Design Thinking and Figma-Based Learning for Promoting Creative Thinking Skills in Vocational Education: A Contribution to SDG 4
DOI:
https://doi.org/10.70211/wesw.v3i3.482Keywords:
Design Thinking, Figma, Creative Thinking, Vocational Education, Digital Collaboration, SDG 4Abstract
This study aims to analyze the effectiveness of Design Thinking and Figma-based learning in improving students’ creative thinking skills in vocational education as a contribution to Sustainable Development Goal (SDG) 4 on quality education. The study employed a quantitative approach using a quasi-experimental method with a pretest-posttest control group design. The participants consisted of 60 Grade XI Software Engineering students at SMKN 1 Narmada, divided into an experimental class and a control class, each consisting of 30 students. The experimental class received instruction using the Design Thinking approach assisted by Figma, while the control class was taught using conventional learning methods. Data were collected using an instrument to assess creative thinking skills based on the indicators of fluency, flexibility, originality, and elaboration. Data analysis was conducted through validity and reliability tests, the Shapiro–Wilk normality test, Levene’s homogeneity test, and the Independent Samples t-test using IBM SPSS Statistics. The results showed that Design Thinking and Figma-based learning had a significant effect on students’ creative thinking skills, with a significance value of 0.000 < 0.05. The experimental class achieved a mean posttest score of 76.27, which was higher than the control class mean score of 63.03. The integration of Design Thinking stages and collaborative digital learning through Figma encouraged students to explore ideas, solve problems creatively, and produce innovative visual products. In addition, this study contributes to SDG 4 through the implementation of innovative, student-centered, and digitally integrated learning in vocational education.
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