Perbandingan Project Based Learning dan Problem Based Learning Terhadap Kemampuan Berpikir Kreatif Matematis dan Motivasi Siswa SMP Negeri 7 Pekalongan

Abstract

Mathematical creative thinking skills and learning motivation are crucial aspects for successful mathematics learning. However, these aspects remain low among students at SMP Negeri 7 Pekalongan. One strategy to improve them is by implementing student-centered learning models, specifically Project-Based Learning (PjBL) and Problem-Based Learning (PBL). This study aims to analyze the differences in mathematical creative thinking skills and learning motivation between students taught using the PjBL model and those taught using the PBL model. A quantitative approach was employed using a quasi-experimental method with a pretest-posttest nonequivalent control group design. The study population consisted of 184 seventh-grade students at SMP Negeri 7 Pekalongan, with the sample selected via cluster random sampling. Data were collected through mathematical creative thinking tests, learning motivation questionnaires, and documentation. Data analysis involved normality tests, homogeneity tests, ANOVA, the Bonferroni Post Hoc test, and MANOVA using SPSS version 26. The ANOVA results yielded a significance value of 0.000 (< 0.05), indicating differences in mathematical creative thinking skills and learning motivation based on the learning model. However, the Bonferroni Post Hoc test revealed no significant difference between the PjBL and PBL models regarding mathematical creative thinking skills (Sig. 0.417 > 0.05), whereas a significant difference was observed in learning motivation (Sig. 0.012 < 0.05). MANOVA results also demonstrated a simultaneous effect of the learning models on students' mathematical creative thinking skills and learning motivation. Thus, PjBL and PBL are relatively equally effective in enhancing mathematical creative thinking skills but exert different influences on student learning motivation.