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Self-organising system design method to improve creativity and effectiveness of experimental learning

The learning process in the experimental design of visual communication design is one of the in-depth processes of the design methodology application. The objectives of this study include (1) increasing the effectiveness of self-organising system method to spur the level of creativity; (2) Improving the quality of the experimental learning process technically; and (3) Testing the effectiveness of self-organising system method. This type of research used qualitative research that reflectively describes the findings of factual data regarding the development of the learning process and the effectiveness of the self-organising system in the field. Data collection procedures used the reflection model proposed by Ralph, namely, reflective and intuitive designs. The research results show that (1) learning outcomes can be improved through the process of creativity as a result of experimental learning methods of visual communication design and the application of the self-organising system design method, (2) the quality of experimental learning processes can be improved through the self-organising system design method as an alternative of experimental learning in the visual communication design course, and (3) effectiveness of the strategy can be tested through the self-organising system method that significantly influences the experimental learning process in the visual communication design course.


Introduction
Learning outcomes should be oriented to how the learning process seeks to foster and strengthen learning desires. Creating a learning atmosphere can build learning awareness, and moral awareness through fundamental socio-cultural values, develop intellectual potentials, and moral values. In the process of preparing prospective intellectuals, scientists, and practitioners (professionals), it is necessary to prioritise students' competencies in an integrated way. Both hard skills and soft skills are mixed with character education through the development of students' potentials, and lecturers' pedagogical activities that synergistically take place in each learning process and ongoing development of experimental courses.
Visual communication design requires the students' readiness to absorb the theoretical knowledge and practical ability. Improving both hard skills and soft skills can be approached with a methodical implementation in conjunction with the students' needs and learning processes. As a course can deepen or strengthen study options, students are equipped technically with a basis of visual communication and artistic application when taking basic courses in Typography, Illustration, Graphic Design and Visual This research focuses more on the process of enriching design knowledge, deepening technical aspects, exploring creative ideas, and innovative techniques through various design methods by thinking out of the box, one of which is through the application of the self-organising system method. A learning process not only introduces and applies the self-organising system method but also gives flexibility to the conceptual and technical application and the breadth of the design horizon through an experimental process. At the same time, students are triggered to increase the competence through creative ideas, explorative technical achievements, and design competitions by presenting creative ideas and the power of argumentation on artistic design products through multi-media presentation skills.
There are three focuses on the design process, namely the divergent method, the transformation method, the convergence method, developed further by Nate Burgos and Adam Kalish [1]. Jones puts this design method in another way, namely acting and thinking like designers and groups of designers by dividing the two ways, namely traditional ways and new ways (modern). He called the traditional way a designer as a craftsman (a craft method), and a designer as a draftsman (a drawing method), while the modern method is called the designer as a black box, the designer as a glass box, the designer as a system processor, and the designer as the controller & evaluator. In the process of designing product designs, students are free from the constraints of assessment and categorisation of their design products. They can independently implement their aesthetic desires by managing the technical aspects that require the improvement of such an aspect. Art involves everything that has subtle, small, gentle, and departs from the primary standard, namely the mastery of skills and understanding of philosophy [2]. Because the value of art includes three categories such as the value of logic (right/wrong), ethics (good/evil) and aesthetics (beautiful/bad). Students are expected to grow naturally and mentally to increase other competencies.
The learning process requires a set of hierarchical learning systems, including the important role of the methods used and developed. For that reason, the learning device has a big influence on the achievement of students' learning outcomes as an embodiment of learning objectives and achievement of competency standards planned in teaching and learning activities. The development of learning tools is a series of processes or activities carried out to produce a learning device based on the existing development theory. Therefore, researchers want to look back at the effectiveness of a learning method especially in the application of the self-organising system method in increasing the creativity and effectiveness of experimental learning in visual communication design.

Research Method
This qualitative research reflectively describes the findings of factual data regarding the development of learning processes and the effectiveness of the self-organizing system in the field. The procedure is set to determine the research subject using purposive sampling, and the instruments consist of the questionnaires used for applying methods, students' worksheets, and the creation of visual communication design to map out the effectiveness of the applicable method. Data collection procedures used a reflection model coined by Ralph, namely designing reflective and intuitive models of reflections.
Likewise, this is called Borg's & Gall's type of research and development or commonly called Research and Development (R&D), along with its levels of effectiveness through doable activities [3]. To determine research subjects, researchers used selected sampling techniques worth considering, for example, samples taken from students who had passed typography, graphic design, and visual communication design courses. This requirement aims to support learning processes and the mastery of graphic techniques so that students have equivalent abilities before obtaining the treatment using the self-organising system method in the experimental learning of the visual communication design course.
The main instruments include (1) questionnaire sheet of learning motivation through the selforganising system method, (2) students' worksheets (LKM) of visual communication design work, and (3) learning evaluation sheets. The research data arose from interviews with students when applying To obtain comprehensive data concerning the effectiveness of the self-organising system in the experimental learning of the visual communication design course, (1) students are given a questionnaire sheet to determine the response, enthusiasm, and motivation to learn through the practice of the selforganising system procedure, (2) students' worksheets provide procedures for design methods applied in the process of creating visual communication design works for data acquisition regarding students' abilities to absorb design methods in undertaking aesthetic, artistic, and communicative procedures, and quality values, and (3) learning evaluation techniques to measure the success and effectiveness of the self-organising system in the visual communication design course.

The process of applying the self-organising system method can increase the university students' learning creativity and the effectiveness of experimental learning for visual communication design
In terms of the experimental learning process of visual communication design, the self-organising system design method involves students in the learning processes through which design themes are discussed and identified in groups. Students are intensively involved ranging from the preparation stage of design made to the classical but limited brainstorming in each group. This is likely to finalise the preliminary ideas into the concepts of creating more detailed designs. Wide-ranging opportunities emerge in the form of icons presented and formulated in such a way as a representation of a group's insights based on self-management systems as outlined in work with the design team. This also gives a creative space of each student to express ideas as independently and creatively as possible. In this sense, there is a separation of ideas in which a new idea will lose if it is assessed with an old one. The emergence of new ones will even strengthen old ideas. The most effective way to change ideas is not derived from the external, but the internal factor and all the old information is arranged in a new transformative way. De Bono reveals the following differences in vertical and lateral ways of thinking; (1) Vertical thinking is selective, while lateral thinking is generative; (2) Vertical thinking only moves when there is a direction to move, but lateral one moves in order to develop a direction; (3) Vertical thinking is analytical, but the lateral one is provocative; (4) Vertical thinking is sequential, while the lateral one leaps; (5) Vertical thinking must have right steps, while the lateral one does not have any right steps; (6) Vertical thinking excludes irrelevance, but the lateral one accepts every possibility of external influences; (7) Vertical thinking uses categories, classifications and labels that have been fixed, but the lateral one does not use them at all; and (8) Vertical thinking chooses the right path, but the lateral one explores improperly. Vertical thinking is a limited process, but the lateral one is an all-round possibility.
De Bono concludes that both ways of thinking are good to use, and necessary in the learning processes as well. The direct outcomes of the experimental learning of visual communication design are the application of a self-organising system design method, an authentic design product that is produced collaboratively in a team. This learning activity is carried out to make active blended learning based on learning activities that encourage students' creativity to produce visual communication design work, passion and creative vision without the lecturers' interventions in the course. The assessment is merely limited to accompanying and motivating sessions and several steps of reinforcement required by students to generate creative ideas, collaborative values and public-oriented visual designs. This premise fosters university students' positive attitudes and confidence concerning the teamwork ability in the creative processes. Moreover, the principle of independence will lead to some creative steps that must be cultivated in any learning dynamics. The effectiveness of learning outcomes becomes an alternative to develop a blended-learning model; in particular, the application of self-organising system design methods in the experimental visual communication design course.

Conclusion
Within a semester, the self-organising system design method has been applied to the learning processes of experimental visual communication design courses as a direct response to the university students' enthusiasm to follow the whole series of lectures attentively. The results show that the self-organising system design can be applied for the experimental learning in the visual communication design course at the Fine Arts Education Study Program of Universitas Sarjanawiyata Tamansiswa, Yogyakarta, as concluded below.
• A self-organising system is an advantageous design method that increases the university students' motivation for experimental learning in the visual communication design course. The learning processes can influence the results of creative and innovative design products. • Self-organising system design method can increase students' learning creativity and the effectiveness of experimental learning in the visual communication design course. This method can increase the power of creation, along with learning effectiveness so that students are more productive. • The results of the self-organizing system design method can effectively improve students' learning outcomes for experimental learning in the visual communication design course. • The strategy of applying the self-organising system design method can effectively improve students' learning outcomes for the experimental learning in the visual communication design course.

Acknowledgements
Thank you for the collaboration in the implementation of research from all the research teams and compilers of this article (Dwi Susanti, Septi Asri Finanda, Anselmus Sudirman, and Chytra Mahanani) who have helped the research process and searched for this article. Thank you also to the Head of LPTM UST Yogyakarta for providing this research assistance fund through the Internal Research Grant of UST LP3M Yogyakarta in the fiscal year 2019. We also conveyed to the Head of Fine Arts Education Study Program, lecturer team and students in Visual Communication Design Experimental Study as research researchers.