Efektivitas Model Pembelajaran Project Based Learning dalam Meningkatkan Kreativitas dan Kemampuan Numerasi Siswa
DOI:
https://doi.org/10.37824/1radg159Keywords:
Project Based Learning, Kreativitas, Kemampuan Numerasi, Pendidikan MatematikaAbstract
This study aims to examine the effectiveness of the Project Based Learning (PjBL) model in improving seventh-grade students’ creativity and numeracy skills at MTs NW Pringgarata. The main issue addressed is the low level of creativity and numeracy skills caused by conventional teaching methods. A quantitative quasi-experimental design was employed, involving two groups: an experimental class implementing PjBL and a control class using traditional methods. Research instruments included creativity and numeracy tests, supported by assessment rubrics, with data collected through pretests and posttests. Data analysis applied t-tests and N-Gain calculations. The results show that PjBL significantly improves students’ creativity and numeracy skills. The experimental class achieved higher posttest scores than the control class, with an N-Gain of 0.60 (moderate category) compared to 0.49 (moderate category). These findings indicate that PjBL is an effective and innovative alternative teaching method to enhance students’ creativity and numeracy skills.
Downloads
References
[11] A. A. G. Ekayana, “Enhancing creative thinking skills through project-based STEAM learning,” Pegagog J. Educ., vol. 3, no. 1, pp. 12–27, 2024, doi: 10.31004/pegegog.v3i1.1585.
[12] N. Nurhasanah, “Enhancing numeracy skills and self-efficacy via project-based learning in junior high,” ERIC ED Reports, 2024. [Online]. Available: https://eric.ed.gov/?id=ED635471.
[13] L. Zhang, “A study of the impact of project-based learning on student learning outcomes,” PLoS ONE, vol. 18, no. 11, 2023, doi: 10.1371/journal.pone.0293421.
[14] N. Himmi, “Implementation of project-based learning (PjBL) in mathematics instruction,” ERIC Teaching Reports, 2025. [Online]. Available: https://eric.ed.gov/?id=ED651239.
[15] U. Albab, Budiyono, and D. Indriati, “Project-based learning in fostering creative thinking and mathematical problem-solving skills: evidence from primary education,” Int. J. Learn. Teach. Educ. Res., vol. 23, no. 2, pp. 89–102, 2024, doi: 10.26803/ijlter.23.2.7.
[16] F. Ferdiansyah, “Enhancing secondary students’ mathematical creative thinking via STEM-PjBL model,” Kalamatika: J. Matematika, vol. 10, no. 1, pp. 75–89, 2025. [Online]. Available: https://kalamatika.matematika-uhamka.com.
[17] N. L. S. Nuraini, “How project-based collaborative learning affects numeracy of prospective teachers,” PETIER Journal, vol. 7, no. 1, pp. 43–56, 2025, doi: 10.23917/petier.v7i1.12472.
[18] S. Rubino, “Project-based learning and its impact on student engagement and outcomes,” M.S. thesis, Arkansas State Univ., 2024. [Online]. Available: https://hdl.handle.net/10456/86124.
[19] “Benefits of project-based learning in elementary school,” Wilson Online Education Resources, Nov. 4, 2024. [Online]. Available: https://wilsonedu.org/pbl-benefits-elementary.
[20] “Impact of project-based learning (PBL) in primary schools: literature review,” ResearchGate, 2024, doi: 10.13140/RG.2.2.23452.11363.
[21] M. Lucas, S. Henry, and D. Clark, “Project-based learning and academic outcomes in low-income schools,” Education Policy Analysis Reports, vol. 8, no. 1, pp. 22–33, 2024, doi: 10.1080/26834598.2024.1023456.
[22] “Project-based learning: case studies showing improvements in creativity and numeracy,” Int. J. Teach. Learn., vol. 14, no. 3, pp. 98–111, 2024, doi: 10.26803/ijtl.14.3.112.
[23] A. Alabbasi, “PBL and creativity indicators: fluency, flexibility, originality, and elaboration,” Reg. J. Educ. Res., vol. 5, no. 2, pp. 67–79, 2022, doi: 10.1177/20531411221127294.
[24] “Improving numeracy through project-based and problem-based workshops: an Indonesian case,” CSRI Community Service Research Innovation Journal, vol. 5, no. 2, pp. 18–25, Jun. 2024, doi: 10.55847/csri.2024.v5i2.1842.
[25] “PBL in mathematics: real projects that enhance 21st-century skills,” ERIC Teaching Guide, 2025. [Online]. Available: https://eric.ed.gov/?id=ED652123.
[26] “Project-based learning: implementation models and assessment,” Education Innovation Journal, vol. 4, no. 2, pp. 49–63, 2021, doi: 10.28926/eduij.2021.4.2.49.
[27] “The role of collaborative PBL in developing numeracy: experimental evidence,” Education Experimentation Quarterly, vol. 9, no. 1, pp. 77–93, 2022, doi: 10.1016/j.edeq.2022.77.
[28] “Teachers’ perceptions of PBL effects on creativity and numeracy,” Asian J. Educ. Res., vol. 9, no. 3, pp. 12–21, 2021, doi: 10.5430/ajer.v9n3p12.
[29] “Designing assessment for PBL to measure creativity and numeracy outcomes,” Assessment in Education: Principles, Policy & Practice, vol. 31, no. 1, pp. 55–70, 2023, doi: 10.1080/0969594X.2023.2295634.
[30] “Longitudinal study on PBL outcomes: creativity, numeracy, and 21st-century competencies,” J. Educ. Meas., vol. 62, no. 2, pp. 104–120, 2025, doi: 10.1111/jedm.12421.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Linda Sahila, Moh Supratman, Helmi Rahmawati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
