The Effect of Project Based Learning Model on Creative Thinking Ability and Emotional Intelligence of Grade X Students in Biology
DOI:
https://doi.org/10.70211/sakaguru.v3i1.648Keywords:
Creative Thinking Ability, Emotional Intelligence, Environmental Pollution, Project Based Learning, Quasi-ExperimentalAbstract
Creative thinking and emotional intelligence are essential competencies for students facing the demands of twenty-first-century biology learning. Preliminary data at SMA Negeri 12 Bandar Lampung showed that Grade X students' creative thinking ability was still in the less creative category (average 36%), while emotional intelligence was categorized as poor (average 40%). This study examined the effect of the Project Based Learning (PjBL) model on students' creative thinking ability and emotional intelligence in Grade X Biology, particularly on the topic of environmental pollution. A quantitative quasi-experimental method with a pretest-posttest control group design was employed. The population comprised all Grade X students in the even semester of the 2024/2025 academic year (N = 337). Through cluster random sampling, Class X.4 (n = 34) was assigned as the experimental group and Class X.1 (n = 34) as the control group. Data were collected using a validated creative thinking essay test, an emotional intelligence questionnaire, and observation sheets. Instrument reliability was very high for both the creative thinking test (Cronbach's alpha = 0.821) and the emotional intelligence questionnaire (Cronbach's alpha = 0.877). Data were analyzed using descriptive statistics, N-gain, prerequisite testing, and independent samples t-tests through SPSS version 25. The findings showed significant differences between experimental and control groups in creative thinking ability, t(66) = 13.844, p < 0.05, and emotional intelligence, t(66) = 15.440, p < 0.05. The experimental group achieved N-gain scores of 80.91% for creative thinking and 80.51% for emotional intelligence, both in the excellent category, whereas the control group obtained 35.18% and 45.23%, respectively. Visualized indicator-level data further showed that all creative thinking indicators and all emotional intelligence indicators reached very high categories in the experimental group. These results indicate that PjBL is more effective than direct instruction in strengthening creative thinking and emotional intelligence in biology learning. The study contributes empirical evidence for integrating authentic environmental projects into secondary biology instruction.
References
[1] Republic of Indonesia, Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Jakarta, Indonesia: Sekretariat Negara, 2003. https://peraturan.bpk.go.id/Details/43920/uu-no-20-tahun-2003
[2] A. E. Rose, A. Nency, E. Sudira, Y. Haria, and A. Suryanda, “Eksplorasi strategi inovatif pembelajaran biologi di abad 21,” DIAJAR: Jurnal Pendidikan dan Pembelajaran, vol. 3, no. 1, pp. 102–107, 2024. https://doi.org/10.54259/diajar.v3i1.2270
[3] S. Bell, “Project-based learning for the 21st century: Skills for the future,” The Clearing House, vol. 83, no. 2, pp. 39–43, 2010. https://doi.org/10.1080/00098650903505415
[4] M. Abduh and A. Istiqomah, “Analisis muatan HOTS dan kecakapan abad 21 pada buku siswa kelas V tema ekosistem di sekolah dasar,” Jurnal Basicedu, vol. 5, no. 4, pp. 2069–2081, 2021. https://doi.org/10.31004/basicedu.v5i4.1124
[5] A. N. R. Mayanti and A. Widiyatmoko, “Review artikel: Model pembelajaran PjBL-STEAM berbantuan Canva pada materi energi untuk meningkatkan kemampuan berpikir kreatif peserta didik,” in Proc. Seminar Nasional IPA, 2023, pp. 424–431. https://proceeding.unnes.ac.id/snipa/article/download/2324/1798
[6] M. Fahrurrozi, “Urgensi penguatan keterampilan berpikir kritis pada mata pelajaran Qur’an Hadist,” Jurnal Penelitian Keislaman, vol. 17, no. 1, pp. 39–50, 2021. https://doi.org/10.20414/jpk.v17i1.3369
[7] D. Kokotsaki, V. Menzies, and A. Wiggins, “Project-based learning: A review of the literature,” Improving Schools, vol. 19, no. 3, pp. 267–277, 2016. https://doi.org/10.1177/1365480216659733
[8] F. Riza and Y. Yoto, “Membangun kecerdasan emosional siswa SMK untuk menjawab tantangan industri modern,” Briliant: Jurnal Riset dan Konseptual, vol. 8, no. 4, pp. 940–947, 2023. https://doi.org/10.28926/briliant.v8i4.1643
[9] J. A. Durlak, R. P. Weissberg, A. B. Dymnicki, R. D. Taylor, and K. B. Schellinger, “The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions,” Child Development, vol. 82, no. 1, pp. 405–432, 2011. https://doi.org/10.1111/j.1467-8624.2010.01564.x
[10] R. D. Taylor, E. Oberle, J. A. Durlak, and R. P. Weissberg, “Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects,” Child Development, vol. 88, no. 4, pp. 1156–1171, 2017. https://doi.org/10.1111/cdev.12864
[11] C. MacCann, Y. Jiang, L. E. R. Brown, K. S. Double, M. Bucich, and A. Minbashian, “Emotional intelligence predicts academic performance: A meta-analysis,” Psychological Bulletin, vol. 146, no. 2, pp. 150–186, 2020. https://doi.org/10.1037/bul0000219
[12] S. E. Wijaya, Sutarto, D. P. Sari, and A. R. Nasution, “Peran neurosains terhadap peningkatan kemampuan komunikasi dan kolaborasi siswa dalam pembelajaran,” Holistik Analisis Nexus, vol. 1, no. 5, pp. 61–74, 2024. https://doi.org/10.62504/kff2hv73
[13] A. D. Pertiwi, S. A. Nurfatimah, and S. Hasna, “Menerapkan metode pembelajaran berorientasi student centered menuju masa transisi Kurikulum Merdeka,” Jurnal Pendidikan Tambusai, vol. 6, no. 2, pp. 8839–8848, 2022. https://doi.org/10.31004/jptam.v6i2.3780
[14] C. E. Hmelo-Silver, “Problem-based learning: What and how do students learn?,” Educational Psychology Review, vol. 16, no. 3, pp. 235–266, 2004. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
[15] A. Y. Syauki, H. Muftahid, and S. Fauziah, “Studi literatur pengaruh model pembelajaran Project Based Learning terhadap hasil belajar peserta didik,” Citizen Voice: Jurnal Pendidikan Pancasila dan Kewarganegaraan, vol. 1, no. 2, pp. 56–64, 2020. https://jurnal.ubest.ac.id/index.php/citizen-voice/article/view/275
[16] N. Dahri, Problem and Project Based Learning (PPjBL): Model Pembelajaran Abad 21. Padang, Indonesia: CV Muharika Rumah Ilmiah, 2022. https://repo.unespadang.ac.id/id/eprint/334/
[17] C.-H. Chen and Y.-C. Yang, “Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators,” Educational Research Review, vol. 26, pp. 71–81, 2019. https://doi.org/10.1016/j.edurev.2018.11.001
[18] J. W. Pellegrino and M. L. Hilton, Eds., Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, DC, USA: National Academies Press, 2012. https://doi.org/10.17226/13398
[19] H. A. Diana and V. Saputri, “Model Project Based Learning terintegrasi STEAM terhadap kecerdasan emosional dan kemampuan berpikir kritis siswa berbasis soal numerasi,” Numeracy, vol. 8, no. 2, pp. 113–127, 2021. https://doi.org/10.46244/numeracy.v8i2.1609
[20] R. Rahmazatullaili, C. M. Zubainur, and S. Munzir, “Kemampuan berpikir kreatif dan pemecahan masalah siswa melalui penerapan model Project Based Learning,” Beta: Jurnal Tadris Matematika, vol. 10, no. 2, pp. 166–183, 2017. https://doi.org/10.20414/betajtm.v10i2.104
[21] S. Maysyaroh and D. Dwikoranto, “Kajian pengaruh model Project Based Learning terhadap keterampilan berpikir kreatif peserta didik pada pembelajaran fisika,” ORBITA: Jurnal Kajian, Inovasi dan Aplikasi Pendidikan Fisika, vol. 7, no. 1, p. 44, 2021. https://doi.org/10.31764/orbita.v7i1.4433
[22] A. P. Maulidia, I. Indrawati, and R. Rusdianto, “Pengaruh model Project Based Learning (PjBL) terhadap kemampuan berpikir kreatif siswa SMP pada materi pemanasan global,” Jurnal Pembelajaran Fisika, vol. 12, no. 4, p. 153, 2023. https://doi.org/10.19184/jpf.v12i4.43637
[23] S. R. Ilyas, “Perbedaan kecerdasan emosional dan hasil belajar biologi siswa antara yang diajar melalui model pembelajaran berbasis proyek dengan model pembelajaran langsung,” Jurnal Biotek, vol. 5, no. 1, pp. 103–113, 2017. https://doi.org/10.24252/jb.v5i1.3449
[24] I. Fahrezi, M. Taufiq, Akhwani, and Nafia’ah, “Meta-analisis pengaruh model pembelajaran Project Based Learning terhadap hasil belajar siswa pada mata pelajaran IPA sekolah dasar,” Jurnal Ilmiah Pendidikan Profesi Guru, vol. 3, no. 3, pp. 408–415, 2020. https://doi.org/10.23887/jippg.v3i3.28081
[25] R. Oktafiani, N. B. Haka, A. D. Kesumawardani, and N. E. Lestari, “The influence of the Problem-Based Learning model assisted by Liveworksheets on the critical thinking skills of 11th-grade students in biology subjects,” SAKAGURU Journal of Pedagogy and Creative Teacher, vol. 1, no. 2, pp. 79–90, 2024. https://doi.org/10.70211/sakaguru.v1i2.144
[26] P. Guo, N. Saab, L. S. Post, and W. Admiraal, “A review of project-based learning in higher education: Student outcomes and measures,” International Journal of Educational Research, vol. 102, Art. no. 101586, 2020. https://doi.org/10.1016/j.ijer.2020.101586
[27] N. O. P. H. Biantoro, F. Kristanti, and H. Mursyidah, “Pengaruh penilaian kinerja dan kecerdasan emosional berdasarkan Project Based Learning (PjBL) terhadap hasil belajar matematika siswa,” Square: Journal of Mathematics and Mathematics Education, vol. 2, no. 2, pp. 89–102, 2020. https://doi.org/10.21580/square.2020.2.2.5257
[28] E. E. Saputra, L. Sisi, M. D. Pratama, and Jusman, “Pengaruh kecerdasan emosional terhadap interaksi sosial peserta didik di sekolah dasar,” Journal of Education Sciences: Foundation & Application, vol. 3, no. 2, pp. 70–82, 2024. https://doi.org/10.56959/jesfa.v3i2.103
[29] J. D. Mayer, P. Salovey, and D. R. Caruso, “Emotional intelligence: New ability or eclectic traits?,” American Psychologist, vol. 63, no. 6, pp. 503–517, 2008. https://doi.org/10.1037/0003-066X.63.6.503
[30] UNESCO, Education for Sustainable Development: A Roadmap. Paris, France: UNESCO, 2020. https://unesdoc.unesco.org/ark:/48223/pf0000374802
[31] OECD, Beyond Academic Learning: First Results from the Survey of Social and Emotional Skills. Paris, France: OECD Publishing, 2021. https://doi.org/10.1787/92a11084-en
[32] J. W. Creswell and J. D. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 5th ed. Thousand Oaks, CA, USA: Sage, 2018. https://us.sagepub.com/en-us/nam/research-design/book255675
[33] M. Binkley et al., “Defining twenty-first century skills,” in Assessment and Teaching of 21st Century Skills, P. Griffin, B. McGaw, and E. Care, Eds. Dordrecht, The Netherlands: Springer, 2012, pp. 17–66. https://doi.org/10.1007/978-94-007-2324-5_2
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Dea Fernandilla, Raicha Oktafiani, Aulia Novitasari, Aryani Dwi Kesumawardani, Meita Dwi Solviana
This work is licensed under a Creative Commons Attribution 4.0 International License.
