The Effects of Creative Thinking Infused Curriculum (CTIC) on Learning Achievement for Students of Automotive Engineering Education: An Empirical Study at Yogyakarta State University

• Main Author: Ibnu Siswanto
• Other Authors: Ming-Chang, Wu
• Format: Others
• Language: en_US
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/c27tnm

博士 === 國立雲林科技大學 === 技術及職業教育研究所 === 106 === This study was conducted to investigate the effects of Creative Thinking Infused Curriculum (CTIC), which integrates creative thinking content on the existing courses, on the university students’ creative thinking, which may consequently inspire their self-efficacy and learning motivation. It also further describes the students’ perceptions of creative thinking. The design of this research is a pre-test and post-test quasi-experimental study, conducted at Yogyakarta State University, Indonesia. Research procedures consisted of the following steps: designed the creative thinking infused curriculum, validated the instruments through a pilot test, conducted pre-tests for the experimental and control group, implemented a CTIC experimental study, conducted post-tests for the two groups, and analyzed the data. A total of 202 students participated in the pilot test, which tested the validity and reliability of the three existing scales, including a creative thinking, self-efficacy, and learning motivation scale. Furthermore, three opening questions were distributed to students to ascertain their perceptions of creative thinking. A total of 64 students from Automotive Engineering Education Department were recruited as the samples of this experimental study. The students were divided into two groups, an experimental and a control group (33 and 31 students, respectively). The data collected from this study was analyzed using SPSS (22.0). The data analysis revealed that CTIC implementation improves students’ creative thinking through its material and teaching strategies, encouraging students to produce more ideas. Students also have higher self-efficacy and learning motivation because of clear visualizations of their future career motivating them to do better. This study concluded that a creative thinking infused curriculum effectively improves students’ learning achievements, and might be implemented in universities, especially for teacher preparation programs. The conclusions inspired several suggestions for the improvement of teaching-learning activities at Yogyakarta State University. They also provide potential issues for future research to achieve better validation and qualification for CTIC implementation in teacher preparation programs.