Articles

The Effect of Project-Based Learning Models and Learning Styles on Creative Thinking Skills of Students

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The purposes of this study are: (1) to examine the effect of the Project-Based Learning model on the creative thinking skills of students, (2) to examine the effect of Learning Styles on the creative thinking skills of students, (3) to examine the effect of the interaction between Project-Based Learning and Learning Styles on creative thinking skills of students. The research design is quasi-experimental research. The subjects of this study are 22 students majoring in Mathematics Education at Wisnuwardhana University, and the instruments used are questionnaires and tests. The analysis technique used is two-way ANOVA (Analysis of Variance). The results of the study showed that there is an effect of the PjBL learning model on students’ creative thinking skills because the calculated F value is 5.976 with a probability value or significance of 0.04 < 0.05. The hypothesis test results for the Learning Styles factor obtained a calculated F value of 34.012 with a probability value or significance of 0.03 < 0.05. This means that there is a significant difference in creative thinking skills among students with Visual, Auditory, and Kinesthetic learning styles. Additionally, there is an influence of the interaction between the Learning Model and Learning Styles on creative thinking skills because the calculated F value is 7.760 with a probability value or significance of 0.04 < 0.05.

 

Balancing Teacher–Led And Student–Led Activities When Teaching Foreign Languages to Students at Uzbekistan’s State Conservatory

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This paper will look at the issue of implementing new work methods in English classes at the State Conservatory of Uzbekistan. Recently, there has been a lot of debate on whether to switch to a student–centered method or stick with the traditional model, in which the teacher entirely controls the process. There has been the need to employ innovative ways for motivating students and monitoring learning activities in the process of learning foreign languages in the digital educational environment. The paper argues that most students, regardless of their level, prefer cooperative learning and value teacher assistance. The forms of education that students select are determined by their attitude toward the learning process. The combined learning process allows language learners to cooperate with their teacher and fellow students, resulting in changes in the connection between teachers and students in which students’ personal interests and professional aspirations are taken into account. In the case of teaching conservatory students, it was discovered that student–centered training was less beneficial for those of students that just starting to learn English language as well as for the students at an intermediate level, but showed good results for the students approaching a more advanced level of understanding.