Is the Open Ended Method Relevant for Learning in Understanding Knowledge and Building Student Creativity?

Abstract

This study aims to describe the learning process using the Open-ended method. The teacher dedicates their whole heart and soul to facilitating student-centered learning. The researcher uses a mixed-method approach to obtain both quantitative and qualitative data. The data is then analyzed and compared to generate answers to the research questions and derive meanings from the findings. Based on the results of the diagnostic test, the study reveals three categories of students in learning: 1) students who are generally familiar with typographic products such as invitations, 2) students who do not know how to make invitations, and 3) all students are motivated to create typographic products. The Open-ended method affects students in mastering: 1) manual drawing and design techniques, involving 32 students, 2) not using artistic methods to solve problems, involving 32 students, and 3) all students are enthusiastic about the learning process.The invitation designs produced are relevant to the criteria of typographic art design, including the appropriateness of the message's tone, suitability for the reader, font size and design context, and color harmony. Quantitatively, the cognitive results are as follows: 1) 4 students scored 90, 2) 15 students scored 80, 3) 10 students scored 85, and 4) 3 students scored only 75. The students' self-reflections show that: 1) the students are enthusiastic and motivated to find their own ideas in solving problems, 2) they enjoy the application of the Open-ended method in learning, and 3) they realize that old items can be reused in different forms.