The Effectiveness of a Project-Based Scientific Approach on Creative Thinking Skills and Students Chemistry Problem-Solving Ability
Efektivitas Pendekatan Saintifik Berbasis Proyek terhadap Keterampilan Berpikir Kreatif dan Kemampuan Siswa dalam Pemecahan Masalah Kimia
Keywords:
Scientific approach; Project-based learning; Creative thinking; Problem-solving; Chemistry learningAbstract
Chemistry learning in high school is still dominated by conventional approaches that inadequately develop creative thinking skills and problem-solving abilities. This study aims to examine the effectiveness of a project-based scientific approach on the creative thinking skills and chemistry problem-solving ability of senior high school students. The study utilized a quasi-experimental design with an experimental group that implemented the project-based scientific approach and a control group that used conventional learning. The research sample consisted of 68 eleventh-grade students divided into two groups. Research instruments included a creative thinking skills test, a chemistry problem-solving ability test, learning observation sheets, and a student response questionnaire. The results showed a significant difference in the post-test scores for creative thinking skills (t=4.87, p<0.05) and chemistry problem-solving ability (t=5.23, p<0.05) between the experimental and control groups. The project-based scientific approach was proven effective in enhancing the aspects of fluency, flexibility, originality, and elaboration in creative thinking, as well as the ability to identify problems, formulate hypotheses, collect data, and evaluate solutions in chemistry problem-solving. This study concludes that the integration of the scientific approach with project-based learning can be an effective alternative for enhancing higher-order thinking skills in chemistry learning.References
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