Design Thinking Approaches in Education and Their Challenges: A Systematic Literature Review

Razali, Noorhelyna; Ali, Nik Nurasyikin Nik; Safiyuddin, Siti Khatizah; Khalid, Fariza

doi:10.4236/ce.2022.137145

Cited by 15 publications

(14 citation statements)

References 26 publications

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“…The PBL-RQA model can provide new experiences for students through activities ranging from searching for literature, summarizing reading, compiling problem formulations, proposing solutions to solve problems, and discussions between groups. This statement aligns with Panke (2019) and Razali et al (2022)who revealed that learning strategies and methods can encourage students' activeness in asking questions and giving opinions, as well as improving students' thinking abilities.…”

Section: Discussionsupporting

confidence: 84%

Does the PBL-RQA Model Improve Students' Information Literacy and Self-Confidence?

Pratiwi,

Zubaidah,

Novianti

2024

J. Prisma. Sains

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Several studies show that students' information literacy and self-confidence are still low and need to be improved. Students find the biological material on the digestive and respiratory systems particularly challenging because it explains the complex interactions between the structure, function, and symptoms of the disorders these systems cause and their uncommon scientific names. This study determined how Problem-Based Learning integrated with the Reading, Questioning, and Answering (PBL-RQA) model affects students' information literacy and self-confidence. Using a quasi-experimental with a nonrandomized control-group pretest-posttest design, 96 students from junior high school in Bangkalan Regency, East Java, Indonesia were sampled for the study. They were divided into one experimental class and two control classes. The PBL-RQA model was taught in the experimental class, while the PBL and RQA models were each taught in the control class. Information literacy was acquired through an essay test, and self-confidence was acquired through a questionnaire given using Google Forms. The analysis was conducted using the ANCOVA test with a significance level of 5% and then followed up with the least significant difference test. Students in the PBL-RQA class achieved the highest mean scores in information literacy and self-confidence, with 79.19 and 78.50, respectively. Based on the results, PBL-RQA learners significantly increased information literacy and self-confidence than PBL and RQA.

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Section: Discussionsupporting

confidence: 84%

Does the PBL-RQA Model Improve Students' Information Literacy and Self-Confidence?

Pratiwi,

Zubaidah,

Novianti

2024

J. Prisma. Sains

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“…According to Cross, 2007;Dunne &;Martin, 2006 in Razali, N., Ali, N., Safiyuddin, S. andKhalid, F (2022) explain that (Celt, 2023)Design Thinking describe a particular style of thinking or cognitive process used by thinkers, drafters, designers to conceptualize something. (Razali, 2022) The difference between design thinking and system thinking. Design thinking helps to form and find ideas and problems to be discussed.…”

Section: Results Of Research and Discussionmentioning

confidence: 99%

Design Thinking of Indonesia's Post-Jokowi Education Policy

Hastangka

2024

JISIP

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Education during Jokowi's administration was rarely a topic of discussion. In the 2-year document Jokowi-JK Real Work shows that education is less of a major concern in the Jokowi administration's policy agenda. The three main focuses of the government's policy agenda emphasize infrastructure, human development, and economic deregulation policies. Education is only limited to the mention of increased access and infrastructure of education, and the education index which increased (0.82) from 2014 to 2015. A number of education policy products such as the smart Indonesia card, KIP Kuliah have become a legacy in the Jokowi administration from 2014 to 2024. However, a number of educational problems and challenges have not been fully answered during Jokowi's leadership. This happens because there is no adequate design thinking in overcoming education problems in Indonesia. The purpose of the research is to uncover and analyze the fundamental problems of education and propose the formulation of design thinking of Indonesian education policy after Jokowi. The method used in this study uses a qualitative approach. Data is obtained through literature studies of government policy documents in the field of education, books, scientific journal articles. Data analysis uses interpretive approaches, semiotics, critical discourse analysis, and design thinking. The results of this study show that if we look at post-reform education policy, design thinking education policy has not touched on the fundamental education system, the substance of education, and the culture and ecosystem of education. Therefore, the design thinking proposed after the Jokowi administration is directed to build and strengthen three aspects, namely regulation, governance, and education human resources.

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“…Pre-service teachers may have found this question challenging because it required design thinking in a short amount of time and a scientific explanation of why they designed the vehicle in the first place. Razali et al (2022) highlighted that learners encounter challenges in design thinking. However, Li et al (2019) emphasized that STEM education allows learners to develop design thinking.…”

Section: Discussionmentioning

confidence: 99%

The effect of problem-based STEM practices on pre-service science teachers conceptual understanding

Altunışık,

Uzun,

İnel Ekici

2023

JPR

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Problem-based STEM education can be defined as the solving of real-life problems by using science, technology, engineering, and mathematics disciplines. This study aims to determine the effect of problembased STEM practices on pre-service teachers' conceptual understanding. The pre-service science teachers participated in 12 weeks of STEM activities that focused on problem-solving. The study comprises four problem-based STEM activities that are based on real-life problems. This study employed a quasiexperimental, one-group pretest-posttest design. The study sample consisted of twenty-seven pre-service science teachers in a science teacher program at a state university in Türkiye. The researchers developed four conceptual understanding tests, each consisting of four or five open-ended questions, as a data collection tool in the study. The data obtained were classified using predetermined categories (e.g., complete understanding, no understanding), and the differences in conceptual understanding between the pre-and post-tests were determined using the paired samples t-test. The results indicate that problembased STEM practices can enhance the conceptual understanding of pre-service science teachers in science education.

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Design Thinking Approaches in Education and Their Challenges: A Systematic Literature Review

Cited by 15 publications

References 26 publications

Does the PBL-RQA Model Improve Students' Information Literacy and Self-Confidence?

Does the PBL-RQA Model Improve Students' Information Literacy and Self-Confidence?

Design Thinking of Indonesia's Post-Jokowi Education Policy

The effect of problem-based STEM practices on pre-service science teachers conceptual understanding

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