PERBANDINGAN EFEKTIVITAS PEMBELAJARAN BERBASIS PROYEK DAN PEMBELAJARAN BERBASIS MASALAH TERHADAP KREATIVITAS DAN KEMAMPUAN BERPIKIR KRITIS SISWA DALAM PEMBELAJARAN IPAS DI SEKOLAH DASAR

Abstract

ABSTRACT

Elementary IPAS learning is expected not only to promote conceptual understanding but also to develop students’ creativity and critical thinking through active and contextual learning experiences. This study aimed to compare students’ creativity and critical thinking after participating in Project-Based Learning (PjBL) and Problem-Based Learning (PBL), as well as to examine differences between the two outcomes simultaneously. The study employed a quasi-experimental approach with a static-group comparison design involving fifth-grade students at SD Negeri 1 Terara during the second semester of the 2025/2026 academic year. From a population of 70 students, the final data analyzed comprised 65 students, with 35 students in the PjBL group and 30 students in the PBL group. Creativity was measured using a Likert-scale questionnaire, while critical thinking was assessed using an instrument based on critical-thinking indicators. Data were analyzed using descriptive statistics, normality and homogeneity tests, independent-samples t-tests, and MANOVA with SPSS 26. The results showed that the mean creativity score was higher in the PjBL group than in the PBL group (81.69 vs. 79.17), but the difference was not significant (p = 0.084). Conversely, the mean critical-thinking score was slightly higher in the PBL group than in the PjBL group (79.40 vs. 78.91), but the difference was also not significant (p = 0.769). Simultaneously, MANOVA indicated no significant multivariate difference (Pillai’s Trace = 0.050; F(2,62) = 1.636; p = 0.203). These findings indicate that both models produced relatively comparable outcomes in creativity and critical thinking within the research context.

ABSTRAK

Pembelajaran IPAS di sekolah dasar dituntut tidak hanya menghasilkan penguasaan konsep, tetapi juga mengembangkan kreativitas dan kemampuan berpikir kritis melalui pengalaman belajar yang aktif dan kontekstual. Penelitian ini bertujuan membandingkan kreativitas dan kemampuan berpikir kritis siswa setelah mengikuti pembelajaran Project-Based Learning (PjBL) dan Problem-Based Learning (PBL), serta menguji perbedaan kedua outcome secara simultan. Penelitian menggunakan eksperimen semu dengan rancangan static-group comparison pada siswa kelas V SD Negeri 1 Terara semester genap Tahun Pelajaran 2025/2026. Dari populasi 70 siswa, data akhir yang dianalisis berjumlah 65 siswa, terdiri atas 35 siswa kelompok PjBL dan 30 siswa kelompok PBL. Kreativitas diukur menggunakan angket skala Likert, sedangkan kemampuan berpikir kritis diukur menggunakan instrumen penilaian berdasarkan indikator kemampuan berpikir kritis. Data dianalisis menggunakan statistik deskriptif, uji normalitas, homogenitas, independent-samples t-test, dan MANOVA dengan SPSS 26. Hasil menunjukkan bahwa rerata kreativitas kelompok PjBL lebih tinggi daripada PBL (81,69 vs. 79,17), tetapi tidak signifikan (p=0,084). Sebaliknya, rerata berpikir kritis PBL sedikit lebih tinggi daripada PjBL (79,40 vs. 78,91), tetapi juga tidak signifikan (p=0,769). Secara simultan, MANOVA menunjukkan tidak terdapat perbedaan multivariat yang signifikan (Pillai’s Trace=0,050; F(2,62)=1,636; p=0,203). Temuan menunjukkan bahwa kedua model menghasilkan capaian yang relatif sebanding pada kreativitas dan berpikir kritis dalam konteks penelitian.