THE IMPACT OF PROJECT-BASED LEARNING ON CREATIVE THINKING AND COGNITIVE LEARNING OUTCOMES AMONG HIGH SCHOOL STUDENTS

Creative thinking skills are high-level abilities that must be possessed by students in this globalization era. Creative thinking skills can be developed through learning that can involve students directly in the learning process. The Project-based learning model is a learning model that can involve students actively in the learning process. This study aims to determine the effect of the Project-Based Learning (PjBL) learning model to improve students' creative thinking skills on thermodynamics material. The population of this study was all XI IPA classes at SMAN 1 Pandeglang. The research sample was 30 students in class XI IPA 8 as the experimental class and 31 students in class XI IPA 1 as the control class. The research method used is a quantitative. This type of research is a quasi-experimental research design with a pretest-posttest nonequivalent control group design. The instruments used in this study were essay test questions with indicators of creative thinking ability, student response questionnaires, and observation sheets of learning implementation. The results of this study indicate an increase in learning outcomes (posttest) resulting in an N-gain calculation with a score of 0.62 for the experimental class which is higher than the score of 0.27 for the control class. With the help of the SPSS application version 26, it produces a prerequisite test that show the data is normally distributed and has the same/homogeneous variance. The results of the hypothesis test (t-test) using the Independent Sample T-Test test, the results show that there is an influence using the project-based learning (PjBL) model on students' creative thinking skills with a significance value of 0.000. This concludes that the project-based learning learning model can improve and influence students' creative thinking skills on thermodynamic material.

The advancement of the educational paradigm in the XXI century requires individuals to become qualified Human Resources (HR). Qualified individuals are individuals who are able to organize, utilize, and be able to develop their skills, one of which is creative thinking skills. How to optimize the application of creative thinking skills, it is necessary to implement learning by integrating creative thinking skills in each course. In accordance with one of the achievements of the profile of the Human Anatomy and Physiology course, which is being able to plan investigations independently, creatively and innovatively by finding, analyzing, and solving problems in the field of Human Anatomy and Physiology. This research is a preliminary study in identifying problems that occur in undergraduate students of Biology Education UM so that solutions can be found in an effort to improve creative thinking skills and student cognitive learning outcomes. This type of research is descriptive research. The data collection instruments consisted of a questionnaire and test questions for creative thinking skills and students’ initial cognitive learning outcomes. The research data were analyzed using descriptive statistics. The results of the preliminary study in the form of giving test questions to see the initial ability of creative thinking skills and student cognitive learning outcomes showed that the mean score of creative thinking skills was 4.28 and the mean score of cognitive learning outcomes was 41.42, including in the low category. Low creative thinking skills and student cognitive learning outcomes are related to student difficulties in understanding the concepts contained in the teaching materials used. Teaching materials in the form of e-modules have never been used by students in learning (65%). The learning method that is often applied is the presentation and discussion method (96%). Based on the preliminary study conducted, it can be concluded that guided inquiry-based e-modules can be developed based on the results of research to improve students’ creative thinking skills and cognitive learning outcomes.

The use of guided project and inquiry methods theoretically encourages students to think creatively to solve problems in the real environment, train students to work together in groups, and produce products that are meaningful to students. This study aims to determine (1) the difference in the effect of the project method and guided inquiry on creative thinking skills and students' cognitive learning outcomes. (2) the effect of the guided inquiry and project method on students' creative thinking abilities (3) the effect of the guided inquiry and project method on students' cognitive learning outcomes (4) the effect of the project method on students' creative thinking abilities (5) the effect of project methods on students' cognitive learning outcomes (6) the influence of the guided inquiry method on students' creative thinking skills. (7) the effect of the guided inquiry method on students' cognitive learning outcomes. on recycled class V waste materials at SD Negeri 3 dasan lekong. Academic year 2020/2021. The type of this research is Quasi Experiment Control Group Experiment Posttest Only Design. The population is all students of class V, totaling 48 students. Which consists of class VA and class VB. The sample used in this study were all fifth grade students. The sampling technique was randomized groups. Namely class VA as an experimental class using the project method, and class VB as a control class using the guided inquiry method. Based on the results of the analysis of the MANOVA test simultaneously, a significance value of 0.018 < from 0.05 was obtained, so it was said that there was a difference in the effect of the project method and guided inquiry on creative thinking skills and students' cognitive learning outcomes, while partially there was a difference in the effect between the project method and the inquiry method. guided by the creative thinking ability and cognitive learning outcomes of students with p-value p-value 0.164 Pillai's Trace > from a significance level of 0.018, p-value 0.836 Wilks' Lambda and a significant value of 0.018, p-value 0.196 Hotelling's Trace and a significant value of 0.018, p-value 0.196 and 0.018 Roy's Largest Root. The conclusion is that there is a difference in the effect between the project method and guided inquiry on students' creative thinking abilities and cognitive learning outcomes.

This study aims to develop learning devices with a project-based learning model in order to improve students' creative thinking skills in physics subjects on renewable energy material. This type of research is research and development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). This research was conducted at SMAN 1 Semarang with the research subjects being a physics teacher and 10th grade students. The research instruments consist of three types, including 1). Feasibility test using a questionnaire sheet, 2). Practicality test using observation sheets and questionnaires, and 3). Effectiveness test using creative thinking skills questions on renewable energy material. Research data related to the effectiveness test in the form of pre-test and post-test were analyzed using the N-gain test. Based on the data analysis, the results obtained include 1). The results of the validation of the learning devices with an average percentage value of 79% (high), 2). The results of the physics teacher's response regarding the practicality of the learning devices obtained a percentage of 83% (very practical), and 3). The results of the effectiveness test using the N-gain test showed that there was an increase in students' creative thinking skills on the renewable energy material taught using the project-based learning (PjBL) model learning device. So it can be concluded that the use of project-based learning models can improve students' creative thinking skills in studying material about renewable energy.

Creative thinking skills are demans on 21st century competencies, and this is an ability that students must have in the independent curriculum. Cognitive learning outcomes are a form of achievement of students’ knowledge after learning. This research aims to analyze the effect of the project-based learning model on the creative thinking ability and cognitive learning outcomes of students at Senior High School 11 Muaro Jambi. The research design used Pretest-Posttest Non-Equivalent Control Group Design. The research sample consisted of 58 students of class XI Phase F students taken by purposive sampling. Data obtained through observation and tests. Data analysis using One Way MANCOVA to verify hypothesis data. The results showed that the average creative thinking ability and cognitive learning outcomes in project-based learning were higher than problem-based learning. The results of the analysis concluded that the use of project-based learning model affects the creative thinking ability and cognitive learning outcomes of students. Therfore, the project-based learning model is recommended to be applied to support the implementation of the independent curriculum in high school as an effort to maximize learning.

Education in 21st Century has supported use of the 2013 Curriculum which demands skills, one of which is creative thinking skills. This skill demand is inversely proportional to the real conditions in class XI MIPA 3 SMAN 2 Malang. Initially, creative thinking skills showed an average of 50.20%, indicated that student still had difficulty writing many different answers and were not equipped with details, used the language of books and the internet, did not see problems from various directions. Low cognitive learning outcomes are proven by the 2020/2021 odd semester exam scores with 41.39% of students getting scores below the KKM. Teachers have difficulty implementing learning models during the Covid-19 pandemic. The research aims to improve creative thinking skills and cognitive learning outcomes using the POGIL model combined with a digital mind map based on online learning. The research aims to improve students’ creative thinking skills and cognitive learning outcomes using POGIL model combined digital mind map based on online learning. The method uses Classroom Action Research with Kemmis & Mc Taggart design. Collecting data through creative thinking questions from UKBM, digital mind map, and pretest-posttest. The results of the cycle I and cycle II showed an increase in creative thinking skills from 78.37 to 86.26 (UKBM) and 83.74 to 91.50 (digital mind map), the average class cognitive learning outcomes from 78.90 to 80.29, and classical cognitive completeness by 80.65% to 87.10%. The increase was due to the integration of guided inquiry, cooperative, and digital mind map that we're able to create an active atmosphere, creative thinking, teamwork, and concept formation

This study aims to determine the effect of implementing STEM-integrated PJBL on students' creative thinking skills and cognitive learning outcomes. This research is quasi-experimental with a two-group pretest-posttest design. The research population is all grade 11th IPA SMAN 3 Bungo students, and the sample was determined by random sampling. Three projects conducted by the students were water pump free energy, fountain free energy, and air bubble generator. Two instruments of creative thinking test in essay form and multiple-choice for learning outcome test were used. The averages of pretest results of creative thinking and learning outcomes were 27.97 and 30.00 for the experiment class and 30.16 and 30.31 for the control, respectively. This shows that initial student ability in both the creative thinking skill and learning outcome of both types are level. STEM integrated PJBL was then used in the experiment class, and a conventional learning strategy was used for the control class. The average posttest results indicate that the student creative thinking skill of the STEM integrated PJBL class (82.81) is significantly higher than that of the control (36.72). Contrast with the posttest learning outcome showed no difference. These results show that the students actively engaged with the projects in the STEM integrated PJBL class improved their creative thinking skills significantly compared to the control class. This research's main finding is that implementing the STEM-integrated PJBL effectively enhances students' creative thinking skills. Manova analysis shows the students of the experiment class scored 76% in high and 63% in medium categories for both the creative thinking skills and learning outcome, respectively.

Interactive multimedia based on Adobe Director, as a learning medium, is important in optimizing students’ learning outcomes. This study aimed to develop interactive multimedia in Arthropod topic as a learning media based on Adobe Director in optimizing students’ cognitive learning outcomes as well as their creative thinking skills. This Research and Development (R & D) adopted Lee and Owens model. The validity of the media developed was assessed by material and media experts. The product trial was done by involving ten of X graders. The students' cognitive learning outcomes and creative thinking skills were measured using pretest and posttest. The data obtained were then analyzed using N-gain calculation. The results showed that the interactive multimedia based on Adobe Director was categorized as feasible (based on material expert) and very feasible (based on media expert). The N-gain scores of cognitive learning outcomes of C1, C2, C3, C4 were 0.70, 0.75, 0.71, and 0.56 respectively. Moreover, the N-gain scores of creative thinking skills were 0.55 (widening), 0.43 (connecting), and 0.73 (reorganizing). It can be concluded that the interactive multimedia based on Adobe Director developed is feasible and able to improve cognitive learning outcomes and students' creative thinking skills.

This research is about the implementation of e-module based on Problem Based Learning (PBL) to knows the creative thinking skills and cognitive learning outcomes. Creative thinking skills are skills in 21st century learning to measure students’ learning problem-solving abilities. The research method used was a pre-experimental one-group pretest- posttest design in the Endocrinology class, biology study program, State University of Malang. The results of the study were seen from the acquisition of pretest and posttest scores for the experimental class. The average pretest score for creative thinking skills was 51.7 and the posttest average score was 72.1 with a gain score of 0.39. The mean value of the pretest cognitive learning outcomes 34.4 and the average posttest 63.3 with gain value of 0.4. The results showed that the implementation of PBL-based e-module could improve students’ creative thinking skills and cognitive learning outcomes in biology students’ endocrinology material.

Project-Based Learning (PjBL) is highly relevant learning with a 21st century paradigm and competency framework formulated in the Partnership for 21st Century Skills, where 21st century student outcomes include learning and innovation skills that include creativity and innovation skills, thinking critical, and problem solving skills. , communication and collaboration skills (Partnership for 21st Century Skills, 2008). Based on observations of student learning at SMKN 6 Mataram, it shows that student learning outcomes are low (60% of students have not yet completed studying chemistry), and based on a search for alumni in October 2021, the alumni unemployment rate reaches 59.72%, the Project-based learning model (PjBL) is one way to do this. to resolve the issue. The PjBL learning model has a positive influence in improving problem solving, critical thinking, and creativity (Selçuk et al., 2013). This is supported by Miftahurrohmah et al 2021 who said that project-based learning using Zoom Meetings can have a positive influence on creative thinking skills and mastery of concepts. Therefore, it is necessary to train on “The Effectiveness of Project-Based Chemistry Learning on Concept Understanding and Creative Thinking Skills for Vocational Students. The training was held at SMKN 6 Mataram in April 2022. The population in this study were all X grade students of SMKN 6 Mataram in the 2021/2022
 academic year. The sampling technique in this training uses the "purposive sampling" technique. The sample to be taken is class X DPIB which uses a project-based learning model. This sampling is based on the material to be tested, namely acid and base. There are two variables in this training, namely the independent variable and the dependent variable. The independent variable is a project-based learning model, where the project used is the identification of acids and bases on several building materials and materials that are often used in everyday life, while the dependent variable is mastery of concepts with six indicators, namely remembering, understanding, and understanding. apply (apply), analyze (analyze), evaluate (evaluate), create (create). and creative thinking skills with indicators of Fluency, flexibility, originality and elaboration. The type of data used in this training is quantitative data in the form of a Chemistry concept mastery test and a Creative Thinking Test. The effectiveness of the Project-based learning model for students of SMKN 6 Mataram on acid-base material can be determined by taking into account the pretest and posttest scores obtained by students. Based on the data obtained, it shows that project-based learning is effective in increasing students' understanding of concepts with a learning mastery percentage of 78%, and high effectiveness in improving students' creative thinking skills with an N gain of 81.79%.

This research was aimed to describe (1) the implementation; (2) students' creative thinking skills; (3) students' cognitive learning outcomes; (4) student responses in the implementation of the IBSC (Investigation Based Scientific Collaborative) learning model based on e-learning. This is a pre-experimental study with One-Group Pre-test-Post-test Design. The sample in this study were students of class XI MIPA 2 SMA Walisongo Gempol. Data were collected through tests, observations, and questionnaires with creative thinking skills test instruments, observation sheets on the implementation of IBSC (Investigation Based Scientific Collaborative) learning model, fluency indicator observation sheets, and student response questionnaires to the IBSC (Investigation Based Scientific Collaborative) model. The data are analyzed descriptively and statistically through the Wilcoxon test with α = 0.05. The conclusions from the research are (1) the implementation of the IBSC (Investigation Based Scientific Collaborative) learning model based on e-learning to improve the creative thinking skills of class XI MIPA2 students is categorized as very good; (2) students' creative thinking skills in e-learning-based IBSC (Investigation Based Scientific Collaborative) learning have increased; (3) students' cognitive learning outcomes in e-learning-based IBSC (Investigation Based Scientific Collaborative) learning are complete; (4) student response to the IBSC (Investigation Based Scientific Collaborative) learning model based on e-learning is positive.

Purpose : A correlational research was conducted to reveal the correlation between critical thinking and creative thinking skills on students' cognitive learning results in inquiry learning strategy and to reveal the contribution of critical thinking skills and creative thinking skills to students’ cognitive learning results. Method: The population of this research was students of Biology Education Study Program in the Education and Teacher Training Faculty of Jambi University, Indonesia in the semester of 2017/2018 academic year. The instrument used was an essay test to measure students’ critical and creative thinking skills, and their cognitive learning results. The data were analyzed using multiple regression analysis with the assistance of SPSS version 16 for Windows program at 5% level. Findings: The results showed that: (1) there was a significant correlation between critical thinking skills and creative thinking skills on cognitive learning results, (2) the contribution of critical thinking skills and creative thinking skills simultaneously to cognitive learning results was 72.80%, (3) the effective contribution of creative and critical thinking skills to cognitive learning results was 64.91% and 7.89% respectively. Implications for Research and Practice : Lecturers can consider inquiry strategies as an alternative learning, especially for new students in universities to empower critical thinking skills and creative thinking skills, based on research results, that may have a big contribution to cognitive learning results.

Critical and creative thinking skills are competencies needed in the 21st century. Therefore, a learning model is needed that can improve both competencies, namely the local history-based project-based learning (PjBL) model. The purpose of this study was to determine the effectiveness of the local history-based Project-based Learning (PjBL) model in improving students' critical and creative thinking skills in history learning. This study used a quasi-experimental method with a pretest-posttest control group design. The study was conducted in class X with a sample of 170 people. Data collection used observation using an assessment rubric for students' critical and creative thinking skills, while data analysis used Manova with the help of SPSS 25.0. The results showed that the critical thinking skills of the group that learned using the local history-based PjBL model were better than the group that learned using the conventional model (mean PjBL group = 71; mean conventional group = 60). Likewise, the creative thinking skills of students in the local history-based PjBL group were better than students who learned using the conventional model (mean PjBL group = 81; mean conventional group = 59). This result is reinforced by the results of the Manova test where the F value for Pillai's Trace, Wilks' Lambda, Hotelling's Trace, and Roy's Largest Root is 2466.745 with significance (Sig.) = 0.000 <0.05. Likewise with the Tests of Between-Subjects Effects for critical thinking (F = 1222.236; p <0.001) and creative thinking (F = 4483.554; p <0.001) which means that the integrated PjBL model of Local History is effective in improving students' critical thinking and creative thinking skills both simultaneously and partially.

The effect of Project Based Learning (PjBL) model and learning independence, on creative thinking skills in the material of multiplication and division of whole numbers. This study aims 1) to determine the effect of the PjBL model on creative thinking skills of grade V elementary schools in Bantul district; 2) to determine the effect of learning independence on creative thinking skills of grade V elementary schools in Bantul district, (3) to determine the interaction effect of PjBL and learning independence on creative thinking skills in Bogor district. The research method used was experimental. Data analysis using Analysis of Variance (ANOVA). From the results of the research analysis concluded 1 There is a significant effect of PjBL model on creative thinking skills of fifth grade elementary school in Bantul district. This is evidenced by the acquisition of Sig = 0.008 < 0.05 and Fcount = 8.517. (2) There is a significant effect of learning independence on creative thinking skills of fifth grade elementary school in Bantul regency. This is evidenced by the acquisition of Sig value = 0.000 < 0.05 and Fcount = 36.057. (3) There is a significant interaction effect of PjBL model and learning independence on creative thinking skills of fifth grade elementary school in Bantul district. This is evidenced by the acquisition of Sig value = 0.032 < 0.05 and Fcount = 5.864. The improvement of mathematics learning outcomes has an important learning independence in the learning process. The conclusion of this research is that the PjBL model provides opportunities for students to explore activities and learning independence.

Critical and creative thinking skills are essential 21st century competencies needed to prepare students for global challenges and an evolving workforce. Despite their importance, the 2018 PISA results indicate that Indonesian students still exhibit low critical thinking skills, underscoring the need for more effective learning approaches. This take a look at goals to investigate the effect of the STEM-based Project-Based Learning (PjBL) model on critical and creative thinking skills through a meta-analytic approach. The analysis included 20 articles published between 2018 and 2024, covering two variables: subject domains and learning materials. The findings discovered that STEM-based PjBL had a big impact, with excessive average impact sizes for essential questioning abilities, in particular in dynamic fluid topics, and for creative wondering talents in biodiversity subjects. PjBL combined with the STEM method effectively enhances students' analytical, communication, and collaboration skills through active engagement in real-world problem-solving. Therefore, the STEM-based PjBL model is a relevant approach to fostering critical and creative thinking skills in 21st-century education.