<![CDATA[Arts and Culture learning at the elementary school level often demonstrates limited development of student creativity due to instructional practices that are less varied and insufficiently student-centered. This condition necessitates the application of learning models that are capable of fostering higher-order creative thinking through meaningful learning experiences. The main objective of this study was to analyze and evaluate the effect of Project-Based Learning assisted by Balinese gamelan on students’ creativity by emphasizing higher-order cognitive processes at levels C4–C6. A quantitative approach was employed using a quasi-experimental design with a non-equivalent control group. The research subjects consisted of 39 fifth-grade students, comprising 20 students in the experimental group and 19 students in the control group. Data were collected using creativity assessment instruments administered through pre-test and post-test procedures, which had met validity and reliability criteria. Data analysis included normalized gain score analysis, normality testing, homogeneity testing, and hypothesis testing using pooled variance t-test. The results showed that the experimental group achieved a higher mean normalized gain score (0.464, moderate category) compared to the control group (0.295, low category), with a calculated t-value of 3.814 exceeding the critical value of 2.026 at a 5% significance level. The conclusion, indicate a significant difference in student creativity between the two groups. The implication suggests that Project-Based Learning assisted by Balinese gamelan serves as an effective pedagogical alternative for enhancing creativity in elementary Arts and Culture learning.]]>
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