Electronic Theses and Dissertation

Hasil observasi di SMA Negeri Montasik didapatkan 67% siswa belum memenuhi ketercapaian tujuan pembeljaran (KKTP), dan hanya 33% saja yang mencapai KKTP. Hal tersebut disebabkan oleh kreativitas siswa yang sangat rendah. Penelitian ini bertujuan menganalisis pengaruh model pembelajaran Project Based Learning berbasis STEM terhadap kreativitas siswa dalam pembelajaran fisika di SMA. Metode penelitiannya menggunakan pendekatan quasi experimental design dan desain nonequivalent control group. Masing-masing kelas kontrol dan eksperimen sebanyak 33 siswa. kelas eksperimen menerapkan model PjBL berbasis STEM, kelas kontrol menerapkan model discovery learning. Pengumpulan data penelitian ini melalui instrumen non tes (modul ajar, LKPD, Observasi keterlaksanaan pembelajaran, angket respon siswa), dan instrumen tes (Soal pretest dan posttest). Data hasil penelitian dianalisis dengan uji-t independen, dan uji N-Gain. Hasil perhitungan uji-t menunjukkan nilai t_hitung 5,792 dan t_(tabel ) 1,998 (t_hitung> t_(tabel )), artinya terdapat perbedaan kreativitas yang signifikan ∝=0,05. Sedangkan N-Gain untuk melihat peningkatan kreativitas kedua kelas tersebut, kelas eksperimen mencapai 0,42 (kategori sedang), lebih tinggi dibandingkan kelas kontrol sebesar 0,19 (kategori rendah), dengan peningkatan pada seluruh indikator kreativitas meliputi fluency, flexibility, originality, dan elaboration. Dapat disimpulkan bahwa model PjBL berbasis STEM berpengaruh terhadap kreativitas siswa dan layak dijadikan alternatif model pembelajaran fisika di SMA.

Observations at SMA Negeri Montasik revealed that 67% of students had not met the learning objective achievement criteria (KKTP), while only 33% had met them; this was attributed to very low student creativity. This study aimed to ana-lyze the impact of the STEM-based Project-Based Learning (PjBL) model on stu-dent creativity in high school physics instruction. A quasi-experimental design with a non-equivalent control group was employed, with 33 students in each of the control and experimental classes. The experimental class utilized the STEM-based PjBL model, while the control class used the discovery learning model. Da-ta collection involved non-test instruments (teaching modules, student work-sheets, lesson implementation observations, and student response questionnaires) and test instruments (pre-test and post-test questions). The data were analyzed using an independent t-test and the N-Gain test. The t-test results showed a calcu-lated t-value of 5.792 and a t-table value of 1.998 (t-calculated > t-table), indi-cating a significant difference in creativity at the α=0.05 level. Regarding the N-Gain analysis of creativity improvement, the experimental class achieved a score of 0.42 (medium category)—higher than the control class's 0.19 (low category)—with improvements observed across all creativity indicators: fluency, flexibility, originality, and elaboration. It is concluded that the STEM-based PjBL model influences student creativity and is a viable alternative model for high school physics instruction.