The Effect of Project-Based Learning Assisted by Simple Solar Panels on Students' Creativity in the Topic of Renewable Energy
DOI:
10.29303/jossed.v7i2.16461Published:
2026-10-31Downloads
Abstract
Creativity is an essential competence in physics learning, yet lecture-dominated lessons with few teaching aids may provide limited opportunities for its development. This study aimed to examine the effect of Project Based Learning (PjBL) assisted by a simple solar panel on tenth-grade students' creativity in renewable energy. A quasi-experimental non-equivalent control group design was conducted at SMA Negeri 2 Gerung in the 2025/2026 academic year. Purposive sampling selected class X-1 as the experimental group (19 students) and class X-2 as the control group (18 students). Creativity was measured using an eight-item essay test covering fluency, flexibility, originality, and elaboration. The instrument had a Cronbach's Alpha coefficient of 0.731. Mean pretest scores were 41 for the experimental group and 40 for the control group, while mean posttest scores were 84 and 79, respectively. The reported t-test yielded t = 2.269, exceeding the critical value of 2.030 at the 5% significance level. However, the available analysis does not report the exact p-value, confidence interval, or effect size, and does not explicitly adjust for baseline scores. Therefore, the findings should be interpreted cautiously and strengthened through further analysis that accounts for pretest scores
Keywords:
Creativity Project Based Learning Renewable energy Simple solar panel Quasi-experimentReferences
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