Ida Nugroho Saputro, Diva Jaira Arlesa Priyono, Sri Sumarni, Sukatiman, Mochamad Kamil Budiarto
Creativity is a vital component for 21st-century education, particularly in vocational institutions where students must cultivate innovative thinking skills to thrive in the entrepreneurial domain. This study seeks to evaluate the efficacy of the Team Project-Based Flipped Classroom (TPBFC) in enhancing students’ creative thinking abilities and to contrast its effects with traditional instructional approaches. The study utilizes a quasi-experimental design using a one-group, pretest-posttest methodology, encompassing 192 vocational high school students from Surakarta Indonesia, as the sample population. Data were gathered by a creativity assessment questionnaire, and the analysis employed paired sample t-tests and N-Gain Score tests to evaluate the efficacy of the TPBFC model. The results reveal a significant improvement in students’ creative abilities after the TPBFC intervention, as indicated by a mean increase of 51.97 points in creativity scores, with a t-value of 45.16 (p < 0.001). The N-Gain Score of 72.26% classifies the TPBFC model as a moderately effective learning strategy for fostering creativity. Additionally, findings confirm that team-based collaboration within TPBFC plays a vital role in enhancing students’ ability to generate, develop, and refine innovative ideas. These results highlight the potential of TPBFC as a transformative pedagogical approach in vocational education, particularly in entrepreneurship learning. The integration of project-based tasks, flipped classroom methodology, and teamwork provides students with a more flexible, interactive, and immersive learning experience, ultimately preparing them for real-world entrepreneurial challenges. © 2026, Grand Canyon University. All rights reserved.
Sebelas Maret University, Indonesia; Universitas Negeri Surabaya, Indonesia
