The Impact of Project-Based Learning (PjBL) Model on Secondary Students’ Creative Thinking Skills

Abstract

This study aims to identify the impact of using the project-based learning (PjBL) model compared to the direct instruction learning model on secondary school students' creative thinking (CT) skills. Quasi-experimental with pretest-posttest control group design was carried out to achieve the research objectives. Fifty secondary school students randomly chosen as experimental group (n = 25) and control group (n = 25) participated in the study. Eight essay tests were used to collect students' CT based on fluency, flexibility, originality, and elaboration indicators. Data were analyzed descriptively (n-gain) and statistically using paired t-test and independent sample t-test. The result shows that students' CT significantly improved after learning for the experimental group (n-gain = 0.47; p < 0.05) and the control group (n-gain = 0.25; p < 0.05). However, students' CT in the experimental group was significantly different compared to the control group achievement (p < 0.05). Thus, the conclusion proposed that the PjBL model significantly impacts secondary school students' CT skills on the temperature and expansion material.

The Effect of Scientific Approach on Junior High School Students’ Scientific Creativity and Cognitive Learning Outcomes

“…The improvement of scientific creativity skills could be attributed to scientific approach-based learning therapy (Biazus & Mahtari, 2022;Roth et al, 2021). The phase of the scientific approach has been implemented almost 100% with very good criteria.…”

Preliminary Study of College Students’ Creative Thinking Skills on Electromagnetic Material

“…According to (Ridlo et al, 2020), creativity requires six interrelated aspects, including 1) knowledge to know everything, 2) intellectual ability includes generating, evaluating, and executing ideas, 3) thinking style, 4) motivation to create a pleasant environment, 5) personality such as perseverance to face challenges, and 6) supportive environment such as the use of instructional media. Several studies have examined several methods that can be used to train creative thinking skills (Wuladari, 2021), including 1) the Project Based Learning (PjBL) model significantly increased the creative thinking skills of high school students in temperature and expansion materials (Biazus & Mahtari, 2022); 2) the Inquiry Social Learning model helped enhance the creative thinking skills of senior high school students in Indonesia (Perdana et al, 2020). 3) The use of Project Based Learning in STEM activities such as manufacturing water purification filters improves students' creative thinking abilities (Ridlo et al, 2020); 4) The use of the Problem-Based Learning (PBL) learning model combined with Flashcard media improves students' creative thinking abilities (Khairunnisa et al, 2022) and website can improve students' problemsolving skills (Pristianti & Prahani, 2022) 5) Project-based learning (PjBL) and STEMbased online learning can be combined to improve students' ability for creative thinking (Hasibuan et al, 2022;Tran et al, 2019).…”

“…Many research results show low creative thinking skills. This condition is caused by several factors, such as using learning models that do not encourage students to think deeply (Biazus & Mahtari, 2022). One of them is that learning in certain institutions is still centered on concepts and assignments, leaving students with little room to express their creativity (Perdana, 2020).…”

A study of the impact of project-based learning on student learning effects: a meta-analysis study

“…Xu Hui Yuan” project-based learning as an example to discuss that project-based in-depth ritual education can develop students’ core literacy. Biazus and Mahtari (2022) conducted a quasi-experiment using project-based learning and direct instructional learning models and found that the PBL model had a significant impact on the enhancement of creative thinking skills of secondary school students. Parrado-Martínez and Sánchez-Andújar (2020) explored the effects of project-based learning on ninth-grade students’ writing skills and found that cooperative work in project-based learning potentially promoted students’ critical thinking, communication, and collaboration skills, significantly improving middle school students’ English writing skills.…”