PENGARUH MODEL PROJECT BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KREATIF PESERTA DIDIK PADA MATERI PERUBAHAN ENERGI

Achmad Rafi Arifandi (uin malang fitk prodi pgmi)

IBTIDAIYYAH : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Vol 5 No 1 (2026): Ibtidaiyyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah

This study aims to examine the effect of the Project Based Learning (PjBL) model on students’ creative thinking skills in IPAS learning on energy transformation material at SDN Tongas Wetan I Probolinggo. The research employed a quasi-experimental method with a matching-only posttest-only control group design. The subjects consisted of two fourth-grade classes: class IV A as the experimental group and class IV B as the control group. Research instruments included an essay-based creative thinking skills test, student response questionnaires, and interviews. Data were analyzed using normality tests, homogeneity tests, and hypothesis testing through the Independent Samples T-Test. The results showed that the experimental class achieved a higher post-test mean score (84.074) compared to the control class (56.6). Hypothesis testing indicated a significance value < 0.05, demonstrating a significant difference between the two groups. These findings confirm that the implementation of the Project Based Learning model has a positive and significant impact on improving students’ creative thinking skills. ABSTRAK Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model Project Based Learning (PjBL) terhadap keterampilan berpikir kreatif peserta didik kelas IV pada pembelajaran IPAS materi perubahan energi di SDN Tongas Wetan I Probolinggo. Penelitian menggunakan pendekatan kuasi eksperimen dengan desain matching-only posttest-only control group design. Subjek penelitian terdiri atas dua kelas, yaitu kelas IV A sebagai kelas eksperimen dan kelas IV B sebagai kelas kontrol. Instrumen penelitian meliputi tes keterampilan berpikir kreatif berbentuk esai, angket respons peserta didik, dan wawancara. Analisis data dilakukan melalui uji normalitas, uji homogenitas, dan uji hipotesis menggunakan Independent Samples T-Test. Hasil penelitian menunjukkan bahwa nilai rata-rata post-test kelas eksperimen (84,074) lebih tinggi dibandingkan kelas kontrol (56,6). Uji hipotesis menunjukkan nilai signifikansi < 0,05 yang berarti terdapat perbedaan signifikan antara kedua kelompok. Temuan ini membuktikan bahwa penerapan model Project Based Learning berpengaruh positif dan signifikan terhadap peningkatan keterampilan berpikir kreatif peserta didik.