The Influence of Project Based Learning on Learning Outcomes, Creativity and Student Motivation in Science Learning at Elementary Schools

Abstract

This study investigates the influence of Project-Based Learning (PjBL) on learning outcomes, creativity, and student motivation in science learning at the elementary school level. The aim is to explore how PjBL, as an instructional approach, affects learning outcomes, creativity and student motivation in science education. The research employs a quantitative approach through a quasi-experimental method. The sample consists of elementary school students in Surabaya, Indonesia, who were exposed to PjBL activities in their science classes, while a control group experienced conventional instruction. Both groups completed pre-and post-tests to assess changes in creativity and motivation. The research design employed is true experimental design, involving the formation of two groups, namely the control group and the experimental group, through random sampling. The results of this study indicate that PBL has a significant impact on student learning outcomes, motivation, and creativity in science education. These findings contribute to the existing literature on PjBL and its influence on learning outcomes, creativity, and student motivation in science learning. The results underscore the importance of integrating PjBL as a practical instructional approach in elementary school classrooms to foster creativity and enhance student motivation. Educators and policymakers can use these insights to promote innovative teaching methods that encourage active participation, critical thinking, and creative problem-solving skills in science education at the elementary level.