The Influence of Creative Learning Assisted by Instagram to Improve Middle School Students’ Learning Outcomes of Graphic Design Subject

Year 2019, , 849 - 865, 15.12.2019

Mohammad Salehudin

https://doi.org/10.17478/jegys.626513

Cited By: 4

Abstract

Abstract

This paper aims to assess the comparison of conceptual application
learning outcomes of graphic design subject betwee class with creative learning
assisted by social media Instagram and class with problem-based learning
without social media Instagram. This research employed semi-experimental approach
with non equivalent control group design. It took 144 students of vocational
high school divided into four classes (two experimental classes with 72
students and two control classes with 72 students). The experimental classes
were taught by creative learning strategy assisted by Instagram and the control
classes were taught by problem-based learning. The results explain that
learning outcomes of students learnt by creative learning assisted by Instagram
are higher than students learnt by problem-based learning. The formulated
hypotheses were accepted since it resulted a significant mean between the
experimental classes and the control classes. 

Keywords

Creative learning, social media Instagram, graphic design, concept application learning outcomes

Supporting Institution

the Ministry of Religious Affairs (MORA) Republik Indonesia and Universitas Negeri Malang

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• Aljarrah, A. (2017). Play as a Manifestation of Children ’ s Imagination and Creativity. Journal for the Education of Gifted Young Scientists, 5(1), 23–36.
• Alhusaini, A. A. (2018). Using the TASC Model to Develop Gifted Students ’ Creativity : Analytical Review. Journal for the Education of Gifted Young, 6(3), 11–29. https://doi.org/http://dx.doi.org/10.17478/JEGYS.2018.78
• Ellis, V. A. (2016). Introducing the Creative Learning Principles: Instructional Tasks Used to Promote Rhizomatic Learning Through Creativity. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(July 4-5), 125–134. https://doi.org/10.1080/00098655.2016.1170448