Community-Based Integrated Instructional Model for Teaching Science Projects to Develop Digital Innovation and Creativity Skills among Secondary School Students
Main Article Content
Abstract
Background and Aim: Digital innovation and creativity skills are essential for 21st-century learners through project-based science learning. This study aims to develop and evaluate a community-based integrated instructional model to enhance secondary school students' digital innovation and creativity skills, fostering authentic problem-solving, civic responsibility, and socially responsible innovation.
Materials and Methods: The model was developed by synthesizing science project-based learning and community-based learning frameworks, comprising four main components: Connector, Community Collaborator, Construct-Contextualize-Create, and Communicate. It integrates eight stages of science project-based learning and eight elements of community-based learning, emphasizing technology integration, real-world problem-solving, collaborative teamwork, and continuous assessment. Five experts evaluated the model's appropriateness and effectiveness.
Results: Expert evaluation demonstrated high overall effectiveness (M = 4.70, SD = 0.47). The model achieved perfect scores (M = 5.00) for digital tool integration for social innovation and generating innovative solutions to community challenges, showing particularly strong performance in promoting problem-solving and critical thinking within community contexts.
Conclusion: The community-based integrated instructional model demonstrates high suitability for enhancing digital innovation and creativity skills among secondary school students. It successfully bridges theoretical learning with practical community engagement, promoting civic responsibility and socially responsible innovation while maintaining flexibility for adaptation across diverse educational contexts.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright on any article in the Journal of Education and Learning Reviews is retained by the author(s) under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Permission to use text, content, images, etc. of publication. Any user to read, download, copy, distribute, print, search, or link to the full texts of articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose. But do not use it for commercial use or with the intent to benefit any business.
References
Amir, L. R. (2023). Continuous professional development for teachers in the digital age. Journal of Educational Technology, 45(2), 112–128. https://doi.org/10.1016/j.edutech.2023.02.015
Andersson, C., & Palm, T. (2024). Professional development in formative assessment and its impact on student achievement. Assessment in Education: Principles, Policy & Practice, 31(3), 234–251. https://doi.org/10.1080/0969594X.2024.2315678
Audrin, C., Audrin, B., & Ünal-Mayerhofer, Ö. (2024). Assessment frameworks for digital competencies in higher education: A systematic review. Frontiers in Education, 9, Article 1497376. https://doi.org/10.3389/feduc.2024.1497376
Barron, B., & Darling-Hammond, L. (2008). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning. In L. Darling-Hammond, B. Barron, P. D. Pearson, A. H. Schoenfeld, E. K. Stage, T. D. Zimmerman, G. N. Cervetti, & J. L. Tilson (Eds.), Powerful learning: What we know about teaching for understanding (pp. 11–70). Jossey-Bass. https://doi.org/10.4324/9780203887332
Billig, S. H., & Waterman, A. S. (Eds.). (2014). Studying service-learning: Innovations in education research methodology. Routledge. https://doi.org/10.4324/9781315760438
Bowers, A. (2021). Community-engaged learning and social justice. In J. DeMatthews & E. Izquierdo (Eds.), Handbook of research on social justice and equity in education (pp. 234–256). Springer. https://doi.org/10.1007/978-3-030-68765-7
Bringle, R. G., & Hatcher, J. A. (2009). Innovative practices in service-learning and curricular engagement. New Directions for Higher Education, 2009(147), 37–46. https://doi.org/10.1002/tl.370
Butin, D. W. (2010). Service-learning in theory and practice: The future of community engagement in higher education. Palgrave Macmillan. https://doi.org/10.1057/9780230107632
Celio, C. I., Durlak, J., & Dymnicki, A. (2011). A meta-analysis of the impact of service-learning on students. Journal of Experiential Education, 34(2), 164–181. https://doi.org/10.1037/a0024360
Cervantes, B., Hemmer, L., & Kouzekanani, K. (2015). The impact of project-based learning on minority student achievement: Implications for school redesign. Education Leadership Review, 16(2), 50–66. https://doi.org/10.1080/00958964.2015.1011959
Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71–81. https://doi.org/10.1016/j.ijer.2019.05.002
Chi-Hang Tsoi, A., & Strønen, I. S. (2024). Adaptive learning systems and personalized education: Future directions in AI integration. Educational Technology Research and Development, 72(4), 1823–1842. https://doi.org/10.1007/s11423-024-10389-5
Furco, A., & Root, S. (2010). Research demonstrates the value of service learning. In J. L. DeVitis & T. Yu (Eds.), Character and moral education: A reader (pp. 161–172). Peter Lang. https://doi.org/10.1007/978-90-481-3697-8_4
Haavind, S., Glazewski, K. D., & Hong, H. Y. (2024). A roadmap for virtual professional learning: Bringing inquiry science practices to life through teacher professional community. School Science and Mathematics, 124(3), 330–346. https://doi.org/10.1111/ssm.12646
Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13(5), 1089–1113. https://doi.org/10.1007/s11165-014-9429-0
Hensley, G., & Stalberte, T. (2024, November 21). Creating successful community partnerships in school districts. eSchool News. https://doi.org/10.18543/edn.2024.11.021
Jacoby, B. (2015). Service-learning essentials: Questions, answers, and lessons learned. New Directions for Teaching and Learning, 2015(141), 5–15. https://doi.org/10.1002/tl.20128
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 1–11. https://doi.org/10.1186/s40594-016-0046-z
Kim, N. J., Belland, B. R., & Walker, A. E. (2020). Effectiveness of computer-based scaffolding in the context of problem-based learning for STEM education. Educational Psychology Review, 32(2), 397–429. https://doi.org/10.1007/s10639-020-10160-3
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. https://doi.org/10.18438/B8WW3N
Krajcik, J. S., & Shin, N. (2022). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (3rd ed., pp. 139–158). Cambridge University Press.
Krajcik, J., Codere, S., Dahsah, C., Bayer, R., & Mun, K. (2023). Planning instruction to meet the intent of the Next Generation Science Standards. Journal of Science Teacher Education, 34(1), 3–23. https://doi.org/10.1007/978-3-031-35479-4_3
Le, H. C., Nguyen, V. H., & Nguyen, T. L. (2023). Integrated STEM approaches and associated outcomes of K–12 student learning: A systematic review. Education Sciences, 13(3), Article 297. https://doi.org/10.3390/educsci13030297
Mejías-Acosta, A., D’Armas Regnault, M., Vargas-Cano, E., Cárdenas-Cobo, J., & Vidal-Silva, C. (2024). Assessment of digital competencies in higher education students: Development and validation of a measurement scale. Frontiers in Education, 9, Article 1497376. https://doi.org/10.3389/feduc.2024.1497376
Naharia, O., Wullur, M., & Modigir, N. (2024). The role of digital technology in enhancing creativity and innovation skills for learners in the 21st century era. International Journal of Educational Innovation, 8(3), 9645–9655. https://doi.org/10.31004/innovative.v8i3.12847
Ngobeni, S. (2024). Establishing sustainable school-community partnerships: Strategies for school management teams. International Journal of Leadership in Education, 28(4), 612–634. https://doi.org/10.1080/13603124.2024.2369987
Pelaez-Sanchez, I. C., Glasserman-Morales, L. D., & Rocha-Feregrino, G. (2024). Exploring digital competencies in higher education: Design and validation of instruments for the era of Industry 5.0. Frontiers in Education, 9, Article 1415800. https://doi.org/10.3389/feduc.2024.1415800
Pérez, S., Massey-Allard, J., Domingo, D., Ferreira, J. J., & Gutiérrez-Braojos, C. (2023). Conceptualizing and measuring digital innovation: A systematic literature review. Computers & Education, 194, 104657. https://doi.org/10.1016/j.compedu.2022.104657
Riedler, M., & Eryaman, M. Y. (2016). Complexity, diversity, and ambiguity in teaching and teacher education: Practical wisdom, pedagogical fitness, and tact of teaching. In M. A. Peters (Ed.), Encyclopedia of educational philosophy and theory (pp. 1–6). Springer. https://doi.org/10.1007/978-3-319-42975-5_6
Salam, M., Awang Iskandar, D. N., Ibrahim, D. H. A., & Farooq, M. S. (2019). Service learning in higher education: A systematic literature review. Asia Pacific Education Review, 20, 573–593. https://doi.org/10.1007/s12564-019-09580-6
Salo, A., Mäkitalo, K., & Pietarinen, J. (2024). Teachers’ professional development in digital pedagogy: Challenges and opportunities. Teaching and Teacher Education, 142, Article 104523. https://doi.org/10.1016/j.tate.2024.104523
Sandy, M., & Holland, B. A. (2006). Different worlds and common ground: Community partner perspectives on campus-community partnerships. Michigan Journal of Community Service Learning, 13(1), 30–43. https://doi.org/10.1080/10665680500508157
Sarī, U., Alıcı, M., & Şen, Ö. F. (2023). STEM-based curriculum and creative thinking in high school students. Education Sciences, 13(12), Article 1195. https://doi.org/10.3390/educsci13121195
Stehle, S. M., & Peters-Burton, E. E. (2019). Developing student 21st century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6(1), 1–15. https://doi.org/10.1080/00220671.2019.1629952
Svihla, V., & Reeve, R. (2016). Design as scholarship: Case studies from the learning sciences. Routledge. https://doi.org/10.1007/978-3-319-39965-5
Tang, Y., Chen, S., & Wang, L. (2025). Digital learning in the 21st century: Trends, challenges, and innovations in technology integration. Frontiers in Education, 10, Article 1562391. https://doi.org/10.3389/feduc.2025.1562391
Thomas, J. W. (2000). A review of research on project-based learning. The Journal of Educational Research, 93(6), 349–358. https://doi.org/10.1080/00220970009598470
Tran, T. T., & King, H. (2022). Community-based learning and civic engagement in higher education: Variations in theories and practices. Journal of Community Engagement and Higher Education, 14(1), 4–18. https://doi.org/10.1080/10665684.2021.1926223
Wang, X., & Li, Y. (2024). The impact of STEM education on creative thinking development: A meta-analysis. Educational Psychology Review, 36(2), 445–468. https://doi.org/10.1007/s10648-024-09856-2
