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Influence of Inquiry Training Learning Model Based Design Thinking on Creative Thinking Skills of Indonesia Students: Systematic Literature Review and Meta-analysis

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Suprapto, Yuyun, Asmawati, Asmawati, Rahman, Abdul, Utomo, Wasito, Santosa, Tomi Apra·2023·Jurnal Penelitian Pendidikan IPA
DOI 10.29303/jppipa.v9ispecialissue.6212
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Abstract

The purpose of this study is to determine the influence of the design thinking-based inquiry training learning model on the creative thinking skills of students in Indonesia. This type of research is a type of systematic literature review (SLR) research and meta-analysis. The sources in this study analyzed 13 studies obtained through the databases of Google Scholar, Education Resources Information Center (ERIC), Wiley, PLoL ONE, Taylor of Francis, and IEEE published from 2019-2023. Analyze data with the help of JSAP applications. The results concluded that the summary effect size value (rE = 0.84; p < 0.001) high effect size category. This finding shows that the inquiry training learning model based on design thinking has a high positive effect on the creative thinking ability of students in Indonesia

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  • Several meta-analyses have examined DT interventions but many have not differentiated between formal and informal models.

    “Although several meta-analyses have examined DT interventions, many have not differentiated between formal and informal models.”

    From A meta-analysis to explore the role of design thinking in enhancing creativity as learning outcomes in STEM education (2026) · cites this paper as Suprapto, 2023

    The Method and Result and Discussion sections show that this paper is a meta-analysis of 13 studies concerning a design thinking-based inquiry training model. It does not establish that several meta-analyses have examined design thinking interventions, or that many failed to distinguish formal from informal models. (LLM, conf=0.78)

    Experimental — accuracy not yet measured

  • The study's overall effect size of d = 0.876 aligns with previous research focused exclusively on the Indonesian context, which reported an effect size of d = 0.840.

    “The study's overall ES of (d = 0.876, p < 0.001) aligns with previous research, which focused exclusively on the Indonesian context with a reported ES of (d = 0.840, p < 0.001) (Suprapto, 2023).”

    From A meta-analysis to explore the role of design thinking in enhancing creativity as learning outcomes in STEM education (2026) · cites this paper as Suprapto, 2023

    The Result and Discussion section reports a summary effect size of rE = 0.840 (p < 0.001) for students in Indonesia, supporting the cited value, significance, and context. It does not identify that effect size as d, so the claim's metric is not supported. The d = 0.876 result belongs to the citing study, not this source. (LLM, conf=0.88)

    Experimental — accuracy not yet measured

  • Suprapto's study on DT-based learning for creative thinking was limited to the Indonesian context and did not include moderator variable analysis.

    “For example, a study by Suprapto focused on the effectiveness of a DT-based learning model in enhancing students' creative thinking skills, but the analysis was limited to the Indonesian context.”

    From A meta-analysis to explore the role of design thinking in enhancing creativity as learning outcomes in STEM education (2026) · cites this paper as Suprapto, 2023

  • There is a lack of studies assessing the impact of DT interventions on creativity on a global scale.

    “Furthermore, there is a lack of studies assessing the impact of DT interventions on creativity on a global scale.”

    From A meta-analysis to explore the role of design thinking in enhancing creativity as learning outcomes in STEM education (2026) · cites this paper as Suprapto, 2023

    The Result and Discussion section reports 13 eligible studies on design-thinking-based inquiry training and students’ creative thinking, but does not assess how many studies of design-thinking interventions exist worldwide. Searches for a global research gap or a shortage of such studies found no passage making that claim; the paper’s analysis concerns students in Indonesia. Page numbers were not available in our copy. (LLM, conf=0.74)

    Experimental — accuracy not yet measured

  • Many prior studies have not conducted moderator variable analysis to understand factors influencing the strength of observed effects.

    “Many of these studies have not conducted moderator variable analysis to better understand the influence of various factors on the strength of the observed effects (Suprapto, 2023;Zulyusri et al., 2023).”

    From A meta-analysis to explore the role of design thinking in enhancing creativity as learning outcomes in STEM education (2026) · cites this paper as Suprapto, 2023

    The Data Analysis and Result and Discussion sections describe this paper’s effect-size and heterogeneity analyses, but do not say that many prior studies omitted moderator-variable analysis. A search for “moderator” found no passage assessing that practice in prior studies. Page numbers were not available in our copy. (LLM, conf=0.72)

    Experimental — accuracy not yet measured

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Cited by

Sorted by citations

Authors
Suprapto, Y., Asmawati, A., Rahman, A., Utomo, W., & Santosa, T. A.
Affiliations
  • Politeknik Penerbangan Surabaya (ID)
  • Universitas Islam Negeri Palangka Raya (ID)
  • Sebelas Maret University (ID)
ORCID
Venue
Jurnal Penelitian Pendidikan IPA
Publisher
Universitas Mataram
Published
2023-12-15
Volume
9
Issue
SpecialIssue
Pages
46-52
ISSN
  • 2407-795X (ISSN-L)
  • 2460-2582
DOI
10.29303/jppipa.v9ispecialissue.6212
OpenAlex
W4390348776
Cited by
1
References
1
Citations by year
2025: 1
FWCI
0.02
Type
journal article
Language
en
Open access
Licence
Locations
Jurnal Penelitian Pendidikan IPA (publishedVersion, cc-by)
Topics
  • Physical Sciences › Engineering › Mechanical Engineering › Design Education and Practice
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Creativity in Education and Neuroscience
  • Social Sciences › Education › Education and Critical Thinking Development
Keywords
design thinking, inquiry-based learning, creative thinking, student creativity

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