The Transformative Power of Challenge-Based Learning in Cultivating 21st-Century Skills

Sulton Nawawi; Asni Johari; Jodion  Siburian; Evita  Anggereini

doi:10.23887/ijerr.v7i3.84243

Authors

Sulton Nawawi Universitas Muhammmadiyah Palembang, Palembang, Indonesia
Asni Johari Universitas Jambi, Jambi, Indonesia
Jodion Siburian Universitas Jambi, Jambi, Indonesia
Evita Anggereini Universitas Jambi, Jambi, Indonesia

DOI:

https://doi.org/10.23887/ijerr.v7i3.84243

Keywords:

Literature Review, Challenge-Based Learning, 21st Century Skills

Abstract

This research addresses the implementation of effective learning models for developing 21st-century skills, particularly critical and creative thinking abilities. Furthermore, there remains insufficient understanding of how the Challenge-Based Learning (CBL) model contributes to enhancing higher-order thinking skills across diverse educational contexts. This study aims to analyze the impact of implementing the CBL model on fostering critical thinking, creative thinking, and collaborative skills among students. Using a systematic literature review with a descriptive qualitative design, the research examined 33 scientific articles sourced from the Scopus, Google Scholar, and SINTA databases, published between 2010 and 2024. Data collection was conducted with the assistance of the Publish or Perish application and VOSviewer to visualize and analyze data networks. Thematic analysis techniques were employed to identify trends and patterns in the application of the CBL model. The findings indicate that the CBL model effectively enhances higher-order thinking skills, learner engagement, collaboration, and creativity. However, challenges such as limited resources and insufficient institutional support were also identified. In conclusion, while the CBL model significantly promotes the development of critical and creative thinking skills, addressing institutional and resource constraints is essential for maximizing its impact in educational settings.

References

Ar, S. N. K., Sindi, S., Nurazmi, N., Fiskawarni, T. H., & Misa, Y. R. (2023). Case Based Learning Pada Pembelajaran Fisika Di SMK Negeri 2 Pangkep. Jurnal Phi Jurnal Pendidikan Fisika Dan Fisika Terapan, 4(1), 1–6.

https://jurnal.ar-raniry.ac.id/index.php/jurnalphi/article/view/16929.

Azeta, A. A., Fatinikun, D. O., Oyeyemi, I. O., Ogese, M. O., & Bisola, O. (2018). Comparative analysis of flipped learning and other learning methods. Proceedings of the International Conference on E-Learning, ICEL, 28–32.

https://books.google.com/books?hl=id&lr=&id=KEJmDwAAQBAJ&oi=fnd&pg=PA28&dq=Azeta,+A.+A.,+Fatinikun,+D.+O.,+Oyeyemi,+I.+O.,+Ogese,+M.+O.,+%26+Bisola,+O.+(2018).+Comparative+analysis+of+flipped+learning+and+other+learning+methods.+Proceedings+of+the+Interna.

Beemt, A., Vázquez-Villegas, P., Gómez Puente, S., O’Riordan, F., Gormley, C., Chiang, F. K., Leng, C., Caratozzolo, P., Zavala, G., & Membrillo-Hernández, J. (2023). Taking the Challenge: An Exploratory Study of the Challenge-Based Learning Context in Higher Education Institutions across Three Different Continents. Education Sciences, 13(3). https://doi.org/10.3390/educsci13030234.

Binder, F. V, Nichols, M., Reinehr, S., & Malucelli, A. (2017). Challenge Based Learning Applied to Mobile Software Development Teaching. Proceedings - 30th IEEE Conference on Software Engineering Education and Training, CSEE and T 2017, 57–64. https://doi.org/10.1109/CSEET.2017.19.

Blanco, Á. F., Echaluce, M. L. S., & Peñalvo, F. J. G. (2016). Integration of the methods CBL and CBI for their application in the management of cooperative academic resources. International Symposium on Computers in Education (SIIE). https://ieeexplore.ieee.org/abstract/document/7751849/.

Blevis, E. (2010). Design Challenge Based Learning (DCBL) and Sustainable Pedagogical Practice. Interactions, 17(3), 64–69. https://doi.org/10.1145/1744161.1744176.

Chanin, R., Sales, A., Santos, A., Pompermaier, L., & Prikladnicki, R. (2018). A collaborative approach to teaching software startups: Findings from a study using challenge-based learning. Proceedings - International Conference on Software Engineering, 9–12. https://doi.org/10.1145/3195836.3195844.

Colombelli, A., Loccisano, S., Panelli, A., Pennisi, O. A. M., & Serraino, F. (2022). Entrepreneurship Education: The Effects of Challenge Based Learning on the Entrepreneurial Mindset of University Students. Administrative Sciences, 12(1). https://doi.org/10.3390/admsci12010010.

Cruger, K. M. (2018). Applying challenge-based learning in the (feminist) communication classroom: Positioning students as knowledgeable change agents. Communication Teacher, 32(2), 87–101. https://doi.org/10.1080/17404622.2017.1372602.

Detoni, M., Sales, A., Chanin, R., Villwock, L. H., & Santos, A. R. (2019). Using challenge based learning to create an engaging classroom environment to teach software startups. ACM International Conference Proceeding Series, 547–552. https://doi.org/10.1145/3350768.3353821.

Eraña-Rojas, I. E., López Cabrera, M. V, Ríos Barrientos, E., & Membrillo-Hernández, J. (2019). A challenge-based learning experience in forensic medicine. Journal of Forensic and Legal Medicine, 68. https://doi.org/10.1016/j.jflm.2019.101873.

Fairazatunnisa, F., Dwirahayu, G., & Musyrifah, E. (2021). Challenge Based Learning Dalam Meningkatkan Kemampuan Berpikir Kreatif Siswa Pada Materi Persamaan Linear Satu Variabel. Edukatif: Jurnal Ilmu Pendidikan, 3(5), 1942–1956.

https://doi.org/10.31004/edukatif.v3i5.702.

Félix-Herrán, L. C., Rendon-Nava, A. E., & Nieto Jalil, J. M. (2019). Challenge-based learning: an I-semester for experiential learning in Mechatronics Engineering. International Journal on Interactive Design and Manufacturing (IJIDeM, 13(4), 1367–1383. https://doi.org/10.1007/s12008-019-00602-6.

Flores, E. G. R., Montoya, M. S. R., & Mena, J. (2016). Challenge-based gamification as a teaching’ Open Educational Innovation strategy in the energy sustainability area. ACM International Conference Proceeding Series, 1127–1131.

https://doi.org/10.1145/3012430.3012658.

Gabriel, S. E. (2014). A Modified Challenge-Based Learning Approach in a Capstone Course to Improve Student Satisfaction and Engagement. Journal of Microbiology & Biology Education, 15(2), 316–318. https://doi.org/10.1128/jmbe.v15i2.742.

Gama, K., Castor, F., Alessio, P., Neves, A., Araújo, C., Formiga, R., & Oliveira, H. (2018). Combining Challenge-Based Learning and Design Thinking to Teach Mobile App Development. IEEE Frontiers in Education Conference (FIE), 1–5. https://ieeexplore.ieee.org/abstract/document/8658447/.

Gaskins, W. B., Johnson, J., Maltbie, C., & Kukreti, A. (2015). Changing the Learning Environment in the College of Engineering and Applied Science Using Challenge Based Learning. International Journal of Engineering Pedagogy (IJEP), 5(1), 33. https://doi.org/10.3991/ijep.v5i1.4138.

Helker, K., Bruns, M., Reymen, I. M. M. J., & Vermunt, J. D. (2024). A framework for capturing student learning in challenge-based learning. In Active Learning in Higher Education. https://doi.org/10.1177/14697874241230459.

Huesca, G., Rodríguez-Rosales, A., Lara-Prieto, V., Ruiz-Cantisani, M. I., & Acevedo, J. (2024). Effectiveness of Challenge-Based Learning in Undergraduate Engineering Programs from Competencies and Gender Perspectives. Education Sciences, 14(3), 255. https://doi.org/10.3390/educsci14030255.

Ibwe, K., Kalinga, E. A., Mvungi, N. H., Tenhunen, H., Kalinga, E. A., & Ibwe, K. S. (2018). Active Learning through Smart Grid Model Site in Challenge Based Learning Course. Article in The Open Cybernetics & Systemics Journal.

https://doi.org/https://www.researchgate.net/publication/328483174.

Ifenthaler, D., Gibson, D., & Zheng, L. (2018). Attributes of Engagement In Challenge-Based Digital Learning Environments. Online Teaching and Learning in Higher Education. https://link.springer.com/chapter/10.1007/978-3-030-48190-2_5.

Johnson, L., & Adams, S. (2011). Challenge Based Learning: The Report from the Implementation Project. NMC.

Kohn Rådberg, K., Lundqvist, U., Malmqvist, J., & Hagvall Svensson, O. (2020). From CDIO to challenge-based learning experiences–expanding student learning as well as societal impact? European Journal of Engineering Education, 45(1), 22–37. https://doi.org/10.1080/03043797.2018.1441265.

Kuswadi, S., & NUH, M. (2016). Effective Intelligent Control Teaching Environment Using Challenge Based Learning. International Symposium on Electronics and Smart Devices (ISESD, 35–40. https://ieeexplore.ieee.org/abstract/document/7886688/.

Leijon, M., Gudmundsson, P., Staaf, P., & Christersson, C. (2022). Challenge-based learning in higher education– A systematic literature review. Innovations in Education and Teaching International, 59(5), 609–618.

https://doi.org/10.1080/14703297.2021.1892503.

Lin, J., & Chen, C. (2017). A study on the course types of challenge-based learning-Based on the relevant courses in Tsinghua University. In 7th World Engineering Education Forum (WEEF (pp. 166–172).

https://ieeexplore.ieee.org/abstract/document/8467159/.

Membrillo-Hernández, J., Muñoz-Soto, R. B., Rodríguez-Sánchez, Á. C., Díaz-Quiñonez, J. A., Villegas, P. V, Castillo-Reyna, J., & Ramírez-Medrano, A. (2019). Student Engagement Outside the Classroom. Analysis of a Challenge-Based Learning Strategy in Biotechnology Engineering. IEEE Global Engineering Education Conference (EDUCON. https://ieeexplore.ieee.org/abstract/document/8725246/.

Membrillo-Hernández, J., Ramírez-Cadena, J., M., C.-V., C., G.-C., R., B.-B., R., B.-O., A., J., & Elizalde-Siller, H. (2018). Challenge Based Learning: The Case of Sustainable Development Engineering at the Tecnologico de Monterrey, Mexico City Campus. Advances in Intelligent Systems and Computing, 715, 908–914. https://doi.org/10.1007/978-3-319-73210-7_103.

Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred Reporting Items For Systematic Reviews And Meta-Analyses: The Prisma Statement. Bmj (Online, 339(ue 7716), 332–336. https://doi.org/10.1136/Bmj.B2535.

Mukarromah, atul, & Hari Utomo, D. (2020). Pengaruh Model Challenge Based Learning terhadap Kemampuan Berpikir Kritis Siswa SMA pada Materi Perubahan Iklim. http://journal.um.ac.id/index.php/jptpp/.

Nawawi, S. (2017). Developing of module challenge based learning in environmental material to empower the critical thinking ability. Jurnal Inovasi Pendidikan IPA, 3(2), 212–223. https://doi.org/10.21831/jipi.v3i2.15988.

Nurlaili, A., D., & Nuri, Y. A. (2017). Pengaruh Model Pembelajaran Challenge Based Learning Terhadap Kemampuan Berpikir Kritis Siswa pada Materi Lingkungan Kelas X di SMA Negeri 4 Prabumulih. Jurnal Pena Sains, 4(2).

https://www.academia.edu/download/93294513/Berpikir_20kritis.pdf.

Romero Caballero, S., Canquiz Rincón, L., Rodríguez Toscano, A., Valencia Pérez, A., & Moreno Gómez, G. (2024). Challenge-based learning and design thinking in higher education: institutional strategies for linking experiential learning, innovation, and academic performance. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2024.2326191.

Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 94(2), 8–13.

https://doi.org/10.1177/003172171209400203.

Serrano, E., Molina, M., Manrique, D., & Bajo, J. (2018). Challenge-Based Learning in Computational Biology and Data Science.

https://doi.org/https://www.researchgate.net/publication/325196400.

Sodikin, S., & Sarwanto. (2014). Penerapan Model Challenge Based Learning dengan Metode Eksperimen dan Proyek Ditinjau Dari. Keingintahuan Dan Sikap Ilmiah Terhadap Prestasi Belajar Siswa, 3, 129–139.

http://jurnal.fkip.uns.ac.id/index.php/sains.

Suwono, H., Saefi, M., & Susilo, H. (2019). Challenge based learning to improve scientific literacy of undergraduate biology students. AIP Conference Proceedings. https://doi.org/10.1063/1.5094018.

Tissenbaum, C. L. D., & Jona, K. (2018). Social Network Analysis for Signaling Pedagogical Shifts in Challenge-Based and Traditional Online STEM Courses. International Society of the Learning Sciences, Inc.

Wibowo, T., & Veronica, J. (2022). IT Curriculum for Boot Camp : An Iterative Development In Applying OBE In Computer Science Education for Non-Formal. Journal of Education Technology, 6(4), 598–606.

https://ejournal.undiksha.ac.id/index.php/JET/article/download/51343/24581/155984.

Yang, Z., Zhou, Y., Chung, J. W. Y., Tang, Q., Jiang, L., & Wong, T. K. S. (2018). Challenge Based Learning nurtures creative thinking: An evaluative study. Nurse Education Today, 71, 40–47. https://doi.org/10.1016/j.nedt.2018.09.004.