undergraduate student’s Self-Directed Learning (SDL) and learning creativity.

Methods: The study used a non-equivalent control group design, conducted on May 2024. The eligible participants were undergraduate nursing students at 6^th semester in Universitas Alma Ata. Control group participants consist of 64 participants and were given traditional lecture (TL), while experiment group consist of 59 participants and were given PjBL by designing flashcard for health promotion in children and family. Self- directed learning was assessed using Self-Directed Learning Instrument, while learning creativity was assessed using a learning creativity questionnaire. The changes on variables were analyzed used Wilcoxon test and Mann-Whitney test.

Results: Self-directed learning and learning creativity mean score in the PjBL group (79.74 ± 10.98 and 50.47±10.36, respectively) was higher than that of the TL group (75.80 ± 9.55 and 47.58±8.79, respectively) following the intervention. In comparison of scores before and after intervention, PjBL not significantly (p=0.160) increased SDL, while significantly increase learning creativity (p=0.032). In comparison with TL, PjBL has better increase student’s SDL and learning creativity, but only significant on SDL (p=0.038).

Conclusion: Project-based learning by designing flashcard is effective in enhancing student creative learning and SDL. Study program was suggested to designing projects that allow students to actively involved in the learning process, develop ideas, and create real products, thereby fostering creativity through hands-on experiences.