EFFECTIVENESS OF AN INTEGRATED PJBL MODEL OF PROCESS AND PRODUCT DIFFERENTIATION ON STUDENTS' CREATIVE THINKING ABILITIES

Abstract

The aim of this research is to compare the effectiveness of the integrated PJBL model of process and product differentiation with the PJBL model on students' creative thinking abilities. The type is a quasi-experiment (quasi-experiment), with a pretest and posttest control group design. The research population was class VIII students. Purposive sampling was used for sample selection. Learning style questionnaires, creative thinking ability tests, and observation sheets were used as research instruments. The data analysis approach includes tests: prerequisites (normality and homogeneity), and the effectiveness of the N-Gain Score. Based on the research findings, it can be concluded that the implementation of the PJBL model integrated with process and product differentiation has better effectiveness than the PJBL model on students' creative thinking abilities. Even though both are in the "quite effective" category, the average N-Gain percentage gain for the PJBL integrated learning process and product differentiation model is greater, namely 70%. while the PJBL model only obtained 57%. This is also supported by observation results which show that the application of the PPA model integrated with process and product differentiation in the experimental class reached an average of 85% in the "very creative" category, while the application of the PJBL model in the control class only achieved 75%, in the "creative" category. ”The influence provided by the integrated PJBL model of process and product differentiation on students' creative thinking abilities is characterized bystudents' ability to work on creative thinking ability test questions better, fluency in finding ideas and making products, using various tools and materials to complete products, providing new ideas and modifying the products being made.