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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Devina Santri
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HUBUNGAN KREATIVITAS DAN HASIL BELAJAR DALAM MODEL PROJECT-BASED LEARNING: SEBUAH STUDI LITERATUR BERBASIS ANALISIS KORELASI Devina Santri; Andrini Rosa Putri Siregar; Almira Amir
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.39568

Abstract

21st-century learning emphasizes the importance of mastering higher-order thinking skills, including creativity, as a key ability to solve problems and generate new ideas. Project-Based Learning (PjBL) is regarded as an effective instructional model for fostering creativity through authentic, collaborative, and product-oriented project activities. This literature review aims to examine the relationship between students’ creativity and learning outcomes in the implementation of PjBL by reviewing quantitative studies that employ correlation analysis. The reviewed articles were sourced from national journals and proceedings published between 2021 and 2025 that include variables of creativity and learning outcomes and are relevant to PjBL. The analysis was conducted by examining the types of correlation, sample sizes, and correlation coefficient values. The findings indicate a positive and significant relationship between creativity and learning outcomes, with correlation strengths ranging from moderate to very strong. These results confirm that creativity plays an important role in the success of project-based learning and should be developed in a systematic manner.
DAYA PEMBEDA SOAL, INDEKS KESUKARAN SOAL DAN EFEKTIFITAS OPSI Murni Ati; Devina Santri; Mariam Nasution
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52588

Abstract

This study aims to examine the concepts and roles of item discrimination index, item difficulty index, and distractor effectiveness as indicators of item quality in educational assessment through a literature review approach. The research was conducted by collecting and analyzing various relevant sources, including books, scientific journals, research articles, and academic documents discussing item analysis. The obtained data were analyzed descriptively to provide a comprehensive understanding of the functions and characteristics of these three aspects. The findings indicate that the discrimination index reflects an item's ability to distinguish between high- and low-achieving students, the difficulty index measures the level of item difficulty, and distractor effectiveness evaluates the functionality of incorrect answer choices in multiple-choice tests. These three components complement one another in determining the quality of assessment instruments, enabling more valid, reliable, and objective measurement of student learning outcomes. Therefore, understanding and applying the analysis of item discrimination, item difficulty, and distractor effectiveness are essential in developing high-quality assessment instruments that support the improvement of teaching and learning processes as well as student achievement.
Co-Authors Almira Amir Andrini Rosa Putri Siregar Mariam Nasution Murni ati