Pengaruh Project-based Learning (PjBL) Berbantuan Clay terhadap Kemampuan Berpikir Kreatif Murid Kelas V SD pada Materi Lapisan Bumi

Pembelajaran pada materi lapisan Bumi masih sering berpusat pada guru sehingga murid mengalami kesulitan dalam memahami konsep yang bersifat abstrak dan kurang memperoleh kesempatan untuk mengembangkan kreativitasnya. Oleh karena itu, penelitian ini bertujuan untuk mengetahui pengaruh Project-based Learning berbantuan clay terhadap kemampuan berpikir kreatif murid kelas V SD pada materi lapisan bumi dalam pembelajaran IPAS. Metode penelitian yang digunakan adalah metode quasi eksperimen tipe pre-test dan post-test control group design. Subjek dalam penelitian ini yaitu murid kelas V di SDN 13 Ampenan dimana kelas V(D) sebagai kelas eksperimen dengan jumlah murid 25 dan kelas V(C) sebagai kelas kontrol dengan jumlah murid 26. Instrumen penelitian berupa tes kemampuan berpikir kreatif berbentuk 5 soal uraian yang telah divalidasi. Analisis data dilakukan melalui uji normalitas Kolmogorov-Smirnov, uji homogenitas Levene, dan uji Independent Sample t-test untuk membandingkan hasil antara kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan bahwa rerata kemampuan berpikir kreatif kelas eksperimen meningkat dari 1,89 pada pretest menjadi 2,83 pada posttest, sedangkan kelas kontrol meningkat dari 1,82 menjadi 2,29. Hasil uji Independent Sample t-test menunjukkan nilai t = -8,822 dengan signifikansi p < 0,05, yang menunjukkan adanya perbedaan yang signifikan. Peningkatan kemampuan berpikir kreatif pada kelas eksperimen terlihat pada kemampuan menghasilkan ide, memberikan penjelasan, bekerja sama, dan menciptakan karya kreatif selama proses pembelajaran berlangsung. Berdasarkan hasil tersebut, dapat disimpulkan bahwa model Project-Based Learning (PjBL) berbantuan clay berpengaruh signifikan terhadap kemampuan berpikir kreatif murid kelas V pada materi lapisan Bumi dalam pembelajaran IPAS.

The Effect of Clay-Assisted Project-Based Learning (PjBL) on the Creative Thinking Skills of Fifth-Grade Elementary School Students Regarding the Earth’s Layers

Abstract

Learning on the earth's layers material is still often centered on the teacher so that students have difficulty in understanding abstract concepts and lack the opportunity to develop their creativity. Therefore, this study aims to determine the effect of clay-assisted Project-based Learning on the creative thinking skills of fifth-grade elementary school students on the earth's layers material in science learning. The research method used is a quasi-experimental method with a pre-test and post-test control group design type. The subjects in this study were fifth-grade students at SDN 13 Ampenan where class V(D) was the experimental class with 25 students and class V(C) was the control class with 26 students. The research instrument was a creative thinking ability test in the form of 5 validated essay questions. Data analysis was carried out through the Kolmogorov-Smirnov normality test, Levene's homogeneity test, and the Independent Sample t-test to compare the results between the experimental class and the control class. The results showed that the average creative thinking ability of the experimental class increased from 1.89 in the pretest to 2.83 in the posttest, while the control class increased from 1.82 to 2.29. The results of the Independent Sample t-test showed a value of t = -8.822 with a significance of p < 0.05, which indicates a significant difference. The increase in creative thinking ability in the experimental class was seen in the ability to generate ideas, provide explanations, collaborate, and create creative works during the learning process. Based on these results, it can be concluded that the Project-Based Learning (PjBL) model assisted by clay has a significant effect on the creative thinking ability of fifth grade students on the material of the earth's layers in science learning.