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description Journal article public Jurnal Pendidikan IPA Ganesha

Pengaruh Model Pembelajaran Berbasis Proyek Terhadap Kemampuan Berpikir Kreatif Dan Kinerja Ilmiah Siswa

Ni Luh Putu Mery Marlinda
Published 2012

Abstract

Marlinda, Ni Luh Putu Marlinda Mery. 2012. The Effect of Project-based Learning Model on Creative Thinking Ability and Students' Scientific Performance. Thesis. Science Education Study Program, Post-graduate Program of Ganesha University of Education. This thesis has been corrected and approved by the Supervisor I: Prof. Dr. I Wayan Sadia, M. Pd., and Supervisor II: Prof. Dr. I Wayan Suastra, M. Pd. Keywords: project-based learning model (MPjBL), conventional learning model (MPK), the ability to think creatively, and scientific performance. The purpose of this study was to analyze the differences of: (1) creative thinking skills and scientific performance between groups of students who studied using MPjBL and groups of students who learnt using MPK, (2) the ability of creative thinking among the students who studied using MPjBL and groups of students who studied using MPK, and (3) scientific performance between groups of students who studied using MPjBL and groups of students who learnt using MPK. The focus of this research problem is the influence of the learning model of learning based on the ability to think creatively and the science performance of students. This study uses experimental design of non-equivalent post-test only control group design. The population in this study were seventh grade students of Dwijendra Junior High School, Denpasar in the academic year 2011/2012 consisting of 225 students. The sample was taken using random sampling techniques. The data obtained were then analyzed using descriptive statistics and one-way MANOVA. As the follow-up of one-way MANOVA, Least Significant Difference (LSD) was used to test the significance of differences of the average scores of each treatment group. The result of the analyses shows that: there are differences in the ability to think creatively and science performance among groups of students who studied with MPjBL and groups of students who studied with the MPK (F = 21.68, p <0.05). Descriptively, the creative thinking of students in the group of MPjBL obtain the average score of 28.86, while, the creative thinking of students in the group of MPK obtain the average score of 26.73. Further, the scientific performance of students in the group of MPjBL obtain the average score of 21.96, while, the scientific performance of students in the group of MPK obtain the average score of 19.49. Second, there is a difference in creative thinking between groups of students who studied with MPjBL and groups of students who learnt using MPK (F = 16.58, p <0.05) by LSD = 0.519; Δμ = 2.128. Third, there is a difference in scientific performance between groups of students who studied using MPjBL and groups of students who learnt using MPK (F = 28.87, p <0.05) by LSD = 0.897; Δμ = 2.475.

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