Improving Creative Thinking Skills of Junior High School Students through a Project-Based Learning Model of Cassava Peel Waste Processing

Abstract

Creative thinking skills have an important role to face the challenges of the 21st century. This study aims to improve the creative thinking skills of junior high school students through a project-based learning model for processing cassava peel waste. This research method is quasi-experimental, non-equivalent pre-test-post-test control group design. The sample in this study was class VII students of SMPN 1 Purbolinggo, who were determined using a purposive sampling technique. The number of students in the control and the experimental classes was 32 people each. The instruments in this research are the Creative Thinking Skills Test and Performance Assessment. The results showed that the average N-gain for creative thinking skills in the experimental class was in the medium category (0.58), while on the control class, it was in the low category (0.29). Cohen's d coefficients for each indicator of creative thinking skills fluency, flexibility, originality, and elaboration; were 0.62, 0.58, 0.72, and 0.72, respectively, all in the medium category. However, Cohen's d coefficient effect size for the average N-gain overall creative thinking skills is 2.40, belonging to the very large category. Based on these results, it can conclude that the project-based learning model is effective with a very large effect on improving students' creative thinking skills.

Using Discovery Learning to Improve Students’ Chemical Problem-Solving Skills

“…Through the activities of making problem formulation, students' PSS could be trained wherein each meeting, the skills to identify and understand the problems of each group have increased, as seen from the formulation of the problems that are relevant to the discourse. This was consistent with the opinion of Fadiawati et al [5] that the skill of identifying and analyzing the problems they face was a helpful technique in building students so that they were accustomed to finding a problem.…”

“…Today, PSS has been the main study of several researchers [5][6][7][8][9][10] and makes someone able to adapt and survive. PSS is closely related to thinking skills where these skills are one of the main goals of education [5].…”

“…PSS are skills that can be trained [5,[11][12][13]. Therefore, learning what teachers do must make students actively search, process, construct, and explore to gain new understanding which will be comprehensively used to solve a problem at hand.…”

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“…Learning carried out using the guided inquiry learning model involves an inquiry process that can help students discover new knowledge by training students to improve their critical thinking skills (Rahmadani & Novita, 2018). Research by Fadiawati et al (2022) explains that inquiry learning is effective in improving students' critical thinking skills seen from the average score of students' critical thinking skills in the experimental class greater than the control class. In this research using guided inquiry based on Joyce (2015) and the stages of guided inquiry learning must be implicated in the teaching materials used, among which is the student worksheet.…”

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“…Students' trouble understanding can be impacted by a variety of things, one of which is low-level thinking skills (Fadiawati et al, 2022). According to Partnership for 21st Century Skills (2009), students are taught scientific knowledge as well as higher-order thinking abilities since these skills are necessary in the competence framework of the 21st century.…”