The impact of Project Based Learning (PjBL) on creativity, critical thinking skills, and science learning outcomes of grade 7 student
DOI:
https://doi.org/10.20961/4nb53p47Keywords:
Creativity, Critical thinking skills, Learning outcomes, Project-based learning modelAbstract
This study is a quantitative research that aims to: (1) examine the influence of the Project-Based Learning (PjBL) model on students’ creativity, (2) examine the influence of the Project-Based Learning (PjBL) model on student’s’ critical thinking skills, and (3) examine the influence of the Project-Based Learning (PjBL) model on students’ psychomotor learning outcomes. This study adopted a pretest-posttest control group design involving seventh-grade students at junior high school in Surakarta as study population. Data collection techniques included pretest and posttest, questionnaires, observations, and interviews. Prerequisite tests included validity test, homogeneity tests, and normality tests. Hypothesis testing was conducted using the independent sample t-test and the Mann-Whitney test. The results of the study are as follows: (1) there was no significant influence of the PjBL model on students’ creativity, with a sig. (2-tailed) value of 0.384 > 0.05 and the average observation score of the experimental class was 69.33, which was lower than that of the control class, 78.92. (2) there was a significant influence of the PjBL model on students’ critical thinking skills, with sig. (2-tailed) values of 0.000 < 0.05 and 0.001 < 0.05. (3) there was significant influence of the PjBL model on students’ learning outcomes, with a sig. (2-tailed) value of 0.007 < 0.05 and the average observation score of the experimental class was 78,49, which was higher than that of the control class, 73.93.
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