Abstract:
This study explores the development of vocational students’ creativity through the implementation of
Project-Based Learning (PjBL) in the Creativity, Innovation, and Entrepreneurship course at three
vocational high schools in Jember, Indonesia. Using a qualitative descriptive approach, the research
involved 11th-grade students and teachers from three skill programs: Visual Communication Design,
Automotive Engineering, and Accounting. Data were collected through classroom observations and
structured interviews, and analyzed using data reduction, display, and conclusion drawing.
The findings indicate that PjBL effectively fosters the four elements of creativity identified by Guilford
(1950)—fluency (idea generation), flexibility (adaptability of thought), originality (uniqueness of
ideas), and elaboration (development of ideas). Students demonstrated creative thinking through
project design, collaboration, and the ability to transform abstract concepts into tangible products. Each
school displayed distinct creative tendencies aligned with their field of expertise: originality in design,
fluency in technical work, and flexibility in business planning.
Overall, the study concludes that Project-Based Learning provides meaningful and contextual learning
experiences that promote divergent thinking, responsibility, and collaboration. The model is shown to
be an effective pedagogical approach to enhance students’ creative potential in vocational
entrepreneurship education |
