Analysis of the Teacher's Role as a Facilitator in Project-Based Learning to Enhance Student Creativity

Abstract

This study aims to analyze the teacher’s role as a facilitator in Project-Based Learning (PBL) and its impact on enhancing student creativity. Using a qualitative approach, the research employed a literature review methodology to explore existing studies and theoretical perspectives on PBL and teacher facilitation. A systematic selection process was used to identify and analyze relevant academic articles, focusing on how teachers, as facilitators, contribute to fostering creativity in PBL environments. The findings highlight that teachers play a crucial role in scaffolding student learning, providing continuous feedback, promoting collaboration, and empowering students through autonomy. These facilitative practices create an environment conducive to creative thinking and problem-solving. However, the review also reveals challenges such as insufficient teacher training, limited resources, and difficulties in balancing guidance with student independence. The results emphasize the need for effective professional development programs to equip teachers with the necessary skills to facilitate PBL successfully. This study contributes to the growing body of literature on PBL by providing a deeper understanding of how teachers can enhance student creativity through facilitative teaching strategies. The findings suggest that teacher facilitation is central to the success of PBL, especially in nurturing creativity, which is essential for addressing the challenges of the 21st-century learning environment.