KREATIVITAS PESERTA MOOC MELALUI METODE DESIGN THINKING DALAM PEMBELAJARAN DARING

Abstract

Digital transformation has reshaped the higher education landscape, with Massive Open Online Courses (MOOCs) emerging as a rapidly growing online learning platform. However, learning in MOOCs often faces pedagogical challenges, such as low social interaction and content-focused approaches, potentially limiting the development of higher-order thinking skills like creativity. This qualitative research with a phenomenological design aims to deeply understand the experiences of MOOC participants in developing creativity through the application of the Design Thinking method. Five participants were purposively selected as research subjects, and data were collected through semi-structured interviews before, during, and after the learning process. Data analysis employed thematic analysis. The findings indicate that initially, participants tended to view creativity as an innate talent and experienced confusion with process-based learning. The implementation of the Design Thinking stages (empathize, define, ideate, prototype, and test) provided a systematic framework that helped participants manage their creative thinking process. After completing the learning, participants underwent a shift in perceiving creativity as a process that can be developed through practice, reflection, and the courage to experiment. Although there were variations in adaptation speed and confidence levels, Design Thinking-based learning in MOOCs has the potential to enrich the learning experience and support the development of a more reflective, open, and adaptive creative mindset, even within the independent and asynchronous online learning environment.