Increasing Students' Creative Thinking Through Differentiated Learning with an CRT-Integrated PjBL Model

Dian Nur Aisah*  -  Program Studi Pendidikan Profesi Guru, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Jember, Indonesia
Kukuh Munandar  -  Program Studi Pendidikan Profesi Guru, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Jember, Indonesia
Gandu Wadiono  -  SMA Negeri Arjasa, Indonesia
Salsta Ridlotul Jannah  -  Program Studi Pendidikan Profesi Guru, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Jember, Indonesia

(*) Corresponding Author
DOI: 10.21580/bioeduca.v5i2.17299
Students’ creative thinking skills need to be continuously improved. However, the creative thinking of students at SMAN Arjasa (Arjasa Senior High School) based on the observation results is still low. This research aimed to improve students' creative thinking skills through the application of differentiated learning models of Project-Based Learning (PjBL), integrated with Culturally Responsive Teaching (CRTs). This research employed classroom action research, consisting of 2 cycles including planning, acting, observing, and reflecting. The data were analyzed using a Paired Sample t-Test to determine the differences in each cycle, and an n-gain analysis was used to determine the increase in students' creative thinking skills. The results showed that the application of differentiated learning with the PjBL integrated with CRT was able to improve students' creative thinking skills in the biology subject. Learning according to students' characteristics and cultural integration provides a more meaningful learning experience for students.

Keywords: Creative thinking; Culturally Responsive Teaching; Differentiated Instruction; Project Based Learning

  1. Al-Balushi, S. M., & Al-Aamri, S. S. (2014). The effect of environmental science projects on students environmental knowledge and science attitudes. International Research in Geographical and Environmental Education, 23(3), 213–227. https://doi.org/10.1080/10382046.2014.927167
  2. Anggareni, P., & Hidayat, A. F. (2022). Students creative thinking skills on differentiated instruction. International Journal of Trends in Mathematics Education Research, 5(4), 365–373. https://doi.org/10.33122/ijtmer.v5i4.161
  3. Astuti, A., Waluya, S. B., & Asikin, M. (2020). the Important of Creative Thinking Ability in Elementary School Students for 4.0 Era. International Journal of Educational Management and Innovation, 1(1), 91. https://doi.org/10.12928/ijemi.v1i1.1512
  4. Biazus, M. de O., & Mahtari, S. (2022). The Impact of Project-Based Learning (PjBL) Model on Secondary Students’ Creative Thinking Skills. International Journal of Essential Competencies in Education, 1(1), 38–48. https://doi.org/10.36312/ijece.v1i1.752
  5. Bobi, C. B., & Ahiavi, M. A. (2023). Using Differentiated Instruction to Promote Creativity, Critical Thinking and Learning: Perspective of Teachers. Journal of Education and Practice, 7(2), 1–30. https://doi.org/10.47941/jep.1227
  6. Ersoy, E., & Başer, N. (2014). The Effects of Problem-based Learning Method in Higher Education on Creative Thinking. Procedia - Social and Behavioral Sciences, 116, 3494–3498. https://doi.org/10.1016/j.sbspro.2014.01.790
  7. Fardhila, R. R., & Istiyono, E. (2019). An assessment instrument of mind map product to assess students’ creative thinking skill. Research and Evaluation in Education, 5(1), 41–53. https://doi.org/10.21831/reid.v5i1.22525
  8. Gaitas, S., & Alves Martins, M. (2017). Teacher perceived difficulty in implementing differentiated instructional strategies in primary school. International Journal of Inclusive Education, 21(5), 544–556. https://doi.org/10.1080/13603116.2016.1223180
  9. Gay, G. (2015). The what, why, and how of culturally responsive teaching: International mandates, challenges, and opportunities. Multicultural Education Review, 7(3), 123–139. https://doi.org/10.1080/2005615X.2015.1072079
  10. Greenstein, L. (2012). Assessing 21st century skills: A guide to evaluating mastery and authentic learning. Assessing 21st Century Skills: A Guide to Evaluating Mastery and Authentic Learning.
  11. Hake, R. R. (1999). Analyzing change/gain scores. Unpublished.[Online] URL: Http://Www. Physics. Indiana. Edu/~ Sdi/AnalyzingChange-Gain. Pdf.
  12. Handayani, S. A., Rahayu, Y. S., & Agustini, R. (2021). Students’ creative thinking skills in biology learning: Fluency, flexibility, originality, and elaboration. Journal of Physics: Conference Series, 1747(1). https://doi.org/10.1088/1742-6596/1747/1/012040
  13. Herwina, W. (2021). Optimalisasi Kebutuhan Murid Dan Hasil Belajar Dengan Pembelajaran Berdiferensiasi. Perspektif Ilmu Pendidikan, 35(2), 175–182. https://doi.org/10.21009/pip.352.10
  14. Islamiati, N., & Irfan, M. (2022). Pengaruh Model Pembelajaran Project Based Learning (PjBL) Berbasis Etnomatematika Terhadap Kemampuan Berpikir Kreatif Siswa. Proximal: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 5(2), 1–7. https://doi.org/https://doi.org/10.30605/proximal.v5i2.1779
  15. Kemendikbud. (2022). Kajian Akademik Kurikulum untuk Pemulihan Pembelajaran (Edisi 1). Pusat Kurkulum dan Pengembangan Kemendikbutristek RI.
  16. Kemmis, S., & McTaggart, R. (2007). Participatory action research and the public sphere. Educational Action Research, 14(4), 459–476. https://doi.org/10.1080/09650790600975593
  17. Nita, R. S., & Irwandi. (2021). Peningkatan Keterampilan Berpikir Kreatif Siswa melalui Model Project Based Learning (PjBL). BIOEDUSAINS: Jurnal Pendidikan Biologi Dan Sains, 4(2), 231–238.
  18. Nurhikmayati, I., & Sunendar, A. (2020). Pengembangan Project Based Learning Berbasis Kearifan Lokal Berorientasi pada Kemampuan Berpikir Kreatif dan Kemandirian Belajar Mosharafa : Jurnal Pendidikan Matematika Mosharafa : Jurnal Pendidikan Matematika. Mosharafa : Jurnal Pendidikan Matematika, 9(1), 1–12.
  19. Putri, S. U., Sumiati, T., & Larasati, I. (2018). Improving creative thinking skill through project-based-learning in science for primary school. Journal of Physics: Conference Series, 1157(2). https://doi.org/10.1088/1742-6596/1157/2/022052
  20. Soselisa, C. M., Rusijono, & Bachri, B. S. (2019). Station Rotation Method Based on Differentiated Instruction to Improve Higher Order Thinking Skills. 3rd International Conference on Education Innovation (ICEI 2019), 387(Icei), 109–112. https://doi.org/10.2991/icei-19.2019.26
  21. Subban, P. (2006). Differentiated instruction : A research basis. International Education Journal, 7(7), 935–947.
  22. Syahrin, A., Dawud, Suwignyo, H., & Priyatni, E. T. (2019). Creative thinking patterns in student‘s scientific works. Eurasian Journal of Educational Research, 2019(81), 21–36. https://doi.org/10.14689/ejer.2019.81.2
  23. Tomlinson, C. A. (2005). Grading and differentiation: Paradox or good practice? Theory into Practice, 44(3), 262–269. https://doi.org/10.1207/s15430421tip4403_11
  24. UmiKalsom Masrom, & Dahlia Syahrani Md. Yusof. (2013). English games as a constructivist approach in project based learning. International Journal of Social Science and Humanities Research, 1(1), 21–25.
  25. Yamin, Y., Permanasari, A., Redjeki, S., & Sopandi, W. (2020). Project Based Learning To Enhance Creative Thinking Skills of the Non-Science Students. Jhss (Journal of Humanities and Social Studies), 4(2), 107–111. https://doi.org/10.33751/jhss.v4i2.2450
  26. Yunita, Y., Juandi, D., Nurhidayah, I. J., Wibowo, F. C., Astra, I. M., Diana, N., & Sukma, Y. (2021). Impact of Project Based Learning on Creative Thinking Skills and Student Learning Outcomes Impact of Project Based Learning on Creative Thinking Skills and Student Learning Outcomes. Journal of Physucs; Conference Series, 1–8. https://doi.org/10.1088/1742-6596/1940/1/012114
  27. Zubaidah, S., & Arsih, F. (2021). Indonesian culture as a means to study science. AIP Conference Proceedings, 030037(March), 1–7. https://doi.org/https://doi.org/10.1063/5.0043173
  28. Zubaidah, S., Fuad, N. M., Mahanal, S., & Suarsini, E. (2017). Improving creative thinking skills of students through Differentiated Science Inquiry integrated with mind map. Journal of Turkish Science Education, 14(4), 77–91. https://doi.org/10.12973/tused.10214a

Open Access Copyright (c) 2023 Bioeduca : Journal of Biology Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Bioeduca: Journal of Biology Education
Published by Department of Biology Education, Faculty of Science and Technology UIN Walisongo Semarang, Indonesia
Jl Prof. Dr. Hamka Kampus III Ngaliyan Semarang 50185
Phone: +62 812-2359-1990
Website: https://journal.walisongo.ac.id/index.php/BIOEDUCA/index
Email: bioeduca@walisongo.ac.id

ISSN: 2714-8009 (Print)
ISSN: 2715-7490 (Online)


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

apps