Pengaruh Model Project Based Learning Berbasis Daur Ulang Sampah terhadap Keterampilan Berpikir Kreatif Siswa

Hilia Rahmadina; Siti Nurhidayati; Baiq Muli Harisanti

doi:10.36312/educatoria.v6i3.1630

Authors

Hilia Rahmadina Program Studi Pendidikan Biologi, Fakultas Sains, Teknik, dan Terapan, Universitas Pendidikan Mandalika, Jalan Pemuda Nomor 59A, Mataram, Nusa Tenggara Barat 83125, Indonesia
Siti Nurhidayati Program Studi Pendidikan Biologi, Fakultas Sains, Teknik, dan Terapan, Universitas Pendidikan Mandalika, Jalan Pemuda Nomor 59A, Mataram, Nusa Tenggara Barat 83125, Indonesia
Baiq Muli Harisanti Program Studi Pendidikan Biologi, Fakultas Sains, Teknik, dan Terapan, Universitas Pendidikan Mandalika, Jalan Pemuda Nomor 59A, Mataram, Nusa Tenggara Barat 83125, Indonesia

DOI:

https://doi.org/10.36312/educatoria.v6i3.1630

Keywords:

Waste Recycling, Creative Thinking Skills, Project-Based Learning, Science Education, Environmental Education

Abstract

Creative thinking skills are essential in science education; however, teacher-centered instruction often limits students' opportunities to generate diverse alternative solutions. This study aimed to analyze the impact of a waste-recycling-based Project-Based Learning (PjBL) model on the creative thinking skills of 7th-grade students regarding the topic of interactions between living organisms and their environment. A quasi-experimental method with a non-equivalent control group design was employed. The sample consisted of 62 students, divided into an experimental group (31 students) and a control group (31 students). Data were collected through creative thinking skills tests, observations of lesson implementation, project assessments, and documentation, and subsequently analyzed using N-Gain and Mann-Whitney U tests. The results showed that the average pre-test and post-test scores for the experimental group rose from 39.32 to 67.45, while the control group increased from 41.45 to 54.16. The Mann-Whitney U test revealed a significant difference between the two groups (p < 0.001). The experimental group's N-Gain score was 0.46 (moderate category), which was higher than the control group's score of 0.22 (low category). Thus, the waste-recycling-based PjBL model has a significant impact and fosters greater improvement in students' creative thinking skills. This model offers a viable alternative for science instruction by integrating creativity, problem-solving, and environmental awareness.

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