An Analysis of the Validity, Practicality, and Effectiveness of the Project-Based Creativity (ProCity) Model in Enhancing the Science Process Skills of Architecture Students

This study aims to develop and evaluate the Project-Based Creativity (ProCity) learning model to enhance the Science Process Skills (SPS) of architecture students in the Anthropometric Drawing Studio course. This research was conducted in the Architecture Study Program, Faculty of Engineering, Universitas Negeri Gorontalo, involving third-semester vocational-track students from classes A, B, C, and D. The research employed a Research and Development (R&D) method with a quantitative descriptive approach utilizing the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data were collected through observations of instructional syntax implementation, student and lecturer response questionnaires, student activity observation sheets, and science process skills tests based on cognitive indicators C4–C6. The results indicate that the Procity model demonstrates high levels of validity, practicality, and effectiveness in enhancing students' motivation, creativity, engagement, and science process skills. This model effectively fosters a collaborative and innovative learning environment, facilitating improvements in analytical skills, data processing, and the visual-verbal communication of design outcomes. Recommendations include strengthening facilitation strategies for students with low engagement and promoting interdisciplinary collaboration as essential components for the model’s sustainable development. The Procity learning model is feasible to be adopted as an innovative learning model to support the quality of project-based architectural education. Keywords: Project-Based Creativity, Creativity, Architectural Education, Anthropometric Drawing Studio