THE EFFECT OF PROJECT-BASED LEARNING ON STUDENTS' CREATIVE

THINKING ABILITY IN GEOGRAPHY CLASSROOM

AT STATE SENIOR HIGH SCHOOL 14 MEDAN

Abstract
The effect of project-based learning on students' creative thinking skills in geography
classroom at State Senior High School (SMA Negeri )14 Medan. This study aims to
investigate disparities in the outcomes of students' creative thinking abilities in project-based
learning (PjBL) in geography classroom. The subjects of this study were all 11 th grade
students who who were taking geography as their subject. The present research is a
quantitative study that employs the Quasi-Experimental method with a non-equivalent
control group design. The data were collected through a test of students’ creative thinking
ability on the topic of disaster mitigation which was implemented to experimental and
control goup of students before (pre-test) and after (post-test) learning. The data from
creative thinking ability test were analyzed using T-Test with a significance level of 5%.
Prior to testing the hypothesis, the normality and homgenity tests were performed using SPSS
for window. If the data was not normal, the Mann Whitne test would be performed. The
results revealed significant disparities in the results of students' creative thinking skills
between the control and experimental groups. The pretest and posttest Mann Whitne test
scores in the control and experimental groups were 0.024 and 0.000, respectively (sig.
<0.05). Therefore, the PjBl Model proves to be quite effective when applied in lerning,
indicated as indicated by the experimental group's average N-gain value being higher than
the control group, respectively 0.622> 0.404. It is also supported by the students' 84%
positive response to the implementation of the PjBL model in Geography classroom.
Keywords: Creative Thinking Ability, Project-Based Learning, Geography.

INTRODUCTION
Education is an endeavour that strives to develop the knowledge and potential that
every individual possesses. Every person has intellectual, emotional, and even spiritual
intelligence that carries potential and is valuable in every aspect of their lives. Education
serves as the vehicle for preparing human resources (HR) for national and state development.
This necessitates the importance of education. According to Syah, M (2004), education is
also expected to be able to address challenges brought by science and technological
advancement, so that each individual is capable of dealing with problems regarding the gap
between expectation and reality(Hikmah & Agustin, 2018). Education today is demanded by
the educational curriculum which has a role in the process of learning activities. This is stated
in Law No. 20 of 2003 concerning the National Education System which explains that the
curriculum. This is established in Law No. 20 of 2003 concerning the National Education
System, which states that the curriculum is a set of rules for planning and arrangements for
implementing the educational process (Lestari, Nasir, & Jayanti, 2021).
 The goal of education in general is to provide an environment in which students are
able to nurture their intellectual intelligence, creativity, capacities, and skills in
learning (Widyaningsih et al., 2018). Learning activities need to be designed to stimulate an
efficient and effective process of activities and learning outcomes. An excellent education
system consists of learning activities that allow students to identify their own unique abilities
(Radovic, 2013). As a result, we require an effective strategy or method for delivering
material in learning activities. In order to accomplish this, the teacher has a role and
responsibility. As the person in charge of implementing and developing the learning process,
the teacher is expected to be able to improve learning quality and develop student's creativity.
ulyasa (2002) explains that the teacher's task in learning activities is to provide easy solutions
in learning activities through motivation and guidance in achieving learning goals (Hikmah &
Agustin, 2018).
Education in today's global era is 21st century education, which emphasizes the
importance of high intelligence, as well as innovative thinking and accountability (Trilling &
Fadel, 2009). The ability to think creatively is one of the higher order thinking abilities that
students must have in order to meet the demands of the 21st century (Ramirez & Ganaden,
2006). The ability to think creatively is critical to be improved through the educational
learning process (Martin, 2011). Jhonson defined creative thinking as the ability to generate
new ideas from new perspectives (Fajarwati, 2011). Students who are capable of
thinking creatively will be able to discover new solutions (Hendriana & et al, 2016).
According to Putra et al. (2016), creative thinking is part of a thinking process that seeks to
express new relationships, see objects from a new perspective, and develop combinations of
previously mastered concepts. This ability to think creatively is one of the educational goals
that must be met during the school learning process (Educational Technology Division &
Ministry of Education, 2009). Antika et al. (2017) define creative as "creating something new
out of something that already exists." This is supported by the viewpoint of Vionanda et al.
(2012), who define creativity as the ability to create or be creative. Students' creative thinking
abilities influence their learning outcomes. When students' thinking skills are strong, so are
their learning outcomes (Guilford, 1977). This is supported by the findings of Anwar et al.
(2012), who discovered a link between the ability to think creatively and academic
accomplishment.
The fact found in the classroom is that learning activities have not shown results that
lead to student creativity. According to interviews and observations by researchers, teaching
through lecture methods (teacher centered) and exploration is still the teacher's preferred
method in the study of geography at SMA Negeri 14 Medan. Subsequently, the learning
process does not actively engage students in learning activities. This will result in poor
learning outcomes and student' creative ability. This is supported by research by Kusprianto
& Siagian (2013), which argues that teacher-centered learning results in a less engaging and
communicative learning environment. Lack of variety in the learning methods utilized is
another factor contributing to pupils' lack of excitement for participating in educational
activities. Students are lack of desire to come up with novel ideas as a result of the inadequate
use of learning models that are relevant to the subject matter. Due to the present
circumstances, improvements to the educational process are required in order to foster the
development of creative thinking abilities, particularly in the subject of geography. One of
the efforts that need to be done is the innovation of the implementation of learning models
used.
The project-based learning model (PjBL) is one of the instructional strategies that
teachers can use to help students develop their creative thinking ability. The PjBL paradigm,
according to Berenfeld (1996), Marchaim (2001), and Asan (2005), focuses on creative
thinking, problem solving, and interaction between students and peers to generate and apply
new knowledge (Rais, 2010). The PjBL model exposes students to concrete problems,
requiring student accountability in the completion process through projects involving group
collaboration (Colley, 2008). Active student activities will indirectly generate creative ideas
and train behaviors in creative thinking (Suranti, Gunawan, & Sahudi, 2017). The PjBL
model is an alternative in developing students' creative thinking skills (Kizkapal, 2017). This
is supported by Thomas' statement that the PjBL model is a model that allows teachers to
manage classroom learning through project activities that involve students being active in
exploring, providing assessments, interpreting synthesis, and information in order to produce
various learning outcomes in the form of projects (Wena, 2011). According to Rais (2010),
the PjBL model is built on constructivism principles of learning that can foster skills such as
problem solving, creativity, innovation, teamwork, and the ability to communicate and
present well.
In light of the aforementioned context, the researcher conducted a study on The Effect
of Project-Based Learning on Students' Creative Thinking Ability in Geography Classroom
At State Senior High School 14 Medan. This study sought to examine the differences in the
outcomes of students' ability for creative thinking in geography project-based learning
(PjBL).
RESEARCH METHOD
The present study uses a quasi-experimental quantitative research methodology. This
study used a non-equivalent control group design that seeks to investigate the effect of
treatment on the experimental group (learning using PjBL model) and the control group
(learning using conventional model) through conducting pre-test and post-test of critical
thinking ability assessment.
The independent variable in this study is the project-based learning model (PjBL) and
the dependent variable is the creative thinking ability. All 11 th grade (Science major and
Social Sciences major) students at SMA Negeri 14 Medan taking the geography class in
2022/2023 academic year made up the population of this study. The research sample was
selected based on a comparative analysis of student learning outcomes for odd semester in
eleven grade who were taking geography subjects and conducted a preliminary test of
creative thinking indicator questions in accordance with the sub-chapter of material just
learned in the even semester. In this study, the experimental group was class XI IPA 3, and
the control group was class XI IPA 2, both of which had homogenous values.
Table 1. Analysis of Learning Outcomes and Preliminary Test Indicators of Creative
Thinking in Determining Sample Classes
Rata-Rata Hasil
Belajar Semester Hasil Test Awal Indikator Rata-Rata
Kelas Ganji Berpikir Kreatif Penggabungan
XI
IPA1 76 80,75 78,375
XI
IPA2 74,35 89,94 82,145
XI
IPA3 75,63 88,49 82,06
XI
IPA4 77,8 85,06 81,43
XI IPS1 66,85 77,03 71,94
XI IPS2 68,7 82,35 75,525
XI IPS3 72,67 81,11 76,89
Source: Data Analysis Result, 2023
23 multiple-choice questions on a test of creative thinking abilities were used to
collect the data (pretest and posttest). The test questions were evaluated for their validity,
reliability, degree of difficulty, and differential power. The T-test with a level of significance
of 5% was used to examine the test results for the students' capacity for creative thought.
Prior to evaluating the hypothesis, the normality and homogeneity tests were run in SPSS for
Windows. If the data is not normal, the Mann Whitne test would be performed.
RESULTS AND DISCUSSION
The XI IPA 3 experimental group is a class that receives the project-based learning
model (PjBL). In this experimental group, the researcher conducted Geography learning
activities on disaster mitigation material in four meetings (excluding pretest and posttest
activities) with disaster mitigation material. The researcher planned the learning project
completion together with the students. The activity implemented in this project was making
posters using the Canva application on the topic of disaster mitigation. While carrying out the
project, students in the experimental group had the opportunity to explore, assess, interpret,
synthesize, and provide information in various forms of findings related to concepts
previously agreed upon with the teacher. This implies that as they begin to learn new
information through their experiences in practical activities, students must first solve
various problems. Students work independently and collaboratively to solve problems by
utilizing their skills of researching, analyzing, and decision making to making up to
presenting results based on real experience. In addition, students exhibit their products in
place of group presentations with peers from other classes. The fact that the activity is
student-centered ensures that the learning process is enjoyable. This is demonstrated by the
fact that, on average, 84% of students respond very positively to project-based learning
(PjBL).
Table 2. Responses from Students of Project Based Learning (PjBL) Experimental
Group
No Measured aspect Indicators Item Score
Numbers
1 Student response to learning Shows students’ enjoyment in 1, 2 65.565
Geography learning Geography
Shows students’ seriousness in 3, 4, 5 88.43
learning Geography

2 Student response to learning Shows the level of students' 6, 7 89.12

Geography by using a
project-based learning model
(PjBL) to improve creative
thinking skills
enjoyment of learning
Geography after using the
project-based learning model
(PjBL)
Shows the benefits students 8, 9, 10 88.83
gain while learning from the
project-based learning model
(PjBL)
 3 Student response to learning Shows students' enthusiasm for 11, 12, 13 88.04
with the project-based the project-based learning
learning model (PjBL) model (PjBL)

4 Student response to learning Shows the benefits of 14, 15 89.12

outcomes in learning with the implementing the project-
project-based learning model based learning model (PjBL) in
(PjBL) learning disaster mitigation
concepts.
Source: Data Analysis Results, 2023
Different conditions was seen in the control group which was taught using
conventional methods on the topic of disaster mitigation. The observations conducted by the
researcher indicate that as learning activities are still teacher-centered, students are less
enthusiastic to participate. Students appear to be having trouble in solving problems
presented by teachers. This difference in learning model resulted in differences in the
experimental and control groups' creative thinking abilities. This is evident from the results of
the pretest and posttest of students' creative thinking abilitiesfor disaster mitigation material.
Table 3. Results of Creative Thinking Ability Test of Control Group Students
Pretest Posttest N-Gain
Mean 10.56 15.5
Min 4 7 0.404
Max 14 18
Source: Data Analysis Results, 2023
Table 4. Results of Creative Thinking Ability Test of Experimental Group Students
Pretest Posttest N-Gain
Mean 9,5 17,82
Min 5 15 0,622
Max 13 21
Source: Data Analysis Results, 2023
According to the table, the pretest average of students' creative thinking abilities in
the control group was 10.56, while the pretest average of students' creative thinking abilities
in the experimental group was 9.5. This suggests that in the pretest (first test) prior to
treatment, the control group (conventional model) outperformed the experimental group
(PjBL model), with the control group having a higher pretest average value. Following the
implementation of project-based learning, a posttest to measure students' creative thinking
ability revealed that the experimental group had a higher average score of 17.82 compared to
the control group, which had a lower average score of 15.5. The average N-gain of the pretest
and posttest results also revealed that the experimental group that was taught using PjBL
learning model had an N-gain value of 0.622, higher than the control group. This suggests
that employing the PjBL model to improve students' creative thinking abilities is quite
effective.
A comparative analysis on the result of tests on students’ creative thinking abilities in
the learning Geography on the topic of disaster mitigation was also carried out using
parametrict test (if the data is normally distributed) and non-parametric test (if the data is
abnormally distributed). The following table shows the results of the pretest value
comparison test in the control and experimental groups.
Table 5. Normality Test Results of Pretest Data on Students' Creative Thinking Ability
in Control and Experimental Classes
Class Statistic df Sig. α = 5% Conclusion
Pre Test control 0.909 34 0.008 0.05 Abnormally distributed
Pre Test experimental 0.945 34 0.087 0.05 Normally distributed
Source: Data Analysis Results, 2023
Table 6. Data Homogenity Test Results
Group Sig. α = 5% Conclusion
Pre Test Control and Experimental 0.685 0.05 Homogen
Source: Data Analysis Results, 2023
Table 7. Mann-Whitney Test Results
Group Sig. α = 5% Kesimpulan
Pre Test Control and
0.024 0.05 There is significant difference.
Experimental
Source: Data Analysis Results, 2023
The comparative test findings revealed that the pretest data for the creative thinking
abilities of the control group students were abnormally distributed, whereas the experimental
group data were normally distributed. The homogeneity test results showed that the Pre Test
data for students' creative thinking skills in the control and experimental groups had the same
(homogeneous) variance. The following test was conducted using a non-parametric method,
namely the Mann-Withney test, because the data on the creative thinking skills of the Pre
Test students in the control group were not normally distributed (despite the fact that the data
was homogeneous). According to the Mann-Whitney test results, the p-value was 0.024.
When compared with α = 5% or 0.05, the p-value < α or 0.024 < 0.05 so that H0 is rejected
and H1 is accepted, indicating that there is a significant difference in the pre-test between the
control and experimental groups.
The results of the comparative test of the posttest scores of students' creative thinking
abilities in the control and experimental groups can be seen in the following table.
Table 8. Normality Test Results of Posttest Data on Students' Creative Thinking Ability
in Control and Experimental Classes
Group Statistic df Sig. α = 5% Conclusion
Post Test Control 0.835 34 0.000 0.05 Abnormally distributed
Post Test Experimental 0.933 34 0.039 0.05 Normally distributed
Source: Data Analysis Results, 2023

Table 9. Data Homogenity Test Results

Group Sig. α = 5% Conclusion
Post Test Control and Experimental 0.574 0.05 Homogen
Source: Data Analysis Results, 2023

Table 10. Mann-Withney Test Result

Group Sig. α = 5% Kesimpulan
Post Test Control and
0.000 0.05 There is significant difference.
Experimental
Source: Data Analysis Results, 2023
Based on the comparative test results, it was found that the posttest data of control and
experimental group are abnormally distributed. Meanwhile, the homogenity test revealed that
the posttest results of students’ creative thinking abilities of control group and experimental
group have the same variance (homogen). Due to the abnormally distributed data of the
posttest results of students’ creative thinking abilities of control group is not distributed
normally (inspite of the homogen data), the following test was done with non-parametric
method, namely the Mann-Withnet test. According to the results of Mann-Withney test, the
obtained p-value was 0.000. When compared with α = 5% or 0.05, the p-value is < α or 0,000
< 0,05, indicating H0 was rejected and H1 was accepted, which means there is a significant
difference between posttest results of control group and experimental group.

CONCLUSION
Based on this present research results and discussion in accordance to the aim of the
research to investigate the differences of the results of students’ creative thinking abilities in
Project-Based Learning (PjBl) in Geography subject in State Senior High School 14 Medan,
it can be concluded that there are significant differences in students’ creative thinking abilites
of the control group and experimental group. This is evident from the results of Mann-
Withney test, with the pretest value of 0.024 < 0,05 (sig.<0,05) and the posttest value of
0.00< 0,05 (sig.<0,05), indicating that Ho is rejected and Ha is accepted. This indicates that
there are a significant differences in students’ creative thinking abilities in the control group
and experimental group. The average N-gain value of students’ creative thinking abilites in
the control group and experimental group are 0.404 and 0.622 respectively, indicating that the
implementation of project-based learning model is significantly effective in the learning
process. This is supported by students’ response towards project-based learning model, in
which 84% of them responded positively.

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