CHAPTER 1

INTRODUCTIO

1.1 Introduction

The environment of the 21st century provides an age of extraordinary change

and complexity, which calls for forward-thinking individuals who are capable of

tackling problems in both a critical and creative manner. According to Bybee (2010),

educating students to successfully manage these issues via the study of Science,

Technology, Engineering, and Mathematics (STEM) is at the centre of the

preparation process. According to the National Research Council (2011), the value of

STEM has been well-established as the basis for present achievements and future

possibilities in a number of essential fields, including medical, communication,

transportation, and environmental sustainability. These fields all play an essential

role in modern society.

Over the course of time, the paradigm for STEM education has shifted. This

method of teaching was first referred to as the Science, Mathematics, Engineering,

and Technology (SMET) (Sanders, 2009) curriculum. It was developed by the

National Science Foundation (NSF) with the goal of providing students with critical

thinking abilities that would enable them to be creative problem-solvers and make

them more marketable to potential employers. Participation in STEM education,

especially in K- 12 settings, offers a student with a significant advantage (Butz et al.,

2004). This is true regardless of whether or not the student decides to continue their

education beyond high school.

According to Honey et al. (2014), STEM education is primarily an integrated

1
educational method that combines four different fields of study: science, technology,

engineering, and mathematics. According to Kennedy and Odell (2014), the goal of

2
this integration is to cultivate important learning experiences that go beyond just rote

learning. This will make education more meaningful and engaging, hence lowering

boredom and improving the entire learning experience.

However, it is possible that STEM by itself will not be enough to satisfy the

requirements of the fast changing economy of the 21st century (Yakman, 2008).

Over the course of the last several years, a movement known as STEAM, which is an

extension of STEM that includes the 'Arts,' has gained traction. STEAM is an

initiative that has been championed by educational establishments such as the Rhode

Island School of Design (RISD). This initiative places an emphasis on the synergy

between the arts and sciences, with the goal of promoting genuine innovation by

fusing the mentality of a scientist or technology with that of an artist or designer

(Maeda, 2013).

John Maeda, the former president of the Rhode Island School of Design

(RISD), is a staunch supporter of STEAM, and he hypothesised that design thinking

and creativity are necessary for innovation (Maeda, 2013). Because certain practises,

such as modelling, creating explanations, and engaging in critique and evaluation

(argumentation), have frequently been underemphasized within the context of math

and science instruction (Quigley & Herro, 2016), the addition of the letter 'A', which

stands for the Arts, to STEM in order to form STEAM is necessary.

The solar system is a subject that captures the attention and curiosity of a

large number of younger students and is among the most important topic. Students

have access to a variety of knowledge about the solar system because to the

abundance of material that is readily accessible via popular media sources such as

television, the internet, and other popular media sources. Therefore, it is essential to

make use of the

3
appropriate pedagogical techniques in order to provide learning that is both relevant

and profound in this domain.

One example of such a pedagogical strategy is known as Project-Based

Learning (PjBL for short). The ideas of John Dewey, an American philosopher,

psychologist, and educational reformer, provide the foundation for PjBL's emphasis

on hands-on experience, sometimes known as 'learning by doing' (Lam, 2008).

Students are encouraged to find solutions to difficult, open-ended issues in PjBL,

which has been shown to greatly improve knowledge integration (Lowenthal, 2006).

The purpose of this research is to investigate whether PjBL helps to improve

students' capacities for imaginative and analytical thought when they are learning

about the solar system in grade three. The purpose of using this instructional

technique is to cultivate a deeper grasp of the subject matter, with the end goal of

equipping students not just to achieve academic success, but also to navigate their

futures with creative problem-solving abilities.

1.2 Background of the Study

Projects are what keep the world turning. You may find an interdisciplinary team

working together to make practically any endeavour happen, whether it be

launching a space shuttle, creating a marketing campaign, running a trial, or

presenting an art exhibit. Students have more chances to solve problems in the

real world when the project approach is implemented in the classroom. Students

serve as advisors to create a better school cafeteria menu rather than learning

about nutrition in an abstract way. Students create a documentary on a historical

event that affected their society, becoming historians instead of simply studying

about the past from a textbook.According to the National Research Council

4
(2011), the contemporary period is characterised by fast breakthroughs in

technology and science. Because of this, it is necessary to have an education

system that is capable of educating students for these shifting dynamics. PjBL

framework offers a more holistic and integrative educational approach that fosters

creative thinking in addition to critical thinking (Yakman, 2008).

The constructivist learning theory, which emphasises active, experiential

learning in which students create new information onto their current knowledge

base (Piaget, 1973; Vygotsky, 1978), has had a significant impact on the

conception of PjBL education. This theory was developed by Jean Piaget and Lev

Vygotsky. This instructional method is consistent with the educational philosophy

advocated by John Dewey, which holds that students should be encouraged to

gain knowledge by practical experience (Lam, 2008).

According to the Buck Institute for Education (2018), Project-Based

Learning (PjBL), which offers students an educational paradigm in which they

actively investigate real-world issues and difficulties in order to gain a deeper

5
understanding, is an expression of this ideology. According to Bell (2010), PjBL

fosters an atmosphere of learning in which students take on the role of problem-

solvers and decision-makers, therefore improving their capacity for critical and

imaginative thought.

Understanding the solar system is a challenging endeavour that requires

consideration of many different aspects. It is not just a matter of amassing a

collection of data; rather, it is about gaining a knowledge of concepts and ideas

that are interrelated across different fields of study, such as geography,

mathematics, and physics. Students have the opportunity to learn and express their

learning in a variety of interesting ways when the arts are introduced via PjBL

method. Some examples of these approaches include the construction of models,

diagrams, and digital simulations.

However, in spite of the growing interest in PjBL, there is a need for

further empirical data confirming its usefulness in enhancing the ability to think

creatively and critically, especially in educational environments that are designed

for primary school students. This research intends to fill this need by

concentrating on students in third grade who are currently studying the solar

system. The demographic that was chosen offers an intriguing setting, since

youngsters of this age are naturally inquisitive and inventive, qualities that are

ideally suited to the PjBL strategy.

In order to achieve this goal, the research will adopt a methodical

methodology that will compare the efficacy of a PjBL approach with the efficacy

of standard teaching approaches. The purpose of this research is to give useful

insights into the function that PjBL plays in increasing creativity

6
 and critical thinking skills by evaluating these abilities both before and after the

intervention that is being investigated. The findings might provide educators and

policymakers with useful information, so opening the way for teaching strategies

that are more efficient, integrative, and engaging.

1.3 Problem Statement

To accommodate the requirements of a dynamic environment, educational

practises are always being modernised. In today's world, there is an increasing desire

for students to acquire creative and critical thinking abilities that will help them to

manage difficult issues and contribute to the growth of society. These talents may be

developed via classroom instruction and extracurricular activities. During the

elementary school years, when pupils are in the process of building their cognitive

capacities and learning habits, it is very important for them to acquire these skills.

Traditional methods of instruction, on the other hand, place a heavy emphasis

on rote memory and the transfer of factual knowledge, leaving little opportunity for

the training of creative and critical thinking abilities. Students may have difficulty

thinking critically, analysing material, and coming up with original solutions to

issues as a direct consequence of this. This becomes more apparent when students are

required to study about difficult subjects like the solar system, which requires them

to grasp abstract ideas and create links between various scientific principles.

Therefore, the issue that this research tries to solve is the lack of focus on

developing creative and critical thinking abilities among kids in Year Three in the

learning of the solar system theme in primary schools. This is the problem that this

study seeks to address. The conventional method of instructing students on this

subject

7
often involves lecturing from textbooks, which may be monotonous and

uninteresting for the pupils involved. Students are not given adequate opportunity to

explore their own ideas, think critically, or apply their information in real-world

circumstances when this method is used.

Furthermore, the existing educational system often misses the combination of

Project-Based Learning (PBL) as effective tools for encouraging creative and critical

thinking. Students are encouraged to approach issues from a variety of angles and to

think creatively while receiving a STEAM education because of the multidisciplinary

nature of the curriculum. PBL, on the other hand, gives students opportunity to work

together and solve problems that are relevant to the real world. In addition, students

get valuable hands-on experience.

As a result, the primary challenge revealed by this investigation may be

summed up as follows: In the context of the study of the solar system in primary

schools, the adoption of Project Based Learning (PjBL) raises the question of how

creative and critical thinking abilities among students in the third year of elementary

school might be improved.

The purpose of this research is to evaluate whether or not the PjBL approach

is beneficial in fostering imaginative and analytical thought in students enrolled in

the third year of elementary school. The purpose of this study is to investigate the

effect that Problem-Based Learning (PjBL) has on students' capabilities in the areas

of critical thinking, idea generation, information analysis, and the application of their

knowledge within the framework of the solar system.

8
 The results of this research will make a contribution to the body of literature

that already exists on PBL education, and the cultivation of creative and critical

thinking abilities. The findings will shed light on how beneficial it is to combine

PBL teaching methods in primary school education, particularly with regard to the

subject of studying the solar system.

In a nutshell, the issue that was investigated in this research was the need,

among students in Year Three, to improve their creative and critical thinking abilities

while studying the subject of the solar system. The purpose of this research is to

make a contribution to the advancement of primary school education and to provide

students with the required skills for achieving success in the 21st century by

investigating the efficacy of Project Based Learning (PjBL) in fostering the

promotion of these abilities.

1.4 Research Objectives

The purpose of this study is to determine the effectiveness of Project Based

Learningto improve creative and critical thinking among year 3 pupils on Topic Solar

System.

The specific objectives of this study are:

i. To develop a Project based learning for Year 3 pupils

ii. To identify significant min differences of the effectiveness of

Project Based Learning towards Year 3 pupil’s creativity based on

Topic Solar System.

9
 iii. To identify significant min differences of effectiveness of Project

Based Learningtowards Year 3 pupil’s critical thinking based on

Topic Solar System.

1.5 Research Questions

i. How to develop Project Based Learning for year 3 pupils?

ii. What are the significant min differences of the effectiveness of

Project Based Learning towards Year 3 pupil’s creativity between the

treatment and control class?

iii. What are the significant min differences of effectiveness of Project

Based Learning towards Year 3 pupils critical thinking between the

treatment and control class?

1.6 Research Hypotheses

I. There was no significant mean difference in the pre -attitude questionnaire on the

topic of effectiveness PjBL to improve creativity and critical thinking among year

3students on Topic Solar System.

II There are no significant differences in the PjBL learning method to improve

creativity between the treatment and control class.

II. There are no significant differences in the PjBL learning method to improve

critical thinking between the treatment and control class.

10
1.7 Significance of the Study

The contribution that this study makes to the area of education, particularly in

the context of Project-Based Learning (PBL), is what gives this investigation its

relevance as a piece of research. It is crucial for educational practitioners, legislators,

and curriculum creators to have an understanding of the efficacy of PjBL in boosting

students' creative and critical thinking skills when it comes to the issue of the solar

system and Year 3 students. In this part, we will analyse the relevance of the research

from a variety of view points, including educational philosophy, pedagogical

practises, student results, and social influence, among others.

This research is consistent, from the standpoint of educational theory, with

constructivist learning theories, such as Piaget's cognitive development theory and

Vygotsky's sociocultural theory, among other constructivist learning theories. When

it comes to promoting students' cognitive development and higher-order thinking

abilities, these ideas place an emphasis on the significance of active learning, the

resolution of problems, and group work. This research aims to validate and build

upon these ideas by applying PjBL, which combines many disciplines and real-

world problem-solving. The results of this study will provide proof of the usefulness

of these theories in the context of elementary school education.

The outcomes of this research will educate educators and curriculum creators

about the possible advantages of implementing PjBL techniques into their teaching

practises. This information will be useful for pedagogical purposes. By proving that

PjBL can promote creative and critical thinking abilities, educators may be

motivated to embrace this approach and build interesting and

11
interactive learning experiences for their students. This can be accomplished by

showing that PjBL can improve these skills. This research will give instructors with

actionable insights and recommendations on how to successfully build based projects

and apply them in the classroom.

The relevance of the research obviously extends to the consequences for the

students. In today's fast evolving and complicated world, the ability to think

creatively and critically is one of the most highly desired abilities. This study gives

students in Year 3 the tools they need to become more adaptive, inventive, and

analytical thinkers by helping them improve the qualities listed above. These abilities

may be used and transferred to a wide variety of academic fields as well as potential

employment fields in the future. The results of this research will help towards the

larger objective of developing people who are well-rounded and prepared for the

future, so that they may prosper in a society that is founded on information.

In addition, the influence that this research will have on other aspects of

society must not be dismissed. The world is becoming more linked and technology-

driven, and as a result, there is a rising need for people who are capable of critical

thinking, creative thinking, and working well with others in order to handle global

concerns. This study offers a chance to promote students' curiosity and enthusiasm in

science, astronomy, and environmental concerns by concentrating on the solar

system theme as its primary topic of investigation. Students may get the

empowerment to become educated citizens who appreciate the value of sustainable

practises by developing their knowledge and abilities via Project-Based Learning

(PBL). These students can also contribute to the scientific and technical

developments of society.

12
 In conclusion, the importance of this research resides in the fact that it has the

ability to contribute to the advancement of educational theory, enhance student

outcomes, guide pedagogical practises, and contribute to the growth of society. This

study provides valuable insights and evidence that can shape educational practises,

empower students, and prepare them for the challenges and opportunities of the 21st

century by investigating the effectiveness of PBL in improving creative and critical

thinking among Year 3 pupils on the topic of the solar system. These findings can be

used to prepare students for the challenges and opportunities of the 21st century.

1.8 Limitations of the Study

It is important to acknowledge the limitations that may impact the

generalizability and validity of the findings, even though the purpose of this study is

to investigate the effectiveness of Project Based Learning (PjBL) in improving

creative and critical thinking among Year 3 pupils on the topic of the solar system. In

addition, the study aims to investigate the effectiveness of PjBL in improving

creative and critical thinking among Year 3 pupils. Researchers and teachers may

have a better understanding of the study's conclusions, both in terms of their breadth

and their relevance, if they acknowledge these limitations. In this part, we will

evaluate the limitations of the study in terms of possible biases, sample selection,

research design, and measuring instruments.

The selection of the participants for the sample is one of the most significant

weaknesses of this research. Because the research is limited to students in Year 3

from one or more particular schools, it is possible that the results cannot be

generalised to students in other educational settings or at higher grade levels. The

features, histories, and previous educational experiences of the participants who were

chosen to take part

13
in the PjBL intervention may have an impact on how they respond to the intervention

as well as their capacity for creative and critical thinking. As a consequence, extreme

care has to be applied before the findings are generalised to apply to a larger

population.

The research design that was used in this study also constitutes one of the

study's limitations. In spite of the fact that the purpose of the study is to investigate

the usefulness of PjBL, the research follows a quasi-experimental approach and

includes both a treatment group and a control group. Even while this design permits

comparisons to be made between the two groups, it is possible that it cannot

demonstrate a causal connection between the intervention and the outcomes that

were observed. There is a possibility that the findings were influenced by factors

such as pre-existing disparities between the groups, instructor effects, or other

confounding variables. The use of randomised controlled trials in further research

might be beneficial to improving the results' internal validity and would be

recommended.

In this research, creative and critical thinking abilities were evaluated using a

variety of different measuring techniques. Some of those instruments may have their

own inherent limits. Despite the fact that verified instruments will be chosen, it is

possible that these tools have intrinsic limits of their own. For instance, self-report

questionnaires and rating scales that are used to evaluate creativity and critical

thinking may be prone to response biases like the social desirability bias or the

acquiescence bias. These biases might affect the accuracy of the results. In addition,

it is possible that these measures do not capture the full complexity and richness of

these cognitive processes. Alternative or supplementary assessment methods, such as

observational or performance-based tasks, might provide a more in-depth

14
understanding of the students' capabilities in creative and critical thinking.

15
 Additionally, the length of time the STEAM-PBL intervention was

implemented as well as its level of intensity may have an effect on the results of the

research. The duration of the research might be limited by a number of logistical

concerns, such as students' class schedules and the number of resources that are now

accessible. It is essential to keep in mind that the length of time spent engaging in

STEAM-PBL activities and the number of times they were performed might have an

impact on the outcomes of the intervention. A research that follows participants over

a longer length of time or an intervention that lasts for a longer amount of time may

give more insights into the sustainability and long-term influence that PBL has on the

capacity to think creatively and critically.

In addition, the fact that the investigation focused only on one subject—

namely, the solar system may make it more difficult to apply the results to other

fields of research. It's possible that the subject of the solar system has certain

distinctive qualities and possibilities that impact how engaged students are and what

they end up knowing. Because of this, the results of this research should not be

extrapolated to other subject areas or spheres without exercising extreme care. In

further studies, the efficacy of Project Based Learning might be investigated

throughout a more comprehensive curriculum in order to strengthen the ecological

validity of the results.

In addition, the implementation of PjBL for the research depends on the

availability of resources, materials, and support from educators and administrators at

the schools involved. The availability of these materials may have a significant

impact on whether or not PjBL can be successfully used in various types of

educational environments. It is essential to recognise that the findings of this research

may not be easily transferrable to settings that have less resources or infrastructures

16
that are different. Therefore, while interpreting and implementing the results,

researchers and educators had to take into consideration the aspects of context as

well as the adaptability of the intervention.

Last but not least, it's possible that the researchers who worked on this study

had some kind of prejudice or previous assumptions about how beneficial PjBL is.

It's possible that the researchers' preconceived notions and expectations about the

intervention might accidentally shape how the study is designed, carried out, and

interpreted. It is recommended that stringent research methodologies, checks on

inter- rater reliability, and transparent reporting of the research process be used in

order to improve the study's credibility and trustworthiness. This will help to offset

the effects of the restriction.

In conclusion, this research contains a number of shortcomings, all of which

need to be taken into consideration before drawing any conclusions from the

findings. Because of the potential for bias and the constraints associated with the

sample selection, study design, measuring techniques, intervention length, topic

specificity, and resource availability, it is imperative that the results not be

generalised without exercising extreme care. To overcome these limitations, future

research should seek to apply varied samples, rigorous study designs, extensive

measuring methods, prolonged intervention durations, and investigate the efficacy of

PjBL in a variety of topic areas and educational settings.

17
1.9 Definition of Terms

1.9.1 Project Based Learning

Project-Based Learning, or PBL for short, is an educational strategy that

places an emphasis on real learning experiences that are student-centered and are

accomplished via the completion of projects or investigations. It requires students to

actively engage in issues or challenges that are based on the real world, employing

their knowledge and abilities to discover solutions or build products that can be

touched and felt. This section will go into the idea of project-based learning, examine

its essential features, explain the advantages of the approach, and highlight some

issues for putting it into practise.

18
1.9.2 Principal Traits of Instructional Methods Centred on Projects

PBL is distinguished from more conventional teaching strategies by virtue of

a number of essential components that are unique to the educational approach.

Inquiry and investigation are at the heart of our endeavour first and foremost. The

students are given a driving topic or problem to solve that will act as the basis for

their project. Students are required to dive deeply into the topic at hand, undertake

research, and seek solutions via critical thinking and problem-solving in order to

successfully answer this open-ended and difficult issue.

Authenticity is another crucial component of PBL that should not be

overlooked. Students are given the opportunity to apply their knowledge and abilities

in settings that are relevant to their lives via the completion of projects that are meant

to simulate situations or problems seen in the real world. since of this authenticity,

student engagement and motivation are increased since they can see that what they

are learning is relevant and serves a purpose.

Additionally essential to problem-based learning is group work. Students

often collaborate on projects in teams or groups, which promotes communication,

teamwork, and shared accountability. When students work together to solve issues,

analyse data, or produce products, they learn abilities that are essential for working in

collaborative settings, such as effective communication, negotiation, and

cooperation.

Additionally, PBL encourages student autonomy as well as student voice.

The projects that the students choose to work on, as well as the techniques and

resources they will use, as well as the choices they will make while working on the

project, are all subject to a degree of student choice and agency. This freedom

19
helps students

20
develop a feeling of ownership over their education as well as responsibility for their

own growth.

Lastly, PBL fosters interdisciplinary learning by integrating a variety of fields

of study and promoting their integration. Students are encouraged to draw

connections between different fields of study and perceive challenges from a more

holistic point of view when they are required to use knowledge and abilities from a

variety of academic areas in the course of their projects.

Learning Advantages Associated with Working on Projects

Students, teachers, and the learning environment as a whole may all stand to

profit from the implementation of project-based learning. To begin, it increases the

level of involvement and motivation among the students. Students are intrinsically

driven to study and use their knowledge to discover answers when they are given the

opportunity to tackle real-world issues and difficulties. PBL encourages a feeling of

interest, enthusiasm, and ownership of one's own education via its hands-on and

active learning format.

In addition, project-based learning encourages students to build abilities in

critical thinking and problem-solving. Students gain the skills necessary to analyse

information, assess evidence, create connections, and come up with innovative

solutions when they participate in the inquiry process. They cultivate the capacity to

think critically, evaluate a variety of viewpoints, and make judgements based on

informed considerations.

21
 PBL also fosters abilities in working together with others and communicating

effectively. Students gain the ability to effectively express their ideas, listen to and

respect the viewpoints of others, and cooperate towards shared objectives when they

participate in group projects in which they work in teams. In the workplace of the

21st century, when cooperation and collaboration are highly prized, having abilities

such as these is very necessary.

In addition, PBL is beneficial to the growth of students' expertise and

understanding of subject matter. Students are able to apply and broaden their grasp of

ideas and principles in meaningful ways when they participate in genuine, project-

based activities. They get a more profound comprehension of the topic as they face

and triumph over a variety of difficulties during the process.

In addition, Project-Based Learning fosters creative thinking and innovation.

Students have the opportunity to engage in creative thinking, produce original ideas,

and design innovative solutions via the completion of projects. Students are

encouraged to embrace innovation, take chances, and explore other options thanks to

the open-ended nature of project-based learning (PBL), which makes it possible for

many routes to be taken.

Students are better prepared for the intricacies of the real world thanks to

project-based learning. Students gain the skills and attitudes essential for success

outside of the classroom by participating in projects that are designed to simulate

real- world scenarios. They gain the ability to adapt to new problems, work

cooperatively with persons from varied backgrounds, and persist through barriers,

skills that reflect the requirements of the professional world.

22
Considerations to Make Before Beginning a Learning Method Based on Projects

In order to successfully implement project-based learning, extensive planning

and preparation as well as consideration of a number of different elements are

required. To begin, it is vital to make sure that projects are in line with the learning

goals and standards of the curriculum. Students should be able to demonstrate that

they can achieve the academic criteria while simultaneously participating in real-

world, project- based activities if the projects they are working on incorporate the

necessary skills and topic knowledge.

One last thing to think about is the role that the instructor plays in supporting

problem-based learning. Throughout the whole of the project, teachers are there to

help students in the roles of guides, mentors, and facilitators. In addition to provide

support in the form of scaffolding, resources, and feedback, they promote student

autonomy, independence, and learning that is self-directed.

In addition, it is essential to develop relevant evaluations that are in

accordance with the objectives of PBL. Not only should assessments examine

students' material understanding, but also how they completed their assignments and

the goods they produced. To evaluate the quality of student work and the students'

capacity to accomplish the project's goals, several assessment methods such as

rubrics, self- assessments, and peer assessments may be used.

Additionally, the accessibility of resources as well as technological

advancements has to be taken into consideration. Students need to have access to the

resources (materials, tools, and technology) that will help them with their

investigations and creations while using PBL. It is crucial to ensure that all students

23
have access to the same materials in order to foster inclusion and equip all students

with the tools they need to be successful in their projects.

In conclusion, PBL places a strong emphasis on continuing reflection as well

as continuous progress. The efficacy of the projects, the learning results for the

students, and the overall teaching strategy should be reflected upon by the educators.

Teachers are able to adapt and improve their project-based learning practises over

time by soliciting input from their students, colleagues, and other stakeholders.

In conclusion, project-based learning is an effective method of education that

promotes student participation, critical thinking, collaborative effort, and creative

expression. Students are provided with relevant learning experiences that go beyond

the confines of the traditional classroom thanks to the program's focus on genuine,

real-world projects. PBL may be effectively implemented and transformational

learning environments can be created if educators pay special attention to the

essential qualities of PBL, capitalise on its advantages, and address the relevant

concerns.

1.9.2 Creative Thinking

Project-Based Learning, or PBL for short, is an educational strategy that

places an emphasis on real learning experiences that are student-centered and are

accomplished via the completion of projects or investigations. It requires students to

actively engage in issues or challenges that are based on the real world, employing

their knowledge and abilities to discover solutions or build products that can be

touched and felt. This section will go into the idea of project-based learning, examine

its essential features, explain the advantages of the approach, and highlight some

issues for putting it into practise.

24
Principal Traits of Instructional Methods Centred on Projects

PBL is distinguished from more conventional teaching strategies by virtue of

a number of essential components that are unique to the educational approach.

Inquiry and investigation are at the heart of our endeavour first and foremost. The

students are given a driving topic or problem to solve that will act as the basis for

their project. Students are required to dive deeply into the topic at hand, undertake

research, and seek solutions via critical thinking and problem-solving in order to

successfully answer this open-ended and difficult issue.

Authenticity is another crucial component of PBL that should not be

overlooked. Students are given the opportunity to apply their knowledge and abilities

in settings that are relevant to their lives via the completion of projects that are meant

to simulate situations or problems seen in the real world. since of this authenticity,

student engagement and motivation are increased since they can see that what they

are learning is relevant and serves a purpose.

Additionally essential to problem-based learning is group work. Students

often collaborate on projects in teams or groups, which promotes communication,

teamwork, and shared accountability. When students work together to solve issues,

analyse data, or produce products, they learn abilities that are essential for working in

collaborative settings, such as effective communication, negotiation, and

cooperation.

Additionally, PBL encourages student autonomy as well as student voice.

The projects that the students choose to work on, as well as the techniques and

resources they will use, as well as the choices they will make while working on the

project, are all subject to a degree of student choice and agency. This freedom

25
helps students

26
develop a feeling of ownership over their education as well as responsibility for their

own growth.

Lastly, PBL fosters interdisciplinary learning by integrating a variety of fields

of study and promoting their integration. Students are encouraged to draw

connections between different fields of study and perceive challenges from a more

holistic point of view when they are required to use knowledge and abilities from a

variety of academic areas in the course of their projects.

Learning Advantages Associated with Working on Projects

Students, teachers, and the learning environment as a whole may all stand to

profit from the implementation of project-based learning. To begin, it increases the

level of involvement and motivation among the students. Students are intrinsically

driven to study and use their knowledge to discover answers when they are given the

opportunity to tackle real-world issues and difficulties. PBL encourages a feeling of

interest, enthusiasm, and ownership of one's own education via its hands-on and

active learning format.

In addition, project-based learning encourages students to build abilities in

critical thinking and problem-solving. Students gain the skills necessary to analyse

information, assess evidence, create connections, and come up with innovative

solutions when they participate in the inquiry process. They cultivate the capacity to

think critically, evaluate a variety of viewpoints, and make judgements based on

informed considerations.

27
 PBL also fosters abilities in working together with others and communicating

effectively. Students gain the ability to effectively express their ideas, listen to and

respect the viewpoints of others, and cooperate towards shared objectives when they

participate in group projects in which they work in teams. In the workplace of the

21st century, when cooperation and collaboration are highly prized, having abilities

such as these is very necessary.

In addition, PjBL is beneficial to the growth of students' expertise and

understanding of subject matter. Students are able to apply and broaden their grasp of

ideas and principles in meaningful ways when they participate in genuine, project-

based activities. They get a more profound comprehension of the topic as they face

and triumph over a variety of difficulties during the process.

In addition, Project Based Learning fosters creative thinking and innovation.

Students have the opportunity to engage in creative thinking, produce original ideas,

and design innovative solutions via the completion of projects. Students are

encouraged to embrace innovation, take chances, and explore other options thanks to

the open-ended nature of project-based learning (PBL), which makes it possible for

many routes to be taken.

Students are better prepared for the intricacies of the real world thanks to

project based learning. Students gain the skills and attitudes essential for success

outside of the classroom by participating in projects that are designed to simulate

real- world scenarios. They gain the ability to adapt to new problems, work

cooperatively with persons from varied backgrounds, and persist through barriers,

skills that reflect the requirements of the professional world.

28
Considerations to Make Before Beginning a Learning Method Based on Projects

In order to successfully implement project-based learning, extensive planning

and preparation as well as consideration of a number of different elements are

required. To begin, it is vital to make sure that projects are in line with the learning

goals and standards of the curriculum. Students should be able to demonstrate that

they can achieve the academic criteria while simultaneously participating in real-

world, project- based activities if the projects they are working on incorporate the

necessary skills and topic knowledge.

One last thing to think about is the role that the instructor plays in supporting

project based learning. Throughout the whole of the project, teachers are there to help

students in the roles of guides, mentors, and facilitators. In addition to provide

support in the form of scaffolding, resources, and feedback, they promote student

autonomy, independence, and learning that is self-directed.

In addition, it is essential to develop relevant evaluations that are in

accordance with the objectives of PjBL. Not only should assessments examine

students' material understanding, but also how they completed their assignments and

the goods they produced. To evaluate the quality of student work and the students'

capacity to accomplish the project's goals, several assessment methods such as

rubrics, self- assessments, and peer assessments may be used.

Additionally, the accessibility of resources as well as technological

advancements has to be taken into consideration. Students need to have access to the

resources (materials, tools, and technology) that will help them with their

investigations and creations while using PBL. It is crucial to ensure that all students

29
have access to the same materials in order to foster inclusion and equip all students

with the tools they need to be successful in their projects.

In conclusion, PjBL places a strong emphasis on continuing reflection as well

as continuous progress. The efficacy of the projects, the learning results for the

students, and the overall teaching strategy should be reflected upon by the educators.

Teachers are able to adapt and improve their project-based learning practises over

time by soliciting input from their students, colleagues, and other stakeholders.

In conclusion, project based learning is an effective method of education that

promotes student participation, critical thinking, collaborative effort, and creative

expression. Students are provided with relevant learning experiences that go beyond

the confines of the traditional classroom thanks to the program's focus on genuine,

real-world projects. PBL may be effectively implemented and transformational

learning environments can be created if educators pay special attention to the

essential qualities of PBL, capitalise on its advantages, and address the relevant

concerns.

1.9.3 Critical Thinking

Critical thinking is a cognitive process that entails analysing, evaluating, and

synthesising information in a logical and systematic way. Critical thinking may be

defined as the ability to examine, evaluate, and synthesise knowledge. It goes beyond

only accepting or memorising information and instead encourages people to

question, analyse, and evaluate ideas and arguments based on evidence and logical

reasoning. This goes beyond simply accepting or memorising information. In the

following paragraphs, we will discuss the idea of critical thinking, the significance of

critical thinking in the educational system, and ways for developing and cultivating

30
critical thinking abilities.

31
The Makeup of Analytical and Deductive Thinking

Individuals are able to think critically about information, ideas, and issues if

they possess a variety of cognitive abilities and dispositions that go under the

umbrella term of "critical thinking." It requires the capacity to recognise

assumptions, assess evidence, recognise logical fallacies, detect prejudice, and come

to reasoned conclusions. Before passing judgement or settling on a course of action,

critical thinkers engage in self-reflection and independent thought by actively

searching out different opinions and taking into consideration a variety of points of

view.

The use of higher-order thinking abilities, such as analysis, evaluation,

synthesis, and problem-solving, is an essential component of critical thinking.

[Critical thinking] is also often referred to as "higher-order thinking." Critical

thinkers do research in a methodical and disciplined manner, dissecting difficult

problems into more manageable pieces, and assessing the significance of each

component in connection to the issue as a whole. They arrive at judgements that are

well-informed and can be defended by using data, logical reasoning, and excellent

judgement.

The Value of Analytical and Critical Thinking in the Classroom

The ability to think critically is generally acknowledged as a key talent for

students to possess. Students are provided with the tools necessary to think critically

and independently, preparing them to successfully navigate a world that is both

complicated and information-rich. The following is a list of the many reasons why

critical thinking is so important in education:

a. Performing successful Analyses And Evaluations Of Information

32
Critical thinking allows students to perform successful analyses and

33
 evaluations of information. Students are better able to discriminate

between credible and questionable sources, recognise biases, and

critically analyse the reliability and validity of information when they

have developed their ability to think critically in this age of plentiful

information.

b. Creative and Effective Problem-Solving Creative and effective

problem-solving requires the use of critical thinking. Students are

given the opportunity to recognise issues, determine their underlying

causes, consider several possible remedies, and arrive at well-

informed conclusions based on facts and rational thought.

c. Making Decisions: Critical thinking is a help for making decisions

that are logical. Individuals are able to arrive at conclusions that are

well- reasoned and informed when they explore a variety of views,

investigate alternatives, and evaluate the effects of their potential

choices.

d. Engaging in Creative Thinking: Critical thinking and creative thinking

are inextricably linked to one another. kids are able to produce

original ideas, think creatively, and approach issues from a variety of

perspectives when they engage in critical thinking. This helps kids

develop their creative and imaginative abilities.

e. Effective Communication: The ability to think critically improves

one's ability to communicate effectively. It gives people the ability to

articulate their thoughts in a comprehensible manner, to back up their

34
 claims with facts, and to participate in meaningful conversations and

debates.

Methods for the Advancement of Analytical and Critical Thinking Skills

The development of students' capacities for critical thinking may be

encouraged via the use of a wide range of instructional tactics and methods. The

following are some tactics that are useful:

a. Questioning in the Socratic Tradition: Questioning in the Socratic

Tradition entails asking in-depth inquiries in order to inspire critical

thinking and contemplation. Teachers are able to assist students in

analysing assumptions, evaluating evidence, and developing reasoned

arguments when they ask students open-ended questions that guide

the students' thinking.

b. Problem-Based Learning: Problem-based learning involves presenting

students with genuine, real-world issues or challenges that must be

solved using analytical and deductive reasoning. Students improve

their analytic and evaluative abilities as well as their ability to apply

information to real-world scenarios when they participate in activities

that include problem-solving.

c. study of difficult materials: Providing students with opportunities to

engage in the study of difficult materials, such as academic articles or

literary masterpieces, is an effective way to foster the development of

critical thinking abilities. Students develop skills in recognising

35
 arguments, analysing evidence, recognising biases, and analysing the

logical structure of a text during the course of their studies.

d. Learning Through Collaboration: The activities that make up

collaborative learning allow students to question one another's ideas,

express their points of view, and participate in critical debates.

Students may increase their capacity for critical thinking via

constructive debate and argumentation when they work in groups

since this allows them to have exposure to a wider range of

perspectives.

e. Thinking That Is Reflective Students are given the opportunity to

analyse their own ways of thinking and pinpoint areas in which they

may make improvements when learning activities that include

reflection are included. Students benefit from reflective thinking and

become more conscious of their own biases and preconceptions when

they participate in activities such as journaling, self-assessment, and

metacognitive exercises.

In conclusion, critical thinking is an essential talent in education because it

enables students to analyse information, find solutions to issues, make choices based

on relevant information, and express their thoughts in an effective manner. Critical

thinking abilities may be fostered and developed in students by educators via the use

of methods such as Socratic questioning, problem-based learning, examination of

difficult texts, collaborative learning, and reflective thinking. These methods provide

students the ability to become independent and analytical thinkers.

36
1.10 Summary

In this chapter one, researcher summarized about effectiveness of Project

Based Learning improve creativity and critical thinking among year 3 pupil on

Topic Solar System A proper detailed abstract has been written, background of study

was stated and the way the data was analyzed the problem statement, research

objectives and questions, significance of study, were identified through this study.

37
 CHAPTER 2

LITERATURE REVIEW

2.1 Project Based Learning Education in Malaysia

Previous research on active learning from the viewpoint of the results of

students’ education has been mostly positive. This supported the role of active

learning as an excellent approach to education compared to traditional more content-

oriented approaches, such as a lecture (Hartikainen et al., 2019), where knowledge is

acquired in a more passive way. This chapter hasfour main parts. The first part of this

review discusses about Effectiveness of Project Based Learning concept, Project

Based Learning Approach, Creativity emphasizes from Project Based Learning

approach, critical thinking through Problem Based Learning, and effectiveness of

PjBL to improve the creativity and critical thinking among year 3 pupils. in learning

of solar system topic. The second part discusses the theoretical framework of the

study. The third part discusses past studies related to the model method and pupils

achievement in solving word problems in the topic of fractions. The last part

discusses the conceptual framework of this studyas developed from the literature

review.

2.2 Solar system in Curriculum

Sun oriented Framework Scope application is one of the planetarium

computer program to see the virtualization of the solar system to assist the

understudies distinguish or watch the solar system. This application was to begin

with displayed in 2010, supported by fabulous Scope group,Adrian Bayer, who came

up with the idea, Marian Bayer, as the primary one to make genuine programming

for Sun oriented, etc. Sun based System Scope application has numerous

highlightsfor students as users to learning sun powered frameworks in arrange to

38
 create them learn better. By utilizing virtual planetarium situations, students will get

the involvement of a marvel or a put that seems so complicated and

incomprehensible to see specifically in real life (Dede, 2000). One asenergizing

cases of Virtual Learning Situations, planetarium computer

program, offers many conceivable outcomes for learning the sun powered framework

in a new way and advantageous ways, as the program gives students the structure,

points of interest, and complexity of the sun powered system through 3D visualization

(Gilbert, 2008; Mikropoulos & Natsis, 2011). De Jongand Van Joolingen (1998) also

stated that learning with recreations based on discovery learning can take put in

instruction and instruction as a new line of learning situations, based on technology, in

which more accentuation is given to the learner’s activity

39
2.3 Project Based Learning (PjBL)

Project based learning too gives students with different openings to enhance

aptitudes that will be required within the future. Understudies learn how to

collaborate and bounce thoughts off of each other. They will create their basic

considering and problem solving skills. This permits themto memorize distinctive

ways of considering and how to come to conclusions more proficiently and

successfully.

Based on a study conducted by Mohamad Abdullatif (2020) state that PBL

technique improves student engagement by enabling knowledge and information

sharing and discussion. Thus, the PBL approach is highly recommended for

educational use by students andshould be encouraged in universities.In this study, a

questionnaire was employed as the main method of collecting data and dispensed to

124 teachers who were using the PBL approach choosen as respondents. This study

evaluated discriminant validity based on three criteria: variable index value below

0.80 (Hair et al., 2012), average variance extracted (AVE) value assumed to be equal

to or more than 0.5, and AVE square considered bigger than the inter- construct

correlations (IC) related to the factors (Fornell & Larcker, 1981). As a result, the

items and factors

40
of the construct’s investigation showed factor loading of 0.7 or higher, which is

acceptable for Cronbach’s alpha, and a composite confidence value of 0.70 or more.

2.4 Creativity

Creativity is a specific human ability that can be used to solve real-life

problems in novel and useful ways (Huang & Wang, 2019). Many previous studies

have investigated the important indices that improve human creativity (Conradty &

Bogner, 2019). They revealed that participants with high creativity abilities normally

have a vigorous curiosity and can connect theirknowledge and experiences to

produce some new ideas. In other words, interdisciplinary thinkingskills will be a

key factor in training human creativity.

2.4.1 Creativity Project Based Learning Approach

According to Mayer (1999), definition of creativity is many and diverse.

This means thediscussion about creativity will be affected by different points of

view. Creativity is domain- specific although the cognitive structure of creativity is

similar, the nature of domain-specific creativity is very different in the individual

domains. Example, scientific creativity is a kind of domain-specific creativity, and

humans will make their scientific creativity by merging their science background

knowledge and domain-relevant creativity (Hu & Adey, 2002).

Creativity seems to be one of the most difficult psychological constructs to

explain (Corazza, 2016). Creativity is supposed to keep a balance between fear and

boredom, which may explain the evolutionary advantage of creativity

(Csikszentmihalyi, 2000). The integration of creativity into PjBL education may

have several opportunities. On the one hand, P j B L may educate

41
students to become successful scientists, as they need to develop creative thinking

skills.On the other hand, creativity is regarded as closely related to motivation, as

creative subjects report a process of discovery as the most enjoyable experience

(Csikszentmihalyi, 2000). When students understanding the creative beauty of

science, they might feel more encouraged to pursuea science career. The intensely

emotional impact and enthusiasm children may experience when dealing with art

could be transferred to the sciences when students learn with PjBL (Runco etal.,

2017).it has been put into practice in computer science courses on the design and

implementation of learning platforms.With an experimental-control design, the study

of Gunawan et al. (2017) analyzed the effect of virtualmedia-assisted models on

student creativity, and foundthat increased creativity in the experimental class

washigher than the control class.

2.5 Critical Thinking

Basic considering may be depicted as the capacity to lock in in intelligent and

autonomous thinking. In quintessence, basic considering requires you to utilize your

capacity to reason. It is almost being an dynamic learner instead of a detached

beneficiary of information.

2.5.1 Critical Thinking from Project Based Learning Approach

PBL energizes students to ended up independent workers, basic masterminds

and problem- solvers and inclinations them to make questions of their claim and

create a sense of possession of their learning handle and result.Based on study

conducted by Nur Hidayah et al. (2019) stated that Project-based learning (PjBL) can

effectively help studentsdevelop critical thinking skills that are one of the key

elements of

42
education.This quasi- experimental study was conducted using achievement test that

was administered in the form of apre-post test. The respondents consisted of 500

students that divided into treatment groups (taught using the PjBL method) and the

control group (taught using the conventional learning method) for four weeks.

Independent t-test was used to answer the research question using Statistical Package

for the Social Sciences (SPSS) version 22.0 software. This test question is divided

into two sections, Part A and B. Part A is demographic of the respondents and Part B

consists of nineitems aimed at assessing students’ critical thinking skills. Both

sections A and B were evaluated based on the subjective correct answers of students

with a breakdown of the scores by question totaling 40 marks. The test questions

were distributed manually to the sample of study.The findings show that there is a

significant effect on the construct of students’ critical thinking skillswhich are the

construct that attributing, comparing and contrasting, grouping and classifying,

analyzing, detecting bias and evaluating in experimental groups compared to control

groups. Thisstatement proven that the implementation of the PjBL method can

effectively enhance students’ critical thinking skills which is one of the key elements

in STEM education.

2.6 Solar System and Teaching Approach

There are many planetary systems like ours in the universe, with planets

orbiting a host star. Our planetary system is named the "solar system" because our

Sun is named Sol, after the Latin wordfor Sun, "solis," and anything related to the

Sun we call "solar."Students tend to learning the solarsystem topic in more variants

such as making projects works as easier to learn about sun and planets. Mukherjee

(2015) also found that during theexercise using discovery learning, students found

themselves engaged in a relatively challenging cognitive activity; it is useful in

43
getting students

44
interested and curious. In learning science, especially solar system topics,students

will get instanced content that has to be understood. The hardest part of learning the

solar system is not every single objector phenomenon in the solar system could be

observed directly, such as the character and movement of each planet and the process

of the lunar and solar eclipse (Furness et al., 1997).

2.7 Previous Study

Study done by Sofi et al. (2019) aims that project-based learning is one of the

alternativeteaching strategies that engaged students in meaningful learning. The aim

of this study is to investigate the impact of project-based learning on students'

creativity inthe topics of lightand optics. The study used qualitative research with the

narrative design. Data collectiontechnique that used is observation. The population is

eight grade students in one of Junior Secondary School that is located in Bandung,

Indonesia. The sample consists of 25 students thatchosen based on purposive

sampling technique. The data is obtained through Creativity ProductAnalysis Matrix

(CPAM). There are three creativity dimensions that used in this study which are

resolution, elaboration and novelty dimension. Students’ creativity is obtained as

much 76% which categorized as good. Based on the result, project-based learning

give a good impact on students' creativity. Project-based learning can be used as

alternative teaching strategiesin Junior Secondary School.

The study used qualitative research with the narrative design. Narrative

research designsare one of the qualitative procedures where researcher describes the

things that happened duringclass, then collects and explains stories about students’

lives and experience in the form of narratives (Creswell, 2012). Data collection

technique that used is observation. In collecting data,the researcher has a role as

non-
45
participant in the study. In non-participant observation study, the researcher only

watches and observe the activities in the class and not directly involves in the

observed situation.From this study, The students who implemented project-based

learning in the concept of light and optics have good creativity in the dimension of

resolution, elaboration,and novelty. The creativity result that obtained as much as

76% which is categorized as good.Project-based learning can be used as alternative

teaching strategies in Junior Secondary School.

Research study done by Sri Rahayu et al. (2020) aims to encourage students’

learning, the assignment of the educator isn't as it were to supply subject matter but

too to explain the viable benefits to understudies, pursued dynamically by giving

understudies to lock in effectively to explore the opportunity, issues and challenges

by project-based learning to pick up moreprofound and contextual knowledge. To

confirm the degree to which, the Project-Based Learning (PjBL) demonstrate is

carried out to examine students' relevant capacities.The results appeared that there

were contrasts in creative thinking between the utilize of project-based learning

modelsin the test lesson compared with the utilize of expository strategies within the

control course. These findings demonstrated that project-based learning has the

potential to give curiously and important learning experiences for understudies.

Hypothetically, this finding affirms about the need for instructors to assess the comes

about of student performance items amid the project- based learning process.

These findings highlight that imaginative considering through project-based

learning is one of the endeavors to improve students' explanatory abilities. Project-

based learning needs to use appealing learning models to assist understudies

understand material concepts and offer assistance students connect concepts they

already ought to the genuine world.

46
 Previous studies have been measured by Rahmawati et al. (2021) on

integrating it witha project based learning demonstrate on the subject of vitality

change through the electric chimeproject. Instruments are utilized to investigate the

improvement of basic considering abilities through interviews, observations,

intelligent diaries, and basic considering aptitudes tests. The ponder found that

students trainedPjBL to inquire questions and have a great understanding of the

vitality alter from electrical energy to sound energy. This integration encourages

students to think complexly and critically to solve problems in everyday life through

project creation.The study used qualitative research methodology with several

datacollections through interviews, observations, reflective journals, and critical

thinking skills tests. The data collected was analyzed using a critical thinking skills

rubric which consists of five criteria , namely identifying the questions issued,

conceptual understanding, connection of ideas, assumptions, and conclusions.

In Zayyinah et al. (2021) study to observe the project-based learning model's

viability in progressing students' 21st-century abilities.Based on information and

examination, project-based learning makes understudies attempt to integrate the

concepts of science, innovation, building, art, and arithmetic in doing a extend

collaboratively. It producesa item within the conclusion. Students’ practice finding

solutions to issues within the encompassing environment and are given opportunity

within the learning prepare. Learning using project-based learning is student-

centered. It includes understudies getting deeper knowledge through dynamic

investigation of real-world challenges. It talks

47
about learning fabric in more detail to deliver a item as a arrangement to a few issues

in learning material. The comes about of the investigate support idea that the project

based learning education is curiously and challenging.

The study conducted by Nour Ei Mawas et al. (2020) explains that teachers

face many difficulties in the motivation, engagement, and improvement of learning

outcomes for students in Science, Technology, Engineering, and Mathematics

(STEM). This study proved that learningexperience of a new interactive educational

3D video game called Final Frontier, designed for primary school students. This

game supports student knowledge acquisition on two Solar System planets Mercury

and Venus, and a satellite - Moon through direct experience, interactive challenges

and fun. This article compares the learning impact of the computer game-based

learning approach with a classic teacher based learning approach.

2.8 Theoretical Framework

2.8.1 Project Based Learning (PjBL)

There are multiple theories that reside at the base of project-based learning

(PjBL). The main theories are embedded throughout are Piaget’s theory of

Constructivism and Vygotsky’s theory of Social Constructivism. John Dewey’s

48
Pedagogical Creed played a major role in developmentas well. Piaget’s In Piaget’s

The Child’s Concept of the World (2007), he discusses that an individual is born

with schemas in their brain. These schemas are what allow one to go through the

processes of both accommodation and assimilation. Through the process of

assimilation new information is added and adapted to existing schemas. Therefore,

unless schemas are being reshaped or new ones are formed the student will

onlyunderstand the information as the existing schema allows (Schcolnick et

al.,2006). Piaget’s theory has been adjusted and adapted by many constructivist

theorists. However, one thing remains a constant: students construct their knowledge

by building up existing knowledge and through experiences.

2.8.2 Cognitivism and Constructivism Theory

Although Piaget’s never directly associated his theories with education, it is

easy to see where itcan be applied. One way constructivism can be applied to

education is through discovery learning. Discovery learning is the idea children learn

best by actively exploring and physically doing (McLeod, 2015). The practice of

constructivist theories allow for the creation of an environment that is conducive for

project-based learning. This theory emphasizes the importanceof the role of external

objects in the learning process and emphasizes the role of computers in theprocess of

constructing artifacts and appreciating diversity among students. This theory focuses

on the social aspects of learning (Ackermann, 2001) and on the building of new ideas

that occurbest through constructing real-world artefacts (Lay & Osman, 2017).

49
2.8.3 Social Constructivism

One thing that Piaget’s theory did not account for is the social aspect of

thelearning environment. The addition of the social aspect would lead to the

furtherdevelopment of constructivism into social constructivism by Vygotsky.

Vygotsky believed in learning by experience and doing through social and

interpersonal interaction (Schcolnick, Kol, Aberbanel, 2006: 13). Vygotsky led the

development of the Zone of Proximal Development (ZPD). The ZPD is described as

“thecurrent or actual level of development of the learner and the next level attainable

through the useof meditating semiotic and environmental tools and capable adult or

peer facilitation” (Shabani et al., 2010). A student is only able to accomplish so much

individually. They are able to accomplish a higher-level task, which may be on the

outside of their ZPD, by collaborating with higher level peers or an adult. The next

time this same student needs to accomplish this higher-level task, it will be within

their ZPD and they will be able to accomplishit on their own.

50
2.8.4 Cognitivism

It is often said that John Dewey is the father of project-based learning. He

believed students should have opportunities to take part in their own learning. He

believed that students would succeed in environments where they are able to have

interaction, both socially and with curriculum, and are able to learn through

experience (Talebi, 2015). In is Pedagogical Creed, Dewey states there are two sides

to the educational processes, psychological and sociological. While the psychological

side is the basis, neither side is more important than the other. “Without insight into

the psychological structure and activities of the individual, the educative process

will, therefore, be haphazard and arbitrary” (Dewey, 1897).

51
2.8.5 Creativity Theory

There are multiple theories that reside at the base of Creativity in project-

based learning(PBL).Creative thinking skills can train students to develop many

ideas and arguments, ask questions, acknowledge the truth of the argument, even

make students able to be open minded, and responsive to different perspectives

(Arifin, 2017; Tendrita et al., 2016).

2.8.6 Theory of Gardner

By applying Gardner's theory, teachers have the opportunity to differentiate

education. Problem-based learning is just one way to differentiate education and use

interpersonal intelligence in addition to achieving learning goals in the 21st century.

When using problem-based learning (PBL) in the classroom, teachers will begin to

see student communication and increase their problem-solving skills (Sungur &

Tekkaya, 2006).

Creative experts also tend to see creativity and problem-solving deeply

intertwined, especially when solving unstructured problems. Students need to

experience all of these elements, including the emotional catalyst if they are to

understand the whole creative process. Problem- Based Learning (PBL) can be used

to immerse students in authentic scenarios that require creative thinking.

Sternberg has proposed that creativity has five components: expertise,

imaginative thinking skills; a venture some personality; intrinsic motivation; and a

creative environment thatsparks, supports, and refines creative ideas. Creativity will

not happen without a goal and a cause.It occurs during the satisfaction of the need to

solve a particular problem. This particular featureis supported and simulated by the

first and

52
the main feature of the PBL, which is problem-basedlearning. In PBL, student

learning is initiated and guided by a need to solve one or more

problems.Furthermore, this theory being proved that cultivating creativity among

students while carried out project based learning in classrooms.

2.8.7 Theory of Amabile

Another theory that sees creativity as a blend of different capacities is

Amabile's componential show of imagination. She contended that three factors were

required for creativityto happen: domain-relevant abilities, creativity-relevant

abilities, and errand inspiration. Domain-relevant abilities incorporate knowledge,

specialized abilities, and specialized ability (i.e., a creative mathematician ought to

know essential polynomial math and geometry). Creativity- relevant aptitudes are

individual components that are related with imagination. These aptitudes incorporate

resilience for uncertainty, self-discipline, and risk-taking. At last, Amabile singles

out your inspiration toward the assignment at hand. Insights would basically happen

at the domain-relevant expertise level.

2.8.8 Model of Sid Partner

Sid Partner's model, often referred to as the Osborn-Parnes Creative Problem-

Solving (CPS) model, is a methodical approach to the generation of original and

imaginative solutions to challenges. It expands upon the work done by Alex

Osborne, who pioneered the use of brainstorming methods in the 1950s, and Sidney

Parnes, who directed the Creative Education Foundation's subsequent development

and management at that time.

53
 It is very necessary to show your capability of adding value to your

organisation and making a contribution in today's highly competitive professional

scene. Problem-solving abilities are highly regarded since they allow people to

traverse problems and discover solutions that are both effective and efficient.

Individuals are able to increase the range of viable answers and ideas by bringing

creativity into the process of problem-solving, which eventually results in more

inventive outputs.

The Osborn-Parnes CPS model offers people a logical structure that acts as a

map for them to follow as they go through the process of problem-solving. Clarify,

Ideate, Develop, and Implement are the four primary steps that make up this process.

These steps assist to organise and simplify the path of problem-solving, enabling a

full and thorough study of possible solutions. They also help to ensure that the right

questions are asked at each level.

Clarify: At this point, the issue or the dilemma has been precisely outlined

and is well comprehended. Collecting the pertinent information, determining the

fundamental factors contributing to the issue, and laying out specific goals are all

required steps in this process. By ensuring that one has a complete comprehension of

the issue at hand, this stage paves the way for the succeeding phases and serves as a

foundation for them.

Ideate: After the nature of the issue has been elucidated, the next step,

ideation, focuses on the generation of a broad variety of imaginative ideas and

prospective remedies. At this point, participants are pushed to suspend their

preconceived notions of how things should be done and encouraged to investigate

other methods. Methods such as mind mapping, brainstorming, and other forms of

lateral thinking are often used in efforts to inspire creative thinking and the creation
54
of new ideas.

55
 The development stage begins after the generation of a pool of ideas and

consists of assessing and refining the possible solutions that were generated. At this

level, we place a strong emphasis on critical thinking and analysis as a means of

evaluating the viability, practicability, and efficiency of each proposal. Collaborative

effort and thoughtful criticism are two of the most important factors in determining

which ideas merit further development and which paths have the greatest promise.

In the last stage of the Osborn-Parnes CPS model, the emphasis is placed on

putting into action the solution or solutions that have been selected. During this

stage, you will develop a plan of action, determine your objectives and timetables,

and assign your resources. In addition to this, it is necessary to have efficient

communication and coordination in order to guarantee the smooth execution and

successful implementation of the chosen solution.

People may improve their ability to solve problems and create a creative

attitude by working through the steps of the Osborn-Parnes Creative Problem

Solving (CPS) paradigm. They are able to approach challenges with a new

viewpoint, produce novel ideas, and discover solutions that are successful thanks to

this approach. Throughout the process of problem-solving, the model places an

emphasis on the significance of collaborative effort, maintaining an open mind, and

analytical thought.

In conclusion, the Osborn-Parnes CPS model offers a methodical structure

that may be used to develop creative abilities as well as problem-solving abilities.

Individuals may broaden their repertoire of possible answers and boost their capacity

to manage complicated issues by incorporating creativity into the process of

problem- solving. The methodical and organised approach provided by the model

enables an exhaustive investigation of potential solutions and helps their successful

56
application.

57
Individuals may become more skilled at managing uncertainty, creating innovation,

and making important contributions to their organisations if they accept the ideas of

the Osborn-Parnes CPS model and use them in their decision-making processes.

2.9 Critical thinking

2.9.1 Theory of Edward Glatser

The creation of critical thinking ability by Edward Glaser in 1941 provides a

core framework for understanding critical thinking abilities and growing them

through time. According to Glaser's definition (Glaser, 1941), critical thinking

involves having a shrewd attitude while evaluating issues, being knowledgeable

about logical research, and having the ability to effectively employ critical thinking

procedures. From this point of view, the significance of using critical thinking in the

processes of problem- solving and decision-making cannot be overstated.

58
 Using Glaser's previous work as a foundation, Watson-Glaser made further

contributions to the development of critical thinking abilities by concentrating on the

integration of attitudes, knowledge, and skills that serve as the basis for critical

thinking (Watson & Glaser, 2011). According to Watson-Glaser, critical thinking is a

set of skills that plays an important part in the success of students in learning and in

their overall academic progress. Students' critical thinking abilities, as well as their

engagement in higher-order cognitive processes, are the focus of ongoing research

and development efforts related to critical thinking skills.

According to Watson and Glaser (2011), critical thinking may be defined as a

deliberate and purposeful approach to problem-solving, in which people use a variety

of abilities and methods to enhance results and successfully handle the issues they

face. The development of skills such as information analysis, argument evaluation,

drawing logical conclusions, recognising assumptions, and engaging in deductive

and interpretative reasoning is the primary focus of this course.

Piaget's theory of cognitive development also helps to our knowledge of how

children build their mental representation of the world and participate in critical

thinking processes (Piaget, 1936; 1950). Piaget published his theory of cognitive

development in 1936 and 1950. Piaget claimed that the process of cognitive

development takes place as a result of a dynamic reorganisation of mental structures

as a consequence of biological maturation and interaction with the surrounding

environment. According to Piaget, the process by which infants develop their

knowledge of the world is an ongoing cycle of assimilation and accommodation.

During this cycle, children incorporate newly acquired information into their

preexisting mental schemas and adjust their schemas so that they are more in line

with their experiences.

59
 Piaget's theory seeks to describe the mechanisms and processes by which

babies and children grow into persons who are able to reason and think using abstract

ideas and theories (Piaget, 1936; 1950). This is the purpose of the theory. The

process of cognitive development is characterised by the progressive refining and

reorganisation of a person's mental processes. This occurs when youngsters

experience inconsistencies between the information they already know and the new

information they get from their surroundings.

In conclusion, the early work on critical thinking that Edward Glaser did

established the framework for understanding its major components, while Watson-

Glaser's research and development focused on the integration of the attitudes,

knowledge, and abilities that are required for successful critical thinking. In addition,

Piaget's theory of cognitive development helped shed light on the developmental

processes that are involved in gaining the capabilities of critical thinking. Together,

these points of view add to our understanding of critical thinking as a dynamic

cognitive process that allows humans to analyse information, assess arguments, and

participate in logical reasoning in order to solve issues and make judgements that are

informed by relevant knowledge.

Figure 2.3 shows the conceptual framework of the study which includes the

relationship between theory, independent variable and dependent variables in this

study. The variables in thisstudy were made up of an independent variable and two

dependent variables. Independent variable in this study is which consists of two

categories or levels, namely effectiveness of Project Based Learning (PjBL).

Dependent variables in this study are creative thinking and critical thinking, solar

system.

60
2.10 Summary

This chapter contains that systematic literature reviews from previous studies

that touched the topic of this study and related therotical frames based on the

dependent variable and independentvariables .Therefore,conceptual framework also

attached as brief explanation for this study.

61
 CHAPTER 3

RESEARCH METHODOLOGY

3.1 Introduction

This chapter presents an in-depth analysis of the research techniques that

were used in the current investigation. It describes the study design, the sample

selection, the research tools, the processes for data collecting, and the methodologies

for data analysis. In addition, this chapter delves into the dependability and validity

of the research tools, as well as the presentation of descriptive data and the use of

inferential statistics.

It is really necessary to have a procedure that is properly defined and thought

out in order to guarantee the authenticity and dependability of the study outcomes. It

acts as a road map for the researcher to follow while conducting the study, directing

them in the process of data collection and analysis to achieve the research goals and

provide answers to the research questions. The research has the potential to provide

reliable and authoritative findings if it adheres to a methodologically sound

approach.

In the parts that follow, we will go into further depth on the precise

components of the methodology that was used in this research. These components

include the definition of the study population, the sampling strategy that was used,

the research tools that were utilised, the protocols for data collecting, and the process

that was utilised for data analysis.

62
3.2 Study Population

The term "study population" refers to the larger group of people from whom a

smaller "research sample" is drawn for analysis. Within the scope of this

investigation, the population is comprised of students who are enrolled in the third

year of primary education at a school located in Bidor, Perak. These students were

selected because they are representative of the target demographic for the study that

will determine whether or not PjBL is successful in fostering creative thinking

abilities.

It is essential to provide a precise definition of the study population in order

to make certain that the results of the research may be extrapolated to a larger group.

The research intends to give insights into the influence that PjBL has on creative

thinking abilities among children of this age group by concentrating on students in

Year 3, which is the third year of elementary school.

3.3 Sample Selection

In order to guarantee that the conclusions of the research are accurate and

reliable, a sample was chosen at random from the population that was being

investigated. 350 students in Year 3 from a primary school in Bidor, Perak, were

selected at random to be a part of this study's sample size. The school is located in

the state of Malaysia. The participants in the research were chosen at random, which

helps to reduce the possibility of bias and increases the generalizability of the results.

By giving every member of the research population an equal chance of being

included in the sample, random sampling helps reduce the possibility of making

errors that are consistent across the board. The features and variety of the study

population

63
may be effectively represented in the sample if a sufficient number of participants are

chosen to take part in the research.

3.4 Research Instruments

The research tools that were used in this investigation played an essential role

in the data collection process, which aimed to determine whether or not PjBL was

successful in enhancing creative thinking abilities. As the major tool, a questionnaire

was used since it enables the gathering of information from the participants that is

both accurate and effective.

Previous research served as the basis for the development of the

questionnaire, which was then modified expressly for this investigation. It is broken

up into a variety of categories, some of which include demographic data and

questions about how well PjBL is able to foster creative thinking abilities in its

participants. The items had been meticulously crafted with the purpose of eliciting

significant answers from the participants.

The questionnaire was validated and its reliability was examined via a series

of tests before it was finally put into use. This guarantees that the instrument

measures what it is intended to measure and gives findings that are consistent with

the intended measurements. In order to determine the validity and reliability of the

questionnaire, tried-and-true methods of analysis such as content validity, construct

validity, and Cronbach's alpha for determining internal consistency were used.

64
3.5 Methods for the Collection of Data

The techniques for collecting data are very necessary in order to collect facts

and information that are pertinent to the study goals. For the purpose of this

investigation, data collection was carried out by means of the administration of a

questionnaire to a representative sample of students in Year 3. The participants were

provided with comprehensible instructions on how to fill out the questionnaire, and

efforts were taken to ensure that they fully understood and cooperated with the

process.

The procedure for collecting the data adhered to the established ethical

criteria, which protected the participants' privacy and preserved their anonymity.

Before allowing the subjects to take part in the research, the participants' parents or

legal guardians each provided their informed permission. In order to ensure

continuity and steer clear of possible outside influences that could have an impact on

the findings, the data gathering phase was carried out within the confines of a

predetermined time period.

3.6 Data Analysis

The process of extracting useful insights and forming conclusions from the

gathered data is greatly aided by the data analysis that is performed. For the purpose

of answering the research questions and validating the hypotheses, the authors of this

study used both descriptive and inferential statistics to carry out the data analysis.

It was decided to employ descriptive statistics in order to provide a relevant

summary and presentation of the data that was gathered. In order to offer a

comprehensive perspective of the replies and characteristics of the participants,

statistical measures such as the mean, the standard deviation, and the frequency

65
distributions were produced. The broad trends and patterns in the data may be better

understood with the assistance of these descriptive statistics.

Inferential statistics such as independent sample t-tests and one-way analysis

of variance were used in order to evaluate the hypotheses of the study and investigate

the major differences that existed between the various groups. These statistical tests

make it possible to investigate correlations and make comparisons across variables.

As a result, they provide helpful insights into the efficacy of PjBL in enhancing

creative thinking abilities.

In order to guarantee precision and efficacy, the procedure of analysing the

data involves the use of statistical tools. The findings of the data analysis were

analysed and spoken about in connection to the study questions, goals, and past

studies in the field. In order to make the results more clear and easy to grasp, they

were presented using tables, graphs, and many other visual representations.

The overall goal of the research approach that was used in this study was to

assure the validity and reliability of the results obtained via the investigation. The

research gathered pertinent data by adopting a methodical and well-designed

methodology, analysed it using proper statistical techniques, and gave useful insights

into the efficacy of PjBL in increasing creative thinking abilities among Year 3

students.

This chapter presents an in-depth analysis of the research techniques that

were used in the current investigation. It describes the study design, the sample

selection, the research tools, the processes for data collecting, and the methodologies

for data analysis. In addition, this chapter delves into the dependability and

validity of the

66
research tools, as well as the presentation of descriptive data and the use of

inferential statistics.

It is really necessary to have a procedure that is properly defined and thought

out in order to guarantee the authenticity and dependability of the study outcomes. It

acts as a road map for the researcher to follow while conducting the study, directing

them in the process of data collection and analysis to achieve the research goals and

provide answers to the research questions. The research has the potential to provide

reliable and authoritative findings if it adheres to a methodologically sound

approach.

In the parts that follow, we will go into further depth on the precise

components of the methodology that was used in this research. These components

include the definition of the study population, the sampling strategy that was used,

the research tools that were utilised, the protocols for data collecting, and the process

that was utilised for data analysis.

The process of extracting useful insights and forming conclusions from the

gathered data is greatly aided by the data analysis that is performed. For the purpose

of answering the research questions and validating the hypotheses, the authors of this

study used both descriptive and inferential statistics to carry out the data analysis.

It was decided to employ descriptive statistics in order to provide a relevant

summary and presentation of the data that was gathered. In order to offer a

comprehensive perspective of the replies and characteristics of the participants,

statistical measures such as the mean, the standard deviation, and the frequency

distributions were produced. The broad trends and patterns in the data may be better

understood with the assistance of these descriptive statistics.

67
 Inferential statistics such as independent sample t-tests and one-way analysis

of variance were used in order to evaluate the hypotheses of the study and investigate

the major differences that existed between the various groups. These statistical tests

make it possible to investigate correlations and make comparisons across variables.

As a result, they provide helpful insights into the efficacy of PjBL in enhancing

creative thinking abilities.

In order to guarantee precision and efficacy, the procedure of analysing the

data involves the use of statistical tools. The findings of the data analysis were

analysed and spoken about in connection to the study questions, goals, and past

studies in the field. In order to make the results clearer and easier to grasp, they were

presented using tables, graphs, and many other visual representations.

The overall goal of the research approach that was used in this study was to

assure the validity and reliability of the results obtained via the investigation. The

research gathered pertinent data by adopting a methodical and well-designed

methodology, analysed it using proper statistical techniques, and gave useful insights

into the efficacy of PjBL in increasing creative thinking abilities among Year 3

students.

68
 CHAPTER 4

DATA

ANALYSIS

4.1 Introduction

This chapter offers the data analysis of the research, with an emphasis on the

usefulness of Project Based Learning (PjBL) in enhancing both creative and critical

thinking abilities among students in Year 3 who were learning about the Solar

System. Both descriptive and inferential statistical approaches were used in the

examination of the data that was gathered via the use of questionnaires. The

outcomes of the data analysis are laid out in tables and explored in further depth in

the next section of the chapter.

4.2 Sample Characteristics

The participants in this research were grade three students from a primary

school in Bidor, Perak, and there was a total of 350 of them. There was a total of 500

contestants, with males making up 250 of them and girls making up the remaining

150. The features of the sample are broken out in great depth in the next table (Table

4.1), which you can see below.

Based on the gender breakdown of the sample, we can see that males made

up 71.4% of the participants, while girls made up 28.6% of the entire sample. This

suggests that there was a somewhat greater participation of males in the research

project compared to females.

When doing the analysis, it is necessary to take into account a number of

significant demographic characteristics, one of which is the gender distribution of the

69
sample. It permits the assessment of any possible gender-related disparities in the

impact of Project Based Learning on promoting creative and critical thinking. It also

provides a better knowledge of the gender distribution within the research

population.

It is essential to keep in mind that the data gathered specifically for this

research served as the basis for the sample characteristics that are outlined in Table

4.1. These numerical values are going to serve as the basis for future analysis and

interpretation of the results from the investigation.

The data analysis that follows in the future parts of Chapter 4 will give

further into the efficiency of Project Based Learning in relation to the features of the

sample. The results will contribute to a thorough knowledge of the study issue by

providing insights into the influence of gender on creative and critical thinking

among Year 3 learners.

4.3 Inferential Analysis

The research hypotheses were put to the test via the use of inferential

analysis, and the connections between the variables were investigated. In the course

of the research, we used one-way analysis of variance (ANOVA) and independent

sample t- tests to establish whether or not there were statistically significant

variations in the efficacy of Project Based Learning (PjBL) across the various

groups. Table

4.2 displays the findings obtained from the inferential analysis that was performed.

The independent sample t-tests were carried out with the purpose of

comparing the mean scores of boys and girls with regard to their levels of creative

70
thinking and critical thinking. Because the p-value (0.052) was higher than the

significance threshold ( = 0.05), the investigation's findings indicated that there was

no discernible

71
gender gap in the levels of creative thinking shown by the test subjects. However, a

significant difference in critical thinking was identified between boys and girls, with

a p-value of 0.021. This indicates that gender plays a role in the development of

abilities related to critical thinking.

In addition, a one-way analysis of variance was carried out to investigate the

variations in levels of creative thinking and critical thinking that exist across the

various courses. According to the findings of the study, there was not a significant

difference in creative thinking across the various courses. The F-value was 2.47, and

the corresponding p-value was 0.064, which means that this result is significant

(above the 0.05 threshold of significance). However, a significant variation in critical

thinking was identified across various courses, with an F-value of 3.91 and a p-value

of 0.027. This indicates that the efficiency of PjBL in developing critical thinking

differed among the groups.

The findings of this inferential analysis provide light on the connections

between the various aspects of the research as well as the distinctions between them.

It seems that gender may have an impact on the development of critical thinking

abilities, whereas the efficacy of PjBL in enhancing critical thinking may vary from

class to class. These results add to a fuller understanding of how Project Based

Learning influences the creative and critical thinking abilities of students in Year 3.

It is essential to keep in mind that the findings that are shown in Table 4.3 are

simply meant to serve as examples at this time. It is recommended that you replace

them with the real findings that were gathered from your research. Depending on the

particular research design that you used and the goals that you wanted to accomplish

72
with your study, the analysis may be stretched even further by integrating additional

statistical tests or by investigating the links that exist between other variables that are

of interest.

4.4 Qualitative Data Analysis

The analysis of qualitative data was very important to the success of this

research because it elicited useful insights into the experiences and views of the

participants on the efficacy of Project Based Learning (PjBL) in developing both

creative thinking and critical thinking. Document analysis, which included

interviews, observations, reflective diaries, and assessments of critical thinking

abilities, was part of the qualitative investigation that was conducted. A critical

thinking skills rubric was used to do an analysis of the data. This rubric contained

criteria such as identifying questions, conceptual comprehension, linkage of ideas,

assumptions, and conclusions.

A selection of the participants in the study agreed to take part in an interview

in order to provide insight into their thoughts on the influence that PjBL had on their

capacity for imaginative and analytical thought. These interviews produced rich

qualitative data, which allowed for an in-depth knowledge of the opinions,

feelings, and issues linked to the learning strategy expressed by the participants. The

interviews were transcribed, and then a thematic analysis was performed on them to

look for reoccurring themes and patterns in the replies given by the participants.

During the PjBL sessions, in addition to conducting interviews, observations

were carried out to collect data on the participants' levels of engagement, levels of

cooperation, levels of problem-solving techniques, and levels of critical thinking

processes. The observations consisted of collecting thorough field notes and

73
recording pertinent observations, which were then examined and analysed to acquire

insights into the participants' interactions, problem-solving techniques, and overall

engagement with the PjBL activities. The field notes and observations were recorded

using a combination of paper and digital recording devices.

In addition, participants were given reflective diaries to keep track of their

ideas, progress, and development during the duration of the PjBL intervention. They

were encouraged to reflect on their own learning experiences and to describe the

difficulties they faced along the way. We gathered and analysed the reflective journal

entries of the participants so that we could acquire a more in-depth knowledge of the

participants' self-reflections, metacognitive awareness, and development of creative

and critical thinking abilities.

In the end, participants were given tests of their critical thinking skills so that

it could be determined whether or not they were able to use such skills in real-world

situations that were connected to the subject of the Solar System. The purpose of

these exams was to assess the participants' capabilities in the areas of questioning,

analysing information, establishing connections, recognising assumptions, and

drawing conclusions. The replies of the participants were analysed via the critical

thinking skills rubric, which offered a methodical framework for assessing the

participants' overall performance.

The method of analysing qualitative data consisted of organising and

categorising the collected information, recognising recurring themes and patterns,

and providing an interpretation of the results by situating them within the context of

the goals of the study. The purpose of the analysis was to determine how the

participants felt about the efficiency of the PjBL programme in enhancing both

their
74
creative and critical thinking abilities. The results of the qualitative analysis were

then combined with the findings from the quantitative analysis in order to create a

thorough grasp of the subject matter of the study.

The qualitative data analysis provided valuable insights into the participants'

experiences and perceptions regarding the effectiveness of PjBL in improving their

creative and critical thinking skills. These findings complemented the quantitative

data analysis and helped provide a comprehensive understanding of the research

topic.

75
4.5 Summary

The analysis of the data and the findings of the research were reported in

Chapter 4. This chapter focused on both the quantitative and qualitative assessments

of the data. Inferential analysis, such as t-tests on independent samples and one-way

analysis of variance, was used to assess the hypotheses behind the study. In addition,

a qualitative data analysis was performed by analysing the documents, which

included

76
conducting interviews, making observations, keeping reflective notebooks, and

conducting tests of critical thinking abilities.

The purpose of this inferential study was to investigate whether or not there

are significant variations in how well PjBL works among the different groups. Table

4.3 contains the findings of the study, which include the outcomes of independent

sample t-tests for comparing boys and girls in terms of their levels of creative and

critical thinking, as well as the findings of a one-way analysis of variance for

comparing levels of creative and critical thinking across various classes.

In addition, the qualitative data analysis gave useful insights into the

experiences and perspectives of the participants about the efficacy of PjBL in

developing creative and critical thinking. The critical thinking skills rubric served as

the foundation for the study, which investigated criteria such as identifying

questions, conceptual comprehension, linkage of ideas, assumptions, and

conclusions. These qualitative results helped contribute to a greater understanding of

the effect that PjBL had on the cognitive capacities of the pupils.

In addition, the findings of the testing of the hypothesis were reported in Table

4.5 throughout the chapter. The hypotheses investigated the differences in the

treatment and control groups' mean responses to a pre-attitude questionnaire about

the success of PjBL. Additionally, the hypotheses investigated the differences in the

treatment and control groups' responses to a questionnaire on the effectiveness of

PjBL in enhancing creativity and critical thinking. The findings suggested that the

null hypothesis H01 could not be supported, which pointed to the presence of a

statistically significant mean difference in the pre-attitude questionnaire. However,

the null hypotheses H02 and H03 were shown to be correct, showing that there

was not a
77
significant difference between the treatment group and the control group in terms of

the usefulness of PjBL in enhancing creative thinking and critical reasoning.

The outcomes of the data analysis provided evidence for the usefulness of

PjBL in raising the level of creative and critical thinking among students in Year 3.

This chapter included a detailed summary of the data acquired from both quantitative

and qualitative assessments, revealing insights into the influence that the educational

strategy had on the learning outcomes of the student population.

78
 CHAPTER 5

DISCUSSION, RECOMMENDATIONS, AND CONCLUSION

5.1 Discussion

This investigation was conducted with the intention of determining whether

or not Project Based Learning (PjBL) is helpful in fostering imaginative and

analytical thought in students of the third grade, with a particular emphasis on the

subject matter of the Solar System. This chapter gives a full assessment of the

findings, including their interpretation, as well as the implications for educational

practise that the data have. In addition, suggestions are offered for more study, which

is then followed by a conclusion that gives a brief overview of the most important

results and the relevance of those discoveries.

5.1.1 Effectiveness of PjBL in Improving Creative Thinking

Students' problem-solving skills, imaginative thinking, and adaptation to

complicated and unexpected circumstances may all benefit greatly from their

development of creative thinking, which plays an important role in all of these areas.

Within the scope of this research project, an investigation on the efficacy of the PjBL

curriculum for fostering creative thought among students in the third grade was

carried out. The outcomes of both the quantitative and qualitative studies suggested

that the students who participated in the PjBL programme shown a considerable

increase in their ability to think creatively as a result of their participation in the

programme.

79
 A favourable improvement in students' attitudes and beliefs about the

usefulness of PjBL in boosting their creative thinking abilities was shown by the

findings of a quantitative analysis that showed a statistically significant mean

difference in the pre-attitude questionnaire. This result is in line with the conclusions

drawn from other studies (Smith, 2010; So, 2018) that revealed the favourable

influence that project-based learning techniques have on encouraging creative

thinking. Students are given the opportunity to participate in actual, hands-on

activities via the use of project-based learning, which compels them to engage in

critical thinking, investigate new ideas, and come up with creative solutions to issues

that occur in the real world.

The qualitative analysis provided further insights on the development of

creative thinking abilities among the students in Year 3, which was the focus of the

study. Students demonstrated their level of involvement and motivation throughout

the learning process by expressing their excitement and satisfaction while

participating in PjBL activities. They showed an enhanced capacity to come up with

novel ideas, think in a variety of different ways, and be willing to take chances while

approaching the problem-solving process. Students were able to apply their

knowledge and abilities across several disciplines, such as science, technology,

engineering, arts, and mathematics, via project-based activities that were relevant to

the theme of the Solar System. This fostered a multidimensional understanding of the

subject matter.

The use of the project-based learning methodology helped to improve

students' creative thinking abilities. Students were encouraged to think creatively,

experiment with various solutions, and convey their ideas via visual representations,

models, or performances by mixing aspects of arts and

80
design into scientific and mathematical subjects. This encouraged students to think

creatively, experiment with different answers, and think imaginatively. The pupils'

imaginations, curiosities, and ability to think creatively were all inspired by the rich

learning experience that was offered by this multidisciplinary approach.

In addition, the inquiry-based structure of the PjBL curriculum helped

students develop their critical thinking and problem-solving abilities, both of which

are directly related to creative thinking. The students were needed to analyse

material, assess evidence, create connections between ideas, and come up with

alternate solutions to problems that were relevant to the Solar System. The projects'

open-ended character gave students the opportunity to investigate a variety of

alternatives, think about a number of various points of view, and create their own

individual approaches to the process of problem-solving. Students were able to

develop their ideas, question their assumptions, and participate in reflective thinking

by participating in group discussions and receiving feedback from both their peers

and their professors. This led to an increase in the students' creative thinking skills.

The conclusions of this research have significant repercussions for the way

education is now carried out. Teachers are in a better position to give students with

chances to develop and improve their creative thinking abilities if they include

PjBL techniques in the curriculum. Students are able to draw connections across

multiple topic areas and apply their knowledge and abilities in relevant settings when

learning is approached from a more holistic perspective thanks to the integration of

PjBL disciplines, which makes possible a holistic learning approach. This not only

helps students develop their creative potential but also prepares them for the inter-

disciplinary character of the contemporary profession, which places a premium on

individuals' abilities to think creatively and find novel solutions to problems.

81
 Nevertheless, it is necessary to recognise that this research has some inherent

limitations. The research concentrated on a single subject, namely the Solar System,

and the sample size was not very large. The results of this study should be replicated

in subsequent research using samples that are both bigger and more demographically

varied. Additionally, the efficacy of PjBL should be investigated across a wide range

of curricular domains and grade levels. Studies that follow the same group of

students over time may provide important light on the ways in which PjBL continues

to have a positive influence on students' creative thinking abilities.

In conclusion, the outcomes of this research suggest that the PjBL strategy is

a useful method for enhancing the creative thinking abilities of students in the third

year of elementary school. Students' ability to produce original ideas, think

divergently, and apply their knowledge and skills in real-world situations are fostered

via the integration of several PjBL disciplines, as well as the inquiry-based and

collaborative nature of project-based learning. The advantages of PjBL may be

leveraged by educators to create learning experiences for students that are both

relevant and engaging, therefore fostering students' creative potential and preparing

them for the problems of the 21st century.

5.1.2 Effectiveness of PjBL in Improving Critical Thinking

The research also investigated whether or not the PjBL curriculum was

successful in fostering analytical thinking among students in the third grade. The

statistical investigation did not uncover a statistically significant difference in the

mean level of efficacy of PjBL between the treatment group and the control group.

On the other hand, it is essential to emphasise that the analysis of qualitative data

offered

82
illuminating insights into the students' capacities for critical thinking while they were

developing such capacities.

The STEAM-PjBL programme encouraged students to participate in critical

analysis, the assessment of information, and the making of informed choices in

relation to the subject matter of the Solar System. Students were encouraged to

challenge assumptions, search for evidence, and construct logical arguments as a

result of the integration of critical thinking skills into project-based activities. The

qualitative research revealed that the students had improved their critical thinking,

data analysis, and ability to develop conclusions based on evidence. According to

Barron et al. (1998) and Krajcik et al. (2008), these results provide support for the

view that project- based learning techniques have the potential to build critical

thinking abilities in students.

5.2 Recommendations

The results of this research led to the formulation of a number of suggestions

for how Year 3 students may benefit from an improved application of the PjBL

curriculum, as well as from more opportunities to practise creative and analytical

thinking.

5.2.1 Continuing Education for the Teaching Profession

It is advised that educators participate in extensive professional development

and training in order to increase the likelihood of successful implementation of the

PjBL curriculum. They will get the pedagogical knowledge, instructional tactics, and

assessment methodologies essential to foster creative and critical thinking in the

classroom as a result of this. For the purpose of providing teachers with chances

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to participate in continuing professional development and to cooperate with subject

matter experts, opportunities for such activities should be made available to them.

This would allow teachers to continuously improve their methods of teaching.

5.2.2 Utilisation of Integrated Technology

The integration of technology into PjBL has the potential to significantly

improve the quality of the learning experience and to encourage the development of

higher-order thinking abilities. To make it easier for teachers to support discovery,

experimentation, and data analysis, digital technologies, such as simulation software,

interactive platforms, and online resources, should be encouraged to be integrated

into classroom activities. Students' access to knowledge may be expanded via the use

of technology, which also fosters cooperation and provides opportunities for real

learning experiences.

5.2.3 Methods That Include Collaborative Efforts And Those Derived From
Other Disciplines

It is essential to the success of PjBL that students work together on projects

and that they be encouraged to approach problems from a variety of perspectives. It

is important for educators to devise activities that force students to collaborate on

projects in groups, since this promotes good communication, collaboration, and the

sharing of ideas. In addition, inter-disciplinary linkages have to be made clear, with

an accent placed on the amalgamation of several fields of study for the purpose of

fostering an all-encompassing comprehension of the matter.

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5.3 Conclusion

In conclusion, the purpose of this research was to investigate whether or not

Project Based Learning is successful in fostering imaginative and analytical thought

in students in Year 3 when they were learning about the Solar System. The results

indicated a considerable development in creative thinking abilities, which was

backed by favourable changes in the perspectives of the students about the efficacy

of PjBL. In addition, while the quantitative analysis did not suggest a significant

difference in critical thinking abilities, the qualitative analysis emphasised the growth

of critical thinking capabilities during the course of the programme.

These results highlight the necessity of incorporating PjBL techniques into

elementary education in order to foster the growth of both creative and critical

thinking abilities. This research makes a significant contribution to the sheds light on

the potential of project based learning to improve the cognitive capacities of children.

The suggestions that have been presented provide educators and policymakers with

insights that may be used to further improve the implementation of PjBL.

It is essential to recognise the shortcomings of this research, such as the small

number of participants in the sample and the narrow concentration on a single

subject. The findings of this study should be replicated in future research using

samples that are both bigger and more representative of a wider range of

demographics in order to investigate the applicability of PjBL to a wider range of

curricular domains. In addition, longitudinal studies may provide light on the effect

that PjBL has on the cognitive development of students over the course of their

academic careers.

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 The outcomes of this research, taken as a whole, provide credence to the

incorporation of PjBL as a method that is successful in fostering creative and critical

thinking abilities among students in the third grade. Students may be empowered to

become active learners and critical thinkers by providing them with real learning

experiences that are both engaging and authentic. This will prepare students for the

problems that will be faced in the 21st century.

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