(Universitas Islam Negeri Sumatera Utara, Medan, 20371, Indonesia)
(2) Zunidar Zunidar
(Universitas Islam Negeri Sumatera Utara, Medan, 20371, Indonesia)*Corresponding author
AbstractCreativity is a key competency in 21st-century science education, yet conventional teaching methods often fail to adequately foster students' creative thinking. This study aims to examine the effect of the Project-Based Learning (PjBL) model on students’ creativity in science subjects among fifth-grade students at MIS Annajwaturrusydah. A quantitative approach with a quasi-experimental design was employed, involving 60 students divided equally into an experimental group and a control group. Data were collected through creativity tests, interviews, and observations. The independent samples t-test showed a significant difference between the post-test scores of the two groups (p = 0.000). The experimental group’s mean score increased from 10.67 to 19.04, while the control group’s score rose from 7.44 to 11.78. These findings indicate that the PjBL model significantly enhances student creativity compared to conventional instructional methods. The study recommends broader implementation of PjBL in science classes to support students' creative development.
KeywordsProject-Based Learning; PjBL, Student Creativity, Science Education; Teaching; Learning
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DOIhttps://doi.org/10.33122/ejeset.v6i2.862 |
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