Optimizing Student Creativity in Physical Education Learning: A Project-Based Learning Approach
DOI:
https://doi.org/10.26858/cpjok.v18i1.821Keywords:
Project-Based Learning; Student Creativity; Physical Education; Innovative Learning; 21st-Century SkillsAbstract
Creativity is one of the important competencies of the 21st century that needs to be developed in the learning process, including in physical education learning. However, physical education learning in schools still tends to be oriented towards conventional approaches that do not provide opportunities for students to explore ideas and creative thinking skills. This study aims to determine the effect of the implementation of the Project Based Learning (PjBL) model on improving student creativity in physical education learning at SMP Negeri 29 Makassar. This study uses a quantitative approach with a pre-experimental design through a one-group pretest-posttest design. The research sample consisted of 32 students selected using a purposive sampling technique. The research instrument was a creativity test based on Guilford's theory indicators which include idea fluency, thinking flexibility, idea uniqueness, and idea development. Data analysis used descriptive statistics and paired sample t-test. The results showed that the average student creativity score increased from 72.31 in the pretest to 77.47 in the posttest with a percentage increase of 7.14%. The results of the paired sample t-test showed a significance value of 0.001 (<0.05), indicating a significant difference between the pretest and posttest scores. Therefore, it can be concluded that the implementation of the Project-Based Learning model significantly increased student creativity in physical education learning. This learning model is recommended as an innovative learning alternative relevant to the demands of modern education and the development of 21st-century skills.
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