Abstract

This study aims to examine the effect of project-based chemistry learning models on cearning completeness and student creativity through the Chemsong video making project. The research method uses the pretest-posttest control group design while the data analysis uses the parametric statistical test that is N-gain, the independent sample t test and the sample t-test paired test. The sample in this study was obtained by cluster random sampling technique from the population of all students of SMK N 8. The gain normality test showed that the average results of the pretest-posttest clasical learning completeness increased by 0.53 with the criteria being in the experimental class and the control class at 0,31 with moderate criteria. The results of the independent sample t-test showed that there was a significant difference in the classical learning completeness of the experimental and control group students, which was 4.56 greater than t critic 1.98 with a significance level of 5%. In the paired sample t test, the value of sig. (2-tailed) of 0,000 <0.05. Whereas the results of student creativity t-test obtained sig values. (2-tailed) of 0,000 <0.05. So it can be concluded that the application of the chemistry learning model based on the Chemsong video project has an effect on improving student mastery learning and creativity.

Highlights

  • Learning outcomes are the results of measurements and assessments of business and learning processes

  • The data obtained were statistically analyzed with the n-gain test to find out how much the improvement of students' creativity, the independent sample t test to find out the difference in the average of the experimental and control classes and the paired sample t test to find out the effectiveness of the increase in student creativity in the experimental class

  • This research data in the form of mastery learning and student creativity data obtained from test scores and student observation sheets of the experimental class and the control class

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Summary

Introduction

Learning outcomes are the results of measurements and assessments of business and learning processes. Three main factors affect learning outcomes, namely cognitive ability, achievement motivation, and quality of learning. In line with learning outcomes, creativity in the 21st century has an important role to improve the quality of education in all fields of learning including science, technology, engineering and mathematic (Wahida, 2015). Creativity is one of the important components in contextual learning in order to be able to successfully face a complex world. Can train critical thinking, mastering technology, cooperating, and collaborating is very necessary in solving problems. Creativity is one of the 21st century skills needed by students in facing technological advancements and their future career preparation (Bell, 2010; Hanif et al, 2019). With the ability to think creatively students are able to build their knowledge through the ability to observe, ask, analyze and produce a pretty good analysis (Dariman, 2019)

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