Enhancing Creative Thinking among 3rd Year Students through Project-based Learning Integrated with Deconstruction Method in 3D Animation Course
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Abstract
3D Animation Course requires expertise in computer graphics skills and design creativity. From the studentsí portfolios, it was found that they did not demonstrate adequate design process and critical thinking, and there was a lack of repeated experimentation. These issues affect negatively becoming good designers in the future. This study aimed to develop studentsí creativity by project-based learning integrated with the deconstruction method. The learning focused on performing one 3D playground modeling project per student group. The study implemented a quasi-experimental design, using the Torrance Test of Creative Thinking (TTCT) to measure the studentsí creativity before and after the intervention. The instructional activities comprised four key steps: surveying, creating, deconstructing, and reconstructing. The findings revealed statistically significant improvements in three creativity domains, namely originality, elaboration, and resistance to premature closure. Moreover, the relationships between creativity components shifted positively after the intervention, highlighting the synergistic impact of deconstruction method. This study demonstrates the potential of integrating deconstruction method into creative learning environments.
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