Improving Elementary School Students' Creativity with the PjBL Model in Science Learning

Abstract

Analyzes the application of a project-based learning approach to foster creativity in sixth-grade students at SDN 03 Selakau, Sambas Regency. The main objective of this study is to compare the level of significance of student creativity that applies the PjBL learning model compared to conventional learning. In line with the increasing challenges of 21st-century education, instilling creativity from an early age is important. The scope of this study is limited to elementary school students with a focus on two main aspects: the application of the PjBL model and increasing student creativity. This analysis was conducted with a quasi-experimental approach, using a research design that is not the same between the control group and the experimental group. These two sample groups were intentionally selected from two different classes. Class A received treatment through a project-based learning (PjBL) approach, while Class B continued using conventional learning. Score collection used descriptive question measuring tools with assessment aspects of question answering skills, expressing ideas quickly, originality, and equipped with observation sheets and product assessments. Creativity test data were analyzed using SPSS statistics using independent sample t-tests. The analysis of this study aims to compare the average scores of the experimental group with the control group. Students who learn with the PjBL model have a higher level of creative thinking skills. Therefore, the PjBL model has been proven effective in developing the creativity of elementary school students. The implications of this study are that  teachers systematically implement the PjBL approach to create active and creative.