Enhancing Creative Thinking Skills Through Digital Literacy-Based PjBL Model Assessment: A Quasi-Experimental Study
DOI:
https://doi.org/10.52783/jns.v14.2803Keywords:
creative thinking, digital literacy, Project-Based Learning, assessment, quasi-experimentAbstract
Creative thinking skills can be improved through a variety of assessment models in learning. The purpose of this study is to determine the effect of the application of digital literacy-based PjBL model assessment on improving students' creative thinking skills in biology learning in high school.This study was a quasi-experimental study with a nonequivalent pretest-posttest control-group design. The research sample consisted of 150 people, and each experimental and control class consisted of 75 students. Data were collected using creative thinking skills test questions. Data analysis was carried out statistically using the t-test formula. The findings of the research showed that there was an increase in creative thinking skills before and after treatment and there was a significant difference in the average creative thinking skills of students. The improvement of creative thinking skills in the experimental class was 60.5% and, in the control, class was 26.12%. The results of the t-test calculation obtained a sig value of 0.000. Thus, it was concluded that there was an effect of the application of the digital literacy-based PjBL model assessment on improving students' creative thinking skills in high school biology learning.
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