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PERSEPSI MAHASISWA PENDIDIKAN AKUNTANSI TERHADAP PERAN PROJECT-BASED LEARNING SEBAGAI PENDUKUNG CREATIVE THINKING SKILL SISWA
Abstract
This study aimed to explore the perceptions of Accounting Education students as pre-service teachers regarding Project-Based Learning (PjBL) in supporting students’ creative thinking skills (CTS). The research analyzed data from 83 Accounting Education students, class of 2022 at Sebelas Maret University, selected through purposive sampling. Validity and reliability confirmed through expert judgment, Pearson Correlation, and Cronbach’s Alpha. Data analysis utilized statistic descriptive analysis. The research showed that 90,4% of the students had perceptions in the high and very high categories. These perceptions were formed through the processes of selecting, organizing, and interpreting information, which collectively indicated a positive perception of the characteristics and syntax of Project-Based Learning (PjBL) in supporting creative thinking skills. Lecturer explanations and literature served as the dominant sources of information at the selection stage, which were subsequently organized through students’ responses to the relationship between the characteristics and syntax of PjBL and creative thinking skills, ultimately resulting in positive evaluations at the interpretation stage. In conclusion, Accounting Education students at Sebelas Maret University from the 2022 cohort had a positive perception of PjBL in supporting students’ creative thinking skills.
Keywords: Project-Based Learning, creative thinking skill, pre-service teacher perception, accounting education
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DOI: https://doi.org/10.20961/jppak.v7i2.128457
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