Advancing Students' Creativity and Self-Learning in Scientific

Research in University: Designing an Interpersonal Learning Model

Firza

, Elfa Michellia Karima

, Fikhen Tri Wulandari

, Siti Isma Sari Lubis

Adrias

, Atika Ulya Akmal

, Febri Silvia

, Fifin Wildanah

and Muhammad Fikri Alvinca

Universitas Negeri Padang, Padang, Indonesia

Universitas Negeri Yogyakarta, Yogyakarta, Indonesia

Keywords: Interpersonal Learning Model, Creativity Enhancement, Self-Directed Learning, Faculty Mentorship, and

Research Performance Improvement.

Abstract: This project investigates methods to improve students' creativity and self-directed learning in scientific

research by developing an interpersonal learning model. Conducted at Universitas Negeri Padang, the

research aims to address the growing demand for innovative and independent learners capable of engaging in

meaningful scientific exploration. The suggested approach prioritizes peer relationships, mentorship, and

active engagement in research activities by integrating collaborative learning methodologies and enhancing

interpersonal communication. The research used a mixed-methods approach, integrating qualitative insights

from focus group talks with quantitative data derived from experimental applications of the model. Results

indicate a significant improvement in students' creative thinking, problem-solving skills, and motivation for

independent research. The findings underscore the capacity of interpersonal learning to revolutionize

conventional educational methodologies, establishing higher education as a venue for cultivating critical

thinkers and inventive contributors to the scientific community. This model is presented as a reproducible

framework for other colleges aiming to achieve comparable results.

INTRODUCTION

In the swiftly changing realm of education, promoting

creativity and autonomous learning has emerged as a

fundamental principle of contemporary higher

education (Holmes,2023). Universities play a critical

role in equipping students with the skills necessary to

thrive in an era defined by innovation, collaboration,

and independent thinking. The capacity to conduct

scientific inquiry not only fosters intellectual

advancement but also aids societal progress by

tackling intricate issues with evidence-based answers.

Nevertheless, conventional educational methods

frequently inadequately foster the creativity and

independence essential for successful scientific

investigation. (López et. al., 2024).

Universitas Negeri Padang urgently needs to

transform its teaching approaches to meet these

demands. A possible strategy is incorporating

interpersonal learning models that prioritize

cooperation, mentorship, and active participation.

https://orcid.org/0000-0002-1072-3419

https://orcid.org/0000-0002-7371-6304

https://orcid.org/0009-0005-6552-9065

https://orcid.org/0009-0005-3455-3919

https://orcid.org/0000-0002-8032-8852

https://orcid.org/0009-0008-1553-3682

https://orcid.org/0009-0002-7538-454X

https://orcid.org/0009-0006-4586-2415

https://orcid.org/0009-0002-5677-4016

486

Firza, , Karima, E. M., Wulandari, F. T., Lubis, S. I. S., Adrias, , Akmal, A. U., Silvia, F., Wildanah, F. and Alvinca, M. F.

Advancing Students’ Creativity and Self-Learning in Scientiﬁc Research in University: Designing an Interpersonal Learning Model.

DOI: 10.5220/0013412700004654

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 486-490

ISBN: 978-989-758-752-8

These methods promote peer learning, foster critical

thinking abilities, and instill a sense of responsibility

for one's educational path (Creswell, 2012).

Universities can improve students' creative thinking

and independent inquiry capacity by cultivating an

environment that promotes interpersonal interactions

and collaborative learning experiences

MATERIALS AND METHODS

This study employed a mixed-methods approach to

develop and evaluate an interpersonal learning model

to enhance creativity and self-directed learning in

scientific research among students at Universitas

Negeri Padang. The methodology included

qualitative and quantitative approaches.

2.1 Research Design

The qualitative approach to understand the needs and

challenges of students in scientific research, focus

group discussions (FGDs), and in-depth interviews

were conducted with students and faculty members

(Silajdzic, 2018). A quantitative approach pre-

experimental design with pre-test and post-test

measures was used to assess the effectiveness of the

interpersonal learning model in improving creativity

and self-learning capabilities.

2.2 Participants

The participants in this study included 120

undergraduate students from various departments at

Universitas Negeri Padang, chosen through purposive

sampling to ensure a diverse representation of

academic disciplines. Faculty members, including

academic advisors and research supervisors,

participated in the study. Their involvement was

crucial for offering insights into the mentorship and

collaborative dynamics of the proposed interpersonal

learning model. The students and faculty contributed

to a comprehensive understanding of the model's

effectiveness in fostering creativity and self-directed

learning in scientific research.

2.3 Data Collection

The study employed qualitative and quantitative data

collection methods to thoroughly explore and assess

the effectiveness of the interpersonal learning model.

Qualitative focus group discussions (FGDs) were

done with student groups to identify barriers to

creativity and self-directed learning in scientific

research. Moreover, comprehensive interviews with

faculty members yielded significant insights into

effective techniques for fostering interpersonal

learning and improving research mentorship

procedures. The researchers employed two main

instruments for quantitative analysis: the Creativity

Self-Assessment Scale and the Self-Directed

Learning Readiness Scale (SDLRS). These were

administered to students before and after the

intervention to measure changes in creativity and self-

directed learning capabilities. Additionally, statistics

regarding research performance were gathered by

assessing students' research proposals and

presentations, providing a concrete metric of the

model's influence on their scientific research abilities.

2.4 Intervention: Interpersonal

Learning Model

A model for interpersonal learning was developed in

the study, incorporating essential elements to enhance

creativity and self-directed learning in scientific

research. The model included collaborative learning

sessions in which students engaged in small group

discussions, and problem-solving activities focused

on research subjects. These workshops promoted

collaboration and analytical reasoning while tackling

particular obstacles in scientific investigation.

A peer mentorship program was established,

matching students with peers possessing past research

expertise (Jeffery & Bauer, 2020). This mentoring

sought to offer direction and support during the

learning process, fostering reciprocal learning and

confidence. Faculty mentorship formed another

essential model element, offering structured guidance

from academic advisors. Regular progress

evaluations gave students constant feedback and

guidance as they progressed in their research pursuits.

The paradigm underscored active involvement in

research, with students participating directly in

research projects (McNair et al., 2022). This

experiential method enabled them to implement

theoretical knowledge in realistic scenarios, closing

the divide between education and real-world

application. The concept aimed to improve the

collaborative and individual dimensions of students'

scientific research skills through these interconnected

components.

2.5 Data Analysis

The research utilized qualitative and quantitative

methodologies to assess the gathered data,

guaranteeing a thorough evaluation of the

Advancing Students’ Creativity and Self-Learning in Scientiﬁc Research in University: Designing an Interpersonal Learning Model

487

interpersonal learning model's effects. Thematic

analysis was performed on transcripts from the focus

group discussions (FGDs) and interviews for the

qualitative data. This technique entailed the

identification of repeating themes and patterns,

explicitly concerning obstacles, requirements, and

methodologies for augmenting creativity and self-

directed learning in scientific research—the analysis

enhanced comprehension of the participants'

experiences and viewpoints, aiding in refining the

learning model.

The quantitative data were evaluated using paired

sample t-tests to compare the pre-test and post-test

creativity and self-directed learning scores. This

statistical method was selected to evaluate the

significance of any enhancements after the

intervention. Furthermore, descriptive statistics were

utilized to assess alterations in research performance,

as indicated by students' evaluations of research

proposals and presentations. These evaluations

provided qualitative insights and quantitative data

regarding the model's efficacy.

RESULTS AND DISCUSSION

3.1 Result

This study's findings provided qualitative and

quantitative insights into the efficacy of the

interpersonal learning model in improving students'

creativity, self-directed learning, and research

performance. The focus group talks identified

significant problems encountered by students in

scientific research from a qualitative standpoint.

These limitations included a lack of trust in their

research talents, restricted possibilities for

collaborative learning, and insufficient mentorship

assistance. Students articulated a pronounced need

for organized engagements with peers and teachers to

improve their research proficiency. Multiple

prominent themes emerged from the analysis. Peer

collaboration was recognized as vital in enhancing

problem-solving abilities, whereas faculty

mentorship was crucial in delivering ongoing advice

and constructive criticism. Furthermore, active

engagement in research projects positively influenced

students' creative thinking, enabling them to integrate

theoretical knowledge with practical application.

The

data

quantitatively

demonstrated

measurable evidence of the model's efficacy. The

Creativity Self-Assessment Scale demonstrated a

notable improvement in scores, with an average pre-

test score of 65.2, escalating to 78.5 post-intervention.

The statistical study validated this enhancement as

highly significant (p < 0.01), demonstrating that the

model efficiently promoted creativity. The Self-

Directed Learning Readiness Scale (SDLRS) results

indicated a significant enhancement in self-directed

learning ability, with average scores rising from 62.8

to 76.9. This improvement was statistically

significant (p < 0.01), corroborating the model's

efficacy. The research performance of students was

evaluated based on their study proposals and

presentations. Faculty mentors observed a 40%

enhancement in the quality of research proposals,

notably in clarity, creativity, and problem

formulation. Post-intervention presentations

demonstrated improved articulation, logical

organization, and creative methodologies relative to

the pre-intervention baseline.

Responses from students and professors

highlighted the model's efficacy. Students

predominantly acknowledged the significance of peer

mentoring sessions, with 85% asserting that these

sessions were crucial in enhancing their

comprehension of research themes. Moreover, 78%

of students valued the organized mentorship offered

by academics, identifying it as crucial in enhancing

their confidence and research abilities. Faculty

members observed that the model positively

influenced students by promoting collaboration and

accountability. This collaborative environment led to

improved participation and excitement for research

efforts. The findings underscore the efficacy of the

interpersonal learning paradigm in overcoming

obstacles and markedly improving students'

creativity, self-directed learning, and research

proficiency in scientific inquiry.

3.2 Discussion

This study's findings offer strong evidence for the

efficacy of the interpersonal learning paradigm in

enhancing creativity, self-directed learning, and

student research performance. This section analyzes

the data comprehensively, elucidating their

ramifications, emphasizing probable mechanisms,

and correlating them with previous literature. The

qualitative findings identified significant obstacles

encountered by students, such as diminished

confidence in their research skills, restricted

collaborative learning opportunities, and insufficient

mentorship (Liedtka, 2015). These constraints

correlate with prior research highlighting the

challenges students often experience when shifting

from theoretical education to autonomous scientific

inquiry (Magolda,2024). Addressing these

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

488

limitations, the interpersonal learning approach

immediately responds to students' needs through

structured peer and faculty mentorship and hands-on

research engagement (Richards et al., 2020).

The identified themes—peer collaboration, faculty

mentorship, and active participation— highlight

essential mechanisms by which the model attained

its objectives (Gutierez, 2021). Collaborative

engagement among peers cultivated mutual support

and enhanced problem-solving abilities, enabling

kids to explore and refine ideas within a nurturing

setting. Faculty mentorship offered expert direction

and constructive criticism, enabling students to

navigate intricate research processes adeptly. These

findings align with previous research highlighting the

significance of mentorship and collaborative learning

in higher education. The quantitative findings

indicated statistically substantial enhancements in

creativity and self-directed learning readiness (Tang,

2020). The increase in creativity ratings implies that

the model successfully provided an environment

where students could think innovatively and approach

challenges with uniqueness. This corresponds with

collaborative learning theories, which assert that

exposure to many perspectives in group environments

fosters innovative thinking (Rasku-Puttonen et al.,

2002). The enhancements in self-directed learning

readiness suggest that students were more assured and

proficient in overseeing their learning processes. This

advancement may arise from the integration of

organized support and independence afforded by the

model. Although academic mentorship provided

direction, peer mentoring and active research

involvement enabled students to assume

responsibility for their educational experience

(Muñoz et al., 2022). These findings align with self-

determination theory, which posits that autonomy,

competence, and relatedness are crucial for

cultivating intrinsic motivation and self-directed

learning.

Figure 1: Improvement in creativity and self-directed

learning scores.

The assessment of research performance

revealed substantial improvements in the caliber of

students' research proposals and presentations. These

enhancements indicate that the approach advanced

theoretical comprehension and facilitated practical

skills. The structured mentorship and active

participation elements undoubtedly contributed

significantly to this outcome. Students received

continuous feedback on their work, facilitating

iterative enhancements in clarity, creativity, and issue

formulation. Furthermore, the noted enhancements in

presentation skills—articulation, logical

organization, and creative methodologies—

underscore the model's capacity to equip students for

authentic academic and professional problems. These

competencies are essential for academic achievement

and correspond with the graduate traits employers

desire, including critical thinking, communication,

and innovation. The exceptionally favorable student

and staff responses reinforce the model's efficacy.

Students regarded the peer mentorship sessions as

essential for enhancing their comprehension of

research themes. This discovery indicates that peer

interactions enhanced learning and fostered a sense of

community and collective responsibility. Faculty

mentors noted increased collaboration and

involvement among students, demonstrating the

model's ability to enhance the research learning

environment (Tang et al., 2022). These findings align

with prior research that underscores the significance

of structured mentorship and collaborative learning in

enhancing engagement and motivation. That 85% of

students saw peer mentoring as essential, and 78%

attributed their confidence to teacher assistance

illustrates the comprehensive influence of the

concept.

CONCLUSION

The interpersonal learning paradigm effectively

overcame critical obstacles to creativity and self-

directed learning, significantly enhancing students'

research skills and performance. The methodology

included organized mentorship, collaborative

learning, and active involvement, cultivating an

environment conducive to invention, confidence, and

practical skills. These findings highlight the

significance of comprehensive methodologies in

research education and provide a framework for

cultivating creativity and independence in student

learning across various educational settings (Nowell,

2022).

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489

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