Students’ perceptions of DIONTANA project-based learning in supporting creativity in elementary school science education

Abstract

This study explores elementary school students’ perceptions of Project-Based Learning (PjBL) through DIONTANA (Food Chain Diorama) in supporting creativity in science learning. A qualitative approach with a case study design was employed at SD Negeri 5 Metro Selatan, involving fifth-grade students selected through purposive sampling. Data were collected through observation, interviews, and documentation during the implementation of the DIONTANA project and analyzed using the Miles and Huberman interactive analysis model. The findings revealed that students perceived DIONTANA positively as an engaging and participatory learning experience. The learning activities provided opportunities for students to demonstrate four dimensions of creativity: fluency, flexibility, originality, and elaboration. Students also perceived the three-dimensional representation of the food chain as helpful in making abstract science concepts more concrete and understandable. Furthermore, collaborative project activities encouraged students to exchange ideas, discuss different perspectives, and resolve disagreements within their groups. Despite these positive experiences, several challenges emerged, particularly limited project completion time, availability of materials, and differences in students’ need for instructional support. These findings suggest that DIONTANA has the potential to provide a contextual, hands-on, and collaborative learning environment that supports students’ creative experiences in elementary science education. The study highlights the importance of designing project-based learning that balances opportunities for creative exploration with appropriate instructional support and accessible learning resources.