Citation:

Ardiaz Ajie Aryandika, Dhena Kamalia Fu’adi, Shoimatul Fitria. "Design Thinking as a Learning Process Evaluation Method in Outcome-Based Education (OBE) Curriculum" International Research Journal of Economics and Management Studies, Vol. 3, No. 11, pp. 249-254, 2024.

Abstract:

The Outcome-Based Education (OBE) approach has been recognized as a learning model focusing on student outcomes and preparing graduates with relevant skills to compete in the global market. This study explores how the design thinking method can be applied to support the implementation of the OBE curriculum in higher education. The learning process becomes more collaborative, innovative, and focused on problem-solving after using this design thinking approach. This study used unstructured observations and semi-structured interviews with students to evaluate the impact of the application of the method on student engagement, the development of creative thinking skills, and problem-solving abilities. The results showed that this approach could increase student engagement in the learning process, encourage innovation in teaching, and provide more effective solutions to challenges faced during the learning process. Thus, the integration of design thinking in the OBE curriculum has the potential to create higher quality and sustainable education.

References:

[1] K. Snyder, P. Ingelsson, and I. Bäckström, “Using design thinking to support value-based leadership for sustainable quality development,” Business Process Management Journal, vol. 24, no. 6, pp. 1289–1301, Oct. 2018, doi: 10.1108/BPMJ-02-2018-0045.
[2] B. Zhang, X. Xu, and H. Liu, “OBE-based Design Thinking Model for Computer-aided Design Courses,” 2023, pp. 1576–1582. doi: 10.2991/978-2- 38476-126-5_176.
[3] Z. Sándorová, T. Repáňová, Z. Palenčíková, and N. Beták, “Design thinking - A revolutionary new approach in tourism education?,” J Hosp Leis Sport Tour Educ, vol. 26, Jun. 2020, doi: 10.1016/j.jhlste.2019.100238.
[4] H. J. Kim, P. Yi, and B. W. Ko, “Deepening students’ experiences with problem identification and definition in an empathetic approach: lessons from a university design-thinking program,” Journal of Applied Research in Higher Education, vol. 15, no. 3, pp. 852–865, Apr. 2023, doi: 10.1108/JARHE03-2022-0083.
[5] H. Yao, W. Liu, and S. Chen, “Teachers sustainable teaching innovation and graduate students creative thinking: The chain mediating role of playfulness climate and academic self-efficacy,” International Journal of Management Education, vol. 22, no. 1, Mar. 2024, doi: 10.1016/j.ijme.2023.100900.
[6] M. G. C. Torrico, E. F. Hinojosa-Pareja, M. Buenestado-Fernández, and A. Jiménez-Millán, “A statutory requirement: Teaching innovation for gender equality at university,” Womens Stud Int Forum, vol. 96, Jan. 2023, doi: 10.1016/j.wsif.2022.102673.
[7] X. Liu and L. Zhang, “Exploring the relationship between teachers’ professional capital and technology-enhanced teaching innovation: The mediating role of constructivist belief,” Teach Teach Educ, vol. 139, Mar. 2024, doi: 10.1016/j.tate.2023.104434.
[8] M. B. Calavia, T. Blanco, R. Casas, and B. Dieste, “Making design thinking for education sustainable: Training preservice teachers to address practice challenges,” Think Skills Creat, vol. 47, Mar. 2023, doi: 10.1016/j.tsc.2022.101199.
[9] W. He, J. Yan, C. Wang, L. Liao, and X. Hu, “Exploring the impact of the design thinking model on fifth graders’ creative self-efficacy, situational interest, and individual interest in STEM education,” Think Skills Creat, vol. 50, Dec. 2023, doi: 10.1016/j.tsc.2023.101424.
[10] M. Yasmin and A. Yasmeen, “Viability of outcome-based education in teaching English as second language to chemical engineering learners,” Education for Chemical Engineers, vol. 36, pp. 100–106, Jul. 2021, doi: 10.1016/j.ece.2021.04.005.
[11] I. M. Ilyas, J. Kansikas, and A. Fayolle, “Rethinking entrepreneurship and management education for engineering students: The appropriateness of design thinking,” International Journal of Management Education, vol. 22, no. 3, Nov. 2024, doi: 10.1016/j.ijme.2024.101029.
[12] R. Mufanti, D. Carter, and N. England, “Outcomes-based education in Indonesian higher education: Reporting on the understanding, challenges, and support available to teachers,” Social Sciences and Humanities Open, vol. 9, Jan. 2024, doi: 10.1016/j.ssaho.2024.100873.
[13] R. Katawazai, “Implementing outcome-based education and student-centered learning in Afghan public universities: the current practices and challenges,” Heliyon, vol. 7, no. 5, May 2021, doi: 10.1016/j.heliyon.2021.e07076.
[14] G. A. Rathy, P. Sivasankar, and T. G. Gnanasambandhan, “Developing a knowledge structure using Outcome based Education in Power Electronics Engineering,” in Procedia Computer Science, Elsevier B.V., 2020, pp. 1026–1032. doi: 10.1016/j.procs.2020.05.150.
[15] E. Doğantan, “Experiential learning through the design thinking approach in tourism education,” J Hosp Leis Sport Tour Educ, vol. 33, Nov. 2023, doi: 10.1016/j.jhlste.2023.100460.
[16] S. Moon and S. J. Chang, “Comparing the effects of patient safety education using design thinking and case based learning on nursing students’ competece and professional socialization: A quasi-experimental design,” Heliyon, vol. 10, no. 9, May 2024, doi: 10.1016/j.heliyon.2024.e29942.
[17] M. R. Jadhav, A. B. Kakade, S. R. Jagtap, and M. S. Patil, “Impact assessment of outcome based approach in engineering education in India,” in Procedia Computer Science, Elsevier B.V., 2020, pp. 791–796. doi: 10.1016/j.procs.2020.05.113.
[18] D. Pusca, “Design thinking and its application to problem solving,” 2018. [Online]. Available: https://www.researchgate.net/publication/323277797

Keywords:

Design Thinking, Outcome-Based Education, Sustainable Quality Education, Learning Innovation.