Electronic Theses and Dissertation

Rendahnya keterampilan berpikir kreatif siswa dalam pembelajaran abad 21 menjadi permasalahan utama dalam penelitian ini. Kondisi ini diperkuat oleh kenyataan bahwa penerapan model pembelajaran yang berfokus pada keterampilan berpikir kreatif, seperti model project based learning belum maksimal dilaksanakan di sekolah sebagaimana ditemukan dalam observasi awal. Data PISA tahun 2022 Indonesia menempati peringkat ke-67 dari 81 negara dalam kategori literasi sains dan berpikir tingkat tinggi. Tujuan dari penelitian ini adalah untuk menganalisis model project based learning terhadap keterampilan berpikir kreatif siswa SMA abad 21 pada materi fisika. Penelitian ini menggunakan pendekatan mixed methods dengan desain pre-eksperimental (one group pretest-posttest design). Populasi penelitian ini adalah seluruh siswa kelas XI IPA yang terdiri dari tiga kelas dengan mengambil sampel satu kelas yaitu kelas XI IPA 2 SMA Negeri 12 Banda Aceh yang berjumlah 35 orang, dipilih dengan random sampling. Instrumen penelitian meliputi tes keterampilan berpikir kreatif (pretest dan posttest), angket keterampilan berpikir kreatif, angket respon siswa, lembar observasi guru, dan validasi instrumen oleh pakar. Data kuantitatif dianalisis menggunakan N-Gain Score, sedangkan data kualitatif dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa nilai rata-rata N-Gain sebesar 0,68 termasuk kategori sedang. Peningkatan paling tinggi terjadi pada indikator fluency 0,79 berkategori tinggi, diikuti flexibility 0,71 berkategori tinggi, originality 0,67 berkategori sedang dan elaboration 0,51 berkategori sedang. Hasil penelitian yang diperoleh dari angket berpikir kreatif menunjukkan nilai indikator tertinggi terdapat pada indikator Fluency (kelancaran) sebesar 88,16. Respon siswa terhadap pembelajaran berada pada kategori sangat baik untuk seluruh indikator keterampilan berpikir kreatif. Dapat disimpulkan bahwa model Project Based Learning dapat menigkatkan keterampilan berpikir kreatif siswa SMA abad 21, khususnya pada pembelajaran fisika materi termodinamika.

The low level of students' creative thinking skills in 21st-century learning has become the main problem addressed in this study. This condition is supported by the fact that the implementation of learning models focusing on creative thinking skills, such as the project-based learning model, has not been optimally applied in schools, as found in the preliminary observations. According to the 2022 PISA data, Indonesia ranked 67th out of 81 participating countries in the categories of scientific literacy and higher-order thinking skills. The aim of this study is to analyze the effectiveness of the project-based learning (PjBL) model in enhancing 21st-century creative thinking skills among senior high school students in the context of physics learning. This research employed a mixed-methods approach with a pre-experimental design (one-group pretest-posttest design). The population consisted of all eleventh-grade science students (Class XI IPA) from three classes, with one class selected as the sample class XI IPA 2 at SMA Negeri 12 Banda Aceh, comprising 35 students chosen through random sampling. The research instruments included creative thinking skills tests (pretest and posttest), student response questionnaires, teacher observation sheets, and expert-validated instruments. Quantitative data were analyzed using the N-Gain Score, while qualitative data were analyzed descriptively. The results showed that the average N-Gain score was 0.68, which falls into the medium category. The highest improvement was found in the fluency indicator (0.79, high category), followed by flexibility (0.71, high), originality (0.67, medium), and elaboration (0.51, medium). The creativity questionnaire results indicated the highest score was in the fluency indicator at 88.16. Student responses to the learning process were categorized as very good across all creative thinking skill indicators. It can be concluded that the Project-Based Learning model can improve senior high school students' creative thinking skills in 21st-century learning, particularly in thermodynamics material in physics.