Project-Based Learning on Student's Creative Thinking Skills: Effectiveness and Student Response in Learning Environmental Change
Keywords:
Creative thinking, environmental changes, project-based learning
Abstract
Project-based learning trains creative thinking skills by means of the creation of valued recycling products from inorganic waste. The study aims to discover the improvement of creative thinking skills in environmental change content through project-based learning. The study uses a quasi-experiment method with a pretest-posttest control group design. The instrument used is the creative thinking skill test by referring to Torrence indicators that consist of fluency, flexibility, originality, and elaboration. The test comprises 10 valid question items and has criteria of very high reliability. The study is conducted in Grade X of MIPA in one of the senior high schools (SMA) in Bekasi, Indonesia. The experimental class is taught with a project-based learning model, whereas the control class used conventional learning. Students involved in the research are 76 students in Senir High School 4 Bekasi. Simple random sampling is employed as the sampling technique. Normality test that uses Kolmogorov-Smirnov and homogenity test that employs Levene test indicates that data are normally distributed and homogenous. The results of hypothesis testing suggest an influence on creative thinking skills in environmental change content after the application of the project-based learning. According to the normalized gain calculation, the application of project-based learning has a moderate category. The research finding suggeststhat the learning about environmental changes for students could be taught using project-based learning to empower creative thinking skills.
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Hernawati, D., Amin, M., Irawati, M., Indriwati, S., & Aziz, M. (2018). Integration of project activity to enhance the scientific process skill and self-efficacy in Zoology of Vertebrate teaching and learning. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), 2475–2485. https://doi.org/10.29333/ejmste/89940
Ichsan, I. Z., Hasanah, R., Aini, S., Ristanto, R. H., & Miarsyah, M. (2019). Higher order thinking skills assessment based on environmental problem (hots-aep): mendesain evaluasi pembelajaran abad 21. Jurnal Biotek, 7(1), 14–26.
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Khoiriyah, A. J., & Husamah, H. (2018b). Problem-based learning: creative thinking skills, problem-solving skills, and learning outcome of seventh grade students. Jurnal Pendidikan Biologi Indonesia, 4(2), 151–160. https://doi.org/10.22219/jpbi.v4i2.5804
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Loertscher, J., Lewis, J. E., Mercer, A. M., & Minderhout, V. (2018). Development and use of a construct map framework to support teaching and assessment of noncovalent interactions in a biochemical context. Chemistry Education Research and Practice, 19(4), 1151–1165. https://doi.org/10.1039/C8RP00029H
Mallinson, C. (2018). Technology-Enhanced Project-Based Learning: A Platform for Graduate Student Research and Outreach on Campus and in the Community. Journal of English Linguistics, 46(3), 229–245. https://doi.org/10.1177/0075424218783447
Martinsen, Ø. L., & Furnham, A. (2019). Cognitive style and competence motivation in creative problem solving. Personality and Individual Differences, 139, 241–246. https://doi.org/10.1016/j.paid.2018.11.023
Maulina, D., Priadi, M. A., Lengkana, D., Jalmo, T., Fauzisar, A. S., & Amin, M. (2020). Book of insects’ immune system: development and implementation with pbl in increasing students’ learning outcome. Biosfer: Jurnal Pendidikan Biologi, 13(1), 42–58. https://doi.org/10.21009/biosferjpb.v13n1.42-58
Miharja, F. J., Hindun, I., & Fauzi, A. (2019). Critical thinking, metacognitive skills, and cognitive learning outcomes: a correlation study in genetic studies. Biosfer: Jurnal Pendidikan Biologi, 12(2), 135–143. https://doi.org/10.21009/biosferjpb.v12n2.135-143
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2024-12-30
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