Implementation of PjBL-STEM  to Improve Students' Creative Thinking Skills On Static Fluid Topic

Saefullah, Asep; Suherman, Andri; Utami, Riska Tri; Antarnusa, Ganesha; Rostikawati, Diana Ayu; Zidny, Robby

doi:10.26737/jipf.v6i2.1805

Cited by 8 publications

(9 citation statements)

References 13 publications

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“…Project-based learning methods (PjBL) have the potential to improve students' creative mindset skills, according to the findings of literature reviews obtained by researchers (Purwanti et al, 2022;Fajrina et al, 2018;(Lestari & Ilhami, 2022); Umamah & Andi, 2019;Ariyani et al, 2019;Nurjanah et al, 2021;(Muhajir, 2022); Sugandi & Rasyid, 2019;Saefullah et al, 2021;Mamahit et al, 2020;Sumarni et al, 2019;Andini & Rusmini, 2022;Trimawati et al, 2020). PjBL as a student-oriented learning method can encourage the development of thinking skills by focusing not only on memorization but also on problem solving (M Hamdani, et al, 2012).…”

Section: Resultsmentioning

confidence: 99%

“…The following indicators are used in assessing the skills of the creative mindset of students, according to the findings of the researcher's literature review: fluency, adaptability when thinking about a problem, originality when coming up with other ideas, and detail (or elaboration) when presenting ideas (Fajrina et al, 2018;Umamah & Andi, 2019;Saefullah et al, 2021;Mamahit et al, 2020). Fajrina et al, (2018) / A2 code using the PjBL model tests creative thinking skills on static fluid discussions.…”

Section: Resultsmentioning

confidence: 99%

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Literature Study: Utilization of the PjBL Model in Science Education to Improve Creativity and Critical Thinking Skills

Zulyusri

Elfira²,

Lufri³

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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The objective of this writing audit is to look at different pieces of writing about how project-based learning can help students think more creatively and critically. The survey on writing found that project-based learning can help students think more critically and creatively. For research, a narrative review design is used in a literature review. Over the course of five years, 19 scientific articles from national and international journals were used in this study. Reliable sources, the quality of the research process, the quality of delivering information, and the completeness of the information are some of the validation criteria for scientific articles. Simplifying, displaying, drawing conclusions, and verifying data are all part of the qualitative analysis model of Miles and Huberman's method for presenting tabular data. The writing survey uncovers that project-based learning strategies can upgrade understudies' basic and imaginative reasoning abilities in science acquiring. The syntax of the project-based learning method be able to assist students in optimizing their creative and critical mindsets by starting learning with essential questions, working together to plan, developing project completion schedules, timelines, and deadlines

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Literature Study: Utilization of the PjBL Model in Science Education to Improve Creativity and Critical Thinking Skills

Zulyusri

Elfira²,

Lufri³

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

show abstract

“…Through this process, students experience the learning stages themselves to develop creative thinking skills. Improving creative thinking skills through this process indicates that STEM-integrated PJBL facilitates students to enhance their creative thinking skills (Annisa et al 2018;Saefullah et al 2021;Sumarni & Kadarwati 2020;Syaiful et al 2020). This finding is also supported by Han et al (2016) that PJBL integrated STEM learning approach is the right way to improve students' math scores.…”

Section: Discussionmentioning

confidence: 74%

The Implementation of Integrated Project-Based Learning Science Technology Engineering Mathematics on Creative Thinking Skills and Student Cognitive Learning Outcomes in Dynamic Fluid

Sinurat

Syaiful

Muhammad

2022

jpppf

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This study aims to determine the effect of implementing STEM-integrated PJBL on students' creative thinking skills and cognitive learning outcomes. This research is quasi-experimental with a two-group pretest-posttest design. The research population is all grade 11th IPA SMAN 3 Bungo students, and the sample was determined by random sampling. Three projects conducted by the students were water pump free energy, fountain free energy, and air bubble generator. Two instruments of creative thinking test in essay form and multiple-choice for learning outcome test were used. The averages of pretest results of creative thinking and learning outcomes were 27.97 and 30.00 for the experiment class and 30.16 and 30.31 for the control, respectively. This shows that initial student ability in both the creative thinking skill and learning outcome of both types are level. STEM integrated PJBL was then used in the experiment class, and a conventional learning strategy was used for the control class. The average posttest results indicate that the student creative thinking skill of the STEM integrated PJBL class (82.81) is significantly higher than that of the control (36.72). Contrast with the posttest learning outcome showed no difference. These results show that the students actively engaged with the projects in the STEM integrated PJBL class improved their creative thinking skills significantly compared to the control class. This research's main finding is that implementing the STEM-integrated PJBL effectively enhances students' creative thinking skills. Manova analysis shows the students of the experiment class scored 76% in high and 63% in medium categories for both the creative thinking skills and learning outcome, respectively.

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“…Hasil temuan ini sejalan dengan penelitian sebelumnya yang membuktikan bahwa model pembelajaran berbasis proyek memberi pengaruh positif terhadap kemampuan berpikir kreatif siswa dalam pembelajaran IPA (Fiteriani et al, 2021;Hasibuan et al, 2022;Mamahit et al, 2020;Pramesti et al, 2022;Pratika Surya & Wahyudi, 2018;Putri et al, 2019;Saefullah et al, 2021;Saputri et al, 2022;Setiawan et al, 2021;Shalihah et al, 2020;Sukmawijaya et al, 2019;Taufiq et al, 2018;Viana et al, 2019;Waliyati et al, 2019;Widyasmah et al, 2020;Yamin et al, 2020). Pada pembelajaran berbasis proyek siswa perlu melakukan beberapa hal seperti menerima tantangan dari masalah, merencanakan strategi penyelesaian masalah, menerapkan strategi, dan menguji kembali solusi yang diperoleh.…”

Section: Hasil Dan Pembahasanunclassified

Pengaruh Model Pembelajaran Berbasis Proyek dengan Strategi Berdiferensiasi terhadap Keterampilan Berpikir Kreatif

Wahyuni

Redhana

Tika

2023

jpm

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Penelitian ini bertujuan mendeskrispikan dan menjelaskan perbedaan keterampilan berpikir kreatif antara kelompok siswa yang belajar menggunakan model pembelajaran berbasis proyek dengan strategi berdiferensiasi, model pembelajaran berbasis proyek, dan model pembelajaran konvensional pada mata pelajaran IPA. Jenis penelitian ini adalah kuasi eksperimen dengan desain pretest – posttest non-equivalent control group design. Teknik sampling yang digunakan adalah cluster random sampling. Populasi penelitian ini berjumlah 280 orang yang merupakan siswa kelas VIII yang terbagi ke dalam 7 kelas dan sampel penelitian yang digunakan berjumlah 240 orang yang terbagi dalam 6 kelas. Instrumen penelitian yang dipakai berbentuk angket gaya belajar, dan tes berpikir kreatif. Data yang diperoleh adalah jenis gaya belajar, dan nilai berpikir kreatif siswa pada materi usaha dan pesawat sederhana serta penerapannya dalam kehidupan sehari-hari. Data dianalisis dengan teknik analisis deskriptif dan ANCOVA. Tindak lanjut ANCOVA, dipergunakan Least Significant Diffeerence (LSD) untuk mengetahui perlakuan mana yang memberikan hasil yang berbeda. Pengujian hipotesis dikerjakan dengan taraf signifikansi 5%. Sebelum uji hipotesis, terlebih dahulu dilakukan uji prasyarat (normalitas, homogenitas, linearitas, kemiringan garis regresi, dan multikolinieritas). Berdasarkan hasil penelitian dapat disimpulkan bahwa model pembelajaran berbasis proyek dengan strategi berdiferensiasi lebih baik daripada model pembelajaran berbasis proyek dan model pembelajaran konvensional dalam meningkatkan keterampilan berpikir kreatif dengan efek pengaruh sebesar 77,3%.

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Implementation of PjBL-STEM to Improve Students' Creative Thinking Skills On Static Fluid Topic

Cited by 8 publications

References 13 publications

Literature Study: Utilization of the PjBL Model in Science Education to Improve Creativity and Critical Thinking Skills

Literature Study: Utilization of the PjBL Model in Science Education to Improve Creativity and Critical Thinking Skills

The Implementation of Integrated Project-Based Learning Science Technology Engineering Mathematics on Creative Thinking Skills and Student Cognitive Learning Outcomes in Dynamic Fluid

Pengaruh Model Pembelajaran Berbasis Proyek dengan Strategi Berdiferensiasi terhadap Keterampilan Berpikir Kreatif

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