Penerapan Model Project Based Learning (PJBL) Melalui Pendekatan Culturally Responsive Teaching (CRT) Terhadap Kreativitas Peserta Didik Sekolah Dasar Pada Pembelajaran IPAS
DOI:
https://doi.org/10.35568/naturalistic.v10i1.6791Keywords:
Kreativitas, Model Pembelajaran dan IPAS.Abstract
This study aims to determine the application of Project Based Learning and Problem Based Learning through the Culturally Responsive Teaching approach to student creativity in science learning at SDN 1 Sukamanah and to determine the Project Based Learning model through the Culturally Responsive Teaching approach is better in increasing creativity than the Problem Based Learning model. The method used in this study is a quantitative method with a quasi-experimental type of non-equivalent control group design (non-equivalent group pretest-posttest design). The location of the study was at SDN 1 Sukamanah with the implementation of the study in the Even Semester of the 2024/2025 Academic Year. The research sample in this study was Class IV B as an experimental class totaling 22 students and Class A as a control class totaling 24 students. Meanwhile, in conducting data analysis, this study used descriptive statistics and inferential statistics. The results of the study showed that there were changes in students' creativity abilities before and after being given treatment both in using the Project Based Learning model and the Problem Based Learning model through the Culturally Responsive Teaching approach. However, in its implementation, the results showed that the Project Based Learning model through the Culturally Responsive Teaching approach was better than the Problem Based Learning model on student creativity in science learning at SDN 1 Sukamanah. This was proven in the hypothesis test that Thitung (-2.465) > Ttabel (1.680), then Ho was rejected and Ha was accepted.
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