Exploring Genius Hour: A literature study on concepts, benefits, and their application at every level of education in various countries

Dhifa Putra Ramadhan; Dedi Kuswandi; Yerry Soepriyanto

doi:10.21831/jitp.v10i3.61479

Exploring Genius Hour: A literature study on concepts, benefits, and their application at every level of education in various countries

Dhifa Putra Ramadhan, Universitas Negeri Malang, Indonesia
Dedi Kuswandi, Universitas Negeri Malang, Indonesia
Yerry Soepriyanto, Universitas Negeri Malang, Indonesia

10.21831/jitp.v10i3.61479

Abstract

Genius Hour in this article will be studied in the literature, focusing on the concept and benefits of Genius Hour in the context of Education, as well as how Genius Hour is implemented in various countries at different levels of Education. It is hoped that the results of this study can provide further knowledge about Genius Hour and an overview for students who wish to apply to Genius Hour. Genius Hour is an approach to learning by setting aside time in class so students can learn about topics that match their interests or passions, developing essential questions, researching their topics, and creating a final project to be shared at the end of learning. The literature review in this study uses prism flow diagrams to assist in the process of determining the literature to be studied.

Keywords

Genius hour; Passion; 20% Time

Full Text:

PDF

References

Abdi, A. (2014). The effect of inquiry-based learning method on students’ academic achievement in science course. Universal Journal of Educational Research, 2(1), 37–41. https://doi.org/10.13189/ujer.2014.020104

Aldehbashi, K. (2021). Genius Hour and Makerspace for students. Taboo: The Journal of Culture and Education, 20(2), 173–177. https://digitalscholarship.unlv.edu/taboo/vol20/iss2/20%0AThis

Alqahtani, M. (2021). Genius Hour strategy. Taboo: The Journal of Culture and Education, 20(2), 183–189. https://digitalscholarship.unlv.edu/taboo/vol20/iss2/12

B. Machado, C., Vale, R. R. M., Silva, M. L. L., Aguiar, M. A., & Paraizo, T. C. (2021). Genius hour project in Brazil: An experience report with 5th graders, 10-years-old students. 2nd World Conference on Teaching and Education, 15–23.

https://doi.org/10.33422/2nd.worldcte.2021.01.03

Brookhouser, K. (2015). The 20 time project: How educators can launch Google’s formula for future-ready innovation. CreateSpace Independent Publishing Platform.

Budi, S., Utami, I. S., Jannah, R. N., Wulandari, N. L., Ani, N. A., & Saputri, W. (2021). Deteksi potensi learning loss pada siswa berkebutuhan khusus selama pembelajaran daring masa pandemi covid-19 di sekolah inklusif. Jurnal Basicedu, 5(5), 3607–3613. https://doi.org/10.31004/basicedu.v5i5.1342

Cerelia, J. J., Sitepu, A. A., N, F. A. L., Pratiwi, I. R., Almadevi, M., Farras, M. N., Azzahra, T. S., & Toharudin, T. (2021). Learning loss due to distance learning during the covid-19 pandemic in Indonesia. National Seminar on Statistics X, 1(1), 1–14. http://semnas.statistics.unpad.ac.id/wp-content/uploads/erf_uploads/2021/11/Learning-Loss-Akibat-Pembelajaran-Jarak-Jauh-Selama-Pandemi-Covid-19-di-Indonesia.pdf

Culclasure, B. T., Longest, K. C., & Terry, T. M. (2019). Project-based learning (PJBL) in three southeastern public schools: academic, behavioral, and social-emotional outcomes. Interdisciplinary Journal of Problem-Based Learning, 13(2), 8–30. https://doi.org/10.7771/1541-5015.1842

DeMink-Carthew, J., Olofson, M. W., LeGeros, L., Netcoh, S., & Hennessey, S. (2017). An analysis of approaches to goal setting in middle grades personalized learning environments. RMLE Online, 40(10), 1–11. https://doi.org/10.1080/19404476.2017.1392689

Downes, T., & Figg, C. (2019). Using genius hour to add passion to teacher candidates’ technologically enhanced teaching. Teaching & Learning, 12(1), 58–71. HTTPS://DOI.ORG/10.26522/TL.V12I1.438

Fan, Y., Matcha, W., Uzir, N. A., Wang, Q., & Gašević, D. (2021). Learning analytics to reveal links between learning design and self-regulated learning. International Journal of Artificial Intelligence in Education, 31(1), 980–1021. https://doi.org/10.1007/s40593-021-00249-z

Fandilah, A. (2020). Pengembangan Genius Hour berbasis personal inquiry learning di sekolah dasar [Universitas Pendidikan Indonesia]. http://repository.upi.edu/50814/

Ginsberg, R., & Coke, P. K. (2019). Inspired inquiry: Three classroom-based approaches to Genius Hour. Scholarly Journal, 26(3), 17–21. https://doi.org/10.58680/vm201930010

Hadi, B. (2021). The phenomenon of learning loss in vocational high school education in Indonesia. Edudikara: Journal of Education and Learning, 6(4), 290–296.

https://doi.org/10.32585/edudikara.v6i4.262

Harrington, P. (2016). Introducing a “Genius Hour” project to enhance collaboration for year 6 boys. In Journal of Chemical Information and Modeling (pp. 1–14).

Horrigan, K. (2018). Implementing Genius Hour to increase student motivation. University San Marcos.

Jane, J. (2021). Using Genius Hour to increase student engagement within the BC curriculum (Issue 1) [Vancouver Island University]. http://dx.doi.org/10.25316/IR-15475

Jojor, A., & Sihotang, H. (2022). Analisis kurikulum merdeka dalam mengatasi learning loss di masa pandemi covid-19 (analisis studi kasus kebijakan pendidikan). Edukatif : Jurnal Ilmu Pendidikan, 4(4), 5150–5161. https://doi.org/10.31004/edukatif.v4i4.3106

Juliani, A. J. (2014). Inquiry and innovation in the classroom: Using 20% time, Genius Hour, and PBL to drive student success. Routledge.

LeGeros, L., Bishop, P., Netcoh, S., & Downes, J. (2022). Informing the implementation of personalized learning in the middle grades through a school-wide Genius Hour. RMLE Online, 45(1), 1–22. https://doi.org/10.1080/19404476.2022.2009707

Lin, L.-W., & Wei, S.-Y. (2021). Research report on the reform of classroom teaching based on promoting students’ learning motivation. International Journal of Research -GRANTHAALAYAH, 9(5), 306–314. https://doi.org/10.29121/granthaalayah.v9.i5.2021.3955

Macaraeg, E. C., Rivera, C. G., Dela Rosa, R. D., & Dizon, J. R. C. (2021). Establishment of an academic makerspace at the bataan Peninsula State University: Prospects and challenges. Advance Sustainable Science, Engineering and Technology, 3(2), 0210202-1-0210202–0210209. https://doi.org/10.26877/asset.v3i2.9655

Maulida, U. (2022). Development of independent curriculum-based teaching modules. Tarbawi, 5(2), 130–138. https://doi.org/10.51476/tarbawi.v5i2.392

McNair, A. (2022). Genius hour. Routledge.

Meity, N., Prihatiningsih, T. S., & Suryadi, E. (2017). Penerapan self-directed learning melalui sistem pbl pada mahasiswa fakultas kedokteran di asia: Suatu kajian literatur. Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education, 6(3), 133–140. https://doi.org/10.22146/jpki.32227

Miharja, F. J., Nurwidodo, N., Wahyuningrum, L., Iffah, A. H., & Eskasasnanda, I. D. P. (2020). Tokkatsu: Initiating students’ collaborative activities in lesson study piloting school. Journal of Progressive Education, 10(1), 1–14. https://doi.org/10.23960/jpp.v10i1.20310

Olofson, M. W., Downes, J. M., Petrick Smith, C., LeGeros, L., & Bishop, P. A. (2018). An instrument to measure teacher practices to support personalized learning in the middle grades. RMLE Online, 41(7), 1–21. https://doi.org/10.1080/19404476.2018.1493858

Opsahl, C. (2018). Will an environmental focused genius hour affect students’ attitudes toward the environment? [Hamline University]. https://digitalcommons.hamline.edu/hse_all/4423

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. International Journal of Surgery, 88(1), 1–9. https://doi.org/10.1016/j.ijsu.2021.105906

Quinn, D. (2021). Genius Hour: Educator perspectives on navigating the prompts, promises, and predicaments of implementing interest-driven learning in public schools [University of Rhode Island]. https://digitalcommons.uri.edu/oa_diss/1308

Rachmawati, N., Marini, A., Nafiah, M., & Nurasiah, I. (2022). Projek penguatan profil pelajar pancasila dalam impelementasi kurikulum prototipe di sekolah penggerak jenjang sekolah dasar. Jurnal Basicedu, 6(3), 3613–3625. https://doi.org/10.31004/basicedu.v6i3.2714

Rahardjanto, A., Husamah, & Fauzi, A. (2019). Hybrid-PjBL: Learning outcomes, creative thinking skills, and learning motivation of preservice teacher. International Journal of Instruction, 12(2), 179–192. https://doi.org/10.29333/iji.2019.12212a

Rati, N. W., Kusmaryatni, N., & Rediani, N. (2019). Model pembelajaran berbasis proyek, kreativitas dan hasil belajar mahasiswa. Jurnal Pendidikan Indonesia, 6(1), 60–71. https://doi.org/10.23887/jpi-undiksha.v6i1.9059

Reid, J. (2019). Genius Hour handbook [Messiah University]. https://mosaic.messiah.edu/gredu_st/16

Reuer, M. D. (2017). Cultivating genius: Aan exploratory case study of the genius hour instructional technique and its effect on the identity and self-efficacy of high school science students [Montan State University]. In ProQuest (Issue 1). https://scholarworks.montana.edu/xmlui/handle/1/14914

Rofiq, A. A., & Arifin, Z. (2021). Implementation of the madrasah emergency curriculum at MAN I Kediri City. Indonesian Journal of Humanities and Social Sciences, 2(2), 137–148. https://doi.org/10.33367/ijhass.v2i2.1918

Sadewa, M. A. (2022). Meninjau kurikulum prototipe melalui pendekatan integrasi-interkoneksi prof m amin abdullah. JPDK: Research & Learning in Primary Education, 4(1), 266–280. https://doi.org/10.31004/jpdk.v4i1.3560

Sadieda, L. U., Wahyudi, B., Dwi Kirana, R., Kamaliyyah, S., & Arsyavina, V. (2022). Implementation of the Blended learning model in mathematics learning based on the independent curriculum. JRPM (Journal of Review of Mathematics Learning), 7(1), 55–72. https://doi.org/10.15642/jrpm.2022.7.1.55-72

Sani, R. A. (2014). Pembelajaran saintifik untuk implementasi kurikulum 2013. Bumi Aksara.

Serin, H. (2017). The role of passion in learning and teaching. International Journal of Social Sciences & Educational Studies, 4(1), 60–64. https://doi.org/10.23918/ijsses.v4i1p60

Sinnema, C., Daly, A. J., Liou, Y.-H., & Rodway, J. (2020). Exploring the communities of learning policy in New Zealand using social network analysis: A case study of leadership, expertise, and networks. International Journal of Educational Research, 99(1), 1–16. https://doi.org/10.1016/j.ijer.2019.10.002

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104(July), 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039

Supriatna, U. (2021). Implementation of madrasah emergency curriculum policy. Journal TA’LIMUNA, 10(1), 42. https://doi.org/10.32478/talimuna.v10i1.594

Townsend, K. (2018). An instructional framework for implementing Genius Hour in the classroom (Issue 1) [University of South Africa]. https://uir.unisa.ac.za/handle/10500/25224

West, J. A. M., & Roberts, K. L. (2016). Caught up in curiosity: Genius Hour in the kindergarten classroom. Reading Teacher, 00(00), 1–6. https://doi.org/10.1002/trtr.1497

Zainudin, M., Fatah, D. A., Barik, Z. A., Harimurti, M. B., & Asmaka, A. R. (2022). Program “pokjar relina berbasis dunia imajinasi” untuk recovery literasi dan numerasi anak pada masa pandemi covid-19 di desa perbatasan (Desa Pacing Kecamatan Sukosewu Kabupaten Bojonegoro). J-ABDIPAMAS (Journal of Community Service), 6(2), 1–18. http://dx.doi.org/10.30734/j-abdipamas.v6i2.2701

Zvi, G., & Krebs, D. (2015). The Genius Hour guidebook: Fostering passion, wonder, and inquiry in the classroom. Routledge.

DOI: https://doi.org/10.21831/jitp.v10i3.61479