The Effect of the Project Based Learning Model on the Students Creative Thinking Ability in Fluid Materials
DOI:
10.29303/jossed.v7i2.15093Published:
2026-10-26Downloads
Abstract
This research set out to see whether the Project Based Learning approach actually makes a difference to Year 11 students’ creative thinking when tackling fluid topics. A quasi-experimental method was applied, using a nonequivalent control group setup. The population covered 126 students from the science stream at SMAN 9 Mataram (academic year 2025/2026). Samples were chosen purposively: Class XI Saintek 2 (28 pupils) acted as the experimental group, while XI Saintek 4 (34 pupils) served as the control. Data was gathered through pre- and post-tests consisting of six validated essay-style questions, all checked for reliability, difficulty level, and discrimination power. The analysis was run via IBM SPSS Statistics 27, including normality, homogeneity, and MANOVA testing. Findings showed a notable jump in creative thinking scores in the experimental group (from 38.24 to 78.00), compared to a more modest rise in the control group (41.91 to 67.40). The MANOVA result (Pillai’s Trace = 0.001 < 0.050) confirmed a statistically significant difference. In short, PBL clearly had a meaningful impact on students’ creative thinkin quite a solid outcome, to be fair.
Keywords:
Creative thinking ability Fluid Project Based Learning modelReferences
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