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

Marivane de Oliveira Biazus; Saiyidah Mahtari

doi:10.36312/ijece.v1i1.752

Authors

Marivane de Oliveira Biazus University of Passo Fundo
Saiyidah Mahtari Lambung Mangkurat University

DOI:

https://doi.org/10.36312/ijece.v1i1.752

Keywords:

Project-based learning, Creative thinking skills, Secondary school students

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.

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