Enhancing Creative Thinking in Final-Hour Science Lessons Through Project-Based Learning: A Classroom Action Research
Keywords: project-based learning, creative thinking, CAR
Abstract
This study investigates the impact of learning models on students’ creative thinking during the final hour of science instruction, a time often marked by student fatigue and disengagement. Using a Classroom Action Research (CAR) method through two cycles, the study applied a Project-Based Learning (PBL) model integrated with cooperative learning strategies. The participants consisted of 14 vocational high school students in West Java, selected due to their low creative thinking scores. Quantitative data collected through observations and performance-based assessments revealed a significant improvement in creative thinking skills, with scores increasing from an average of 56% before intervention to 88% after the second cycle. These findings suggest that PBL can effectively enhance student engagement and higher-order thinking, particularly in time-constrained instructional settings. The study offers practical implications for educators seeking to optimize learning in less favorable time slots.
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