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All Journal Indonesian Journal of Educational Innovation
Khaerul Anam
State Islamic University (UIN) of Mataram
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Effectiveness of the Project-Based Learning (PjBL) Model on Students’ Creativity Rina Martiana; Lalu Muh Rudi Susanto; Khaerul Anam; Heri Rismawan
Indonesian Journal of Educational Innovation Vol. 1 No. 2 (2025): August
Publisher : Yayasan Siti Widhatul Faeha Salahudin Syawal

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Abstract

The use of teacher-centred learning in schools has become a common issue in education. This study aims to analyze the effectiveness of the Project-Based Learning (PjBL) model on students' creativity. The objective of this study is to examine and analyze the effectiveness of the ProjectBased Learning (PjBL) model in enhancing students' creativity. The research method employed a quantitative descriptive approach with a one-group pretest-posttest design, involving 18 students from class XI at MA Pondok Pesantren Darul Muhsinin as the sample. Data was collected through tests. The analysis results showed that the implementation of PjBL in class XI increased student scores, improving learning outcomes from a pretest score of 38.6 to a posttest score of 67.7. There was a significant difference between the pretest and posttest scores, indicating that Project-Based Learning is an effective method for enhancing students' creativity in learning.
The Effect of The Project-Based Learning Model on High School Students' Science Process Skills Rizka Sofia Irawan; Samsul Sahidi; Rifdah Fadhilah; Ridha Zulfatun Nafisah; Khaerul Anam
Indonesian Journal of Educational Innovation Vol. 1 No. 3 (2025): December
Publisher : Yayasan Siti Widhatul Faeha Salahudin Syawal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65622/ijei.v1i3.155

Abstract

Project-Based Learning is an instructional strategy that improves students' Science Process Skills (SPS) by involving them in hands-on scientific project design and implementation. This study investigates the effect of PjBL on students’ SPS, focusing on skills such as observing, generating hypotheses, planning experiments, using tools and materials, collaborating in groups, and communicating scientifically. The research follows a quasi-experimental design with a pretest-posttest control group, including two XI classes at SMAN 1 Lembar, selected through purposive sampling. One class (XI-1) is assigned to the experimental group, which uses PjBL, while the other (XI-2) is the control group, which follows traditional teaching methods. The study uses a science process skills test as the research instrument. The N-Gain analysis showed a moderate improvement of 0.335 in the experimental group, compared to a minimal improvement of 0.011 in the control group. A t-test (t = 6.84 > t = 1.673 at the 5% significance level) confirmed the significant effect of PjBL. The results indicate that PjBL effectively enhances students’ scientific skills, critical thinking, and creativity, making it a viable and innovative approach for science education. These results suggest that PjBL can be foundational to developing more integrated, context-driven approaches to science learning.
Co-Authors Heri Rismawan Lalu Muh Rudi Susanto Ridha Zulfatun Nafisah Rifdah Fadhilah Rina Martiana Rizka Sofia Irawan Samsul Sahidi