UICRIC 2018

UNNES International Conference on

Research Innovation and Commercialization 2018
Volume 2019

Conference Paper

Improving Student Creative Thinking Skills

Through Project Based Learning
Nanik Wijayati1 , Woro Sumarni1 , and Sri Supanti2
1
Department of Chemistry, FMIPA Semarang State University
2
SMA Negeri 14 Semarang

Abstract
The purpose of this study is to improve the ability to think creatively, make pyrolysis
devices and make fuel oil from plastic waste. This research is a classroom action
research conducted in 3 cycles with the stages of each cycle which includes 4
stages, namely observation, process, observation and reflection. The research
subjects were students of class XI IPA 3 SMA Negeri 14 Semarang as many as 34
people who entered 12 sons and 22 girls. Data collection uses test instruments
and measurement of creative thinking abilities and student response questionnaires.
The data were analyzed descriptively and from the results of research that showed
fluency, flexibility, originality, and elaboration after the application of hydrocarbon and
Corresponding Author:
Nanik Wijayati
petroleum learning. The results show that the average way of thinking of students is
[email protected] in the creative predicate.with a high increase in each indicator of fluency and elaboration

Received: 21 May 2019 Keywords: creatively; project-based learning; classroom action research.
Accepted: 26 June 2019
Published: 7 July 2019

Publishing services provided by

Knowledge E
1. Introduction
Nanik Wijayati et al. This
article is distributed under the
At this time in every learning in school, the teacher has a new challenge that is equipping
terms of the Creative Commons
Attribution License, which
students with 21st century skills that aim to prepare students to become successful
permits unrestricted use and individuals in life. Chemistry learning is no exception. Chemistry learning is expected
redistribution provided that the
not only to be oriented to memorizing concepts, but also to develop students’ intellectual
original author and source are
credited. abilities to adapt to different conditions, respect society, and be tolerant of ideas (Aktanis
& Yenice, 2010).
Selection and Peer-review under
the responsibility of the UICRIC Important skills in the 21st century contain special skills that need to be empowered in
Conference Committee.
learning activities, namely high-level thinking skills such as critical thinking and creative
skills, problem solving, metacognition, communication skills, collaboration, innovation,
creation, and information literacy (Zubaidah, 2016; Heong et al., 2011). One of the 21st
century skills that can be developed through chemistry learning is creative thinking
skills (Hadzigeorgiou et al., 2012). The ability to think creatively is a mental process
that is used by individuals to bring new ideas, new insights, new approaches, new
perspectives and new ways to understand various things (Eragamreddy, 2013; Birgili,

How to cite this article: Nanik Wijayati, Woro Sumarni, and Sri Supanti, (2019), “Improving Student Creative Thinking Skills Through Project
Based Learning” in UNNES International Conference on Research Innovation and Commercialization 2018, KnE Social Sciences, pages 408–421. Page 408
DOI 10.18502/kss.v3i18.4732
 UICRIC 2018

2015; Forrester, 2008). Creative thinking will bring creativity and make students have
many ways to solve problems with different perceptions and concepts (Kutlu, 2015;
Risnawati & Saadi, 2016).
Some things that cause in chemistry learning, students’ creative thinking skills are
still not well developed. First, the teacher does not know the right way to increase
students’ creativity in the learning process in the classroom (Laius & Rannikmae, 2014;
Cheng, 2010); Second, this ability is too difficult if applied to students who have limited
knowledge and thinking skills (Cheng, 2010). Third, schools lack access to students
to develop their ability to think independently. Fourth, the learning process in schools
emphasizes unproductive thinking, focuses on memorization and looks for one correct
answer to the questions given (Risnawati & Saadi, 2016). This will certainly result in the
inhibition of students’ creativity.
The implementation of the 2013 curriculum in various schools has experienced many
obstacles due to several different factors. Based on the results of interviews with
several chemistry teachers in the city of Semarang, the 2013 curriculum has been
implemented in schools, but not yet optimal. The scientific approach as a curriculum
demand has not been implemented well because teachers have not been skilled in
applying scientific approach learning models, both Inquiry / Discovery Based Learning,
Problem Based Learning and Project Based Learning. Thus the 21st century skills that
should be provided to students have not yet materialized.
The results of the preliminary tests conducted on 64 high school students in the city
of Semarang related to the ability to think creatively, showed only a small percentage of
students (± 29%) were in the criteria of very creative and creative. In general, students
are in sufficient and less creative criteria based on 4 aspects of creative thinking skills
(Table 1). The results of observations on students’ creative thinking skills at the time of
learning, it turns out that from the four aspects of creative thinking skills, namely fluency,
flexibility, originality and elaboration, only the fluency aspect is prominent which is when
asking and answering the teacher’s questions.

Table 1: Results of analysis of students’ creative thinking skills.

Indicators of creative Less creative (%) creative enough Creative (%) Very creative (%)
thinking skills (%)
Fluency 23 45 27 5
Flexiblity 25 43 22 8
Originality 38 47 15 0
Adaptation 15 48 30 7
Source: results of field studies

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According to Agustina & Noor (2016), someone who has a high level of creative
thinking, their learning outcomes will be satisfying. This is because with the ability to
think creatively, people will have a fast way of thinking, be superior in thinking and
find solutions to the problems they encounter. If it is associated with the results of
learning observations carried out by the teacher, the likelihood of low students’ creative
thinking skills is due to the teacher having no experience in practicing creative thinking
by integrating it into the learning he does (Cheng, 2010). According to Cheng (2010)
developing creative thinking can be done through scientific processes, science content
and science learning scenarios. Therefore, to overcome the problems related to the
low creative thinking skills of students, so in this action research is applied one of the
scientific approach learning models namely project-based learning which is suspected
of being able to improve creative thinking skills (Sumarni, 2015).
Project-based learning is one of the scientific learning models that gives students
the freedom to plan learning activities, carry out projects collaboratively, and ultimately
produce work products that can be presented to others (Sumarni, 2018; Yalçin et al.,
2009). Unlike conventional learning models, the teaching and learning process in
project-based learning is more geared towards student-centered learning, involving
students in learning knowledge and skills through developing inquiry processes to
obtain products (Sumarni et al., 2016; Widiyatmoko & Pamelasari, 2012), acting teachers
as a facilitator and motivator, and in addition to seeing learning outcomes also empha-
sizes proportional process skills. This learning is learning that requires teachers and /
or students to develop guiding questions. Thus, the project-based learning model can
theoretically influence student learning outcomes and levels of creativity.
Project-based learning steps are carried out through a project within a predetermined
time period with steps that include preparation / planning, implementation, reporting
and communicating the results of activities and evaluations. Through project learning,
there is the development of an inquiry process in learning topics that are real in nature
so as to attract students to study. This is also supported by research results which
show that project-based learning models in addition to motivating students to learn
material that exists in everyday life can also enhance creativity (Tiantong & Siksen,
2013; Thomas, 2000; Bell, 2010; Yalçin et al., 2009), improves creative thinking skills
(Fatmawati, 2011; Lindawati et al., 2013), improves student performance (Akinoglu, 2008;
Yalçin et al., 2009) and is able to facilitate students to gain high cognitive abilities (Rati
et al., 2017). Therefore, it is felt appropriate to apply the project-based learning model
(PjBL) which has been empirically proven to be able to improve this creative thinking
skills in students who are still low in creative thinking skills.

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Based on the things that have been said above, then to overcome the problems
related to the low creative thinking skills of students of class XI 3 of SMA Negeri
14 Semarang, project-based learning models have been applied on hydrocarbon and
petroleum materials with the project task of making pyrolysis equipment and distillation
to process waste plastic into fuel oil. The formulation of the problem in this action
research is how to increase students’ creative thinking skills after the application of
project-based learning with the project task of making a distillation pyrolysis device to
process plastic waste.
Thus the purpose of classroom action research is to improve the creative thinking
skills of class XI IPA 3 students through the application of project-based learning.

2. Methodology

The study used a classroom action research design (classroom action research) which
was carried out in 3 cycles. Each cycle consists of 4 PTK phases including action
planning, action implementation, observation and reflection.
The first phase is Action Planning, this phase the teacher plans the actions to be
taken in the research, both in the form of learning strategies to the tasks that will be
given to students. The second phase of the Action Implementation, where the research
is carried out according to what was planned. The difference in actions that occur in
each cycle depends on the results of reflection in the previous cycle. The third phase is
observations carried out throughout the learning process in this study by recording every
activity carried out by the teacher and students. While the fourth phase is Reflection.
This phase is carried out based on the data obtained during and after the action to
analyze its deficiencies and strengths. These four steps are reflected in the final step
in a collaborative and participatory manner so that actions can be improved to achieve
the expected student learning outcomes.
This action research was carried out at SMA Negeri 14 Semarang, Central Java. The
research subjects were students of class XI IPA 3 in the odd semester of 2018/2019
school year with 34 students, consisting of 12 male students and 22 female students.
The topic of discussion used in the provision of action is hydrocarbons and petroleum
with the project task of processing plastic waste into fuel oil by pyrolysis and distillation.
Data Collection Instruments in the form of observation sheets aspects of creative
thinking skills used by observers and test instruments that students must answer by
expressing their thoughts narratively (Thinking Creatively with Words) (Runco et al.,
2010). Aspects assessed to measure creative thinking skills with words refer to the

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assessment conducted by Torrance (1981). Data analysis techniques carried out in this
study are by calculating the number of scores obtained by students in each aspect.
The indicator of success in this action research is if the ability of students to think
creatively classically in each aspect reaches 75% with a minimum of creative predicate.

3. Results and Discusion

3.1. Description of the way of classroom action research

Based on the results of the discussion between the research team, planning was
carried out for action in solving problems. Learning refers to PjBL syntax starting with
determining essential questions, planning projects, arranging schedules, monitoring
and evaluating throughout the project, and ending with the completion of project
assignments, namely processing plastic waste using a simple pyrolysis tool. In addition
to being a means of enhancing students ’creativity, this project also has an impact
on increasing students’ conceptual understanding of hydrocarbon material and its
application in daily life, especially in relation to fuel oil. In this learning four or five
students from different levels of ability group to improve their understanding (Odwan,
2012). This simple pyrolysis equipment manufacturing project has begun in cycle 1,
namely the project design stage, the manufacturing phase, and the testing phase of
the tool.
In the implementation of the action, the project work begins with the design of
pyrolysis equipment and plastic waste distillation with waste materials, such as used
cans, used bottles and hoses, followed by the practice of arranging tools and trying
tools to obtain distillate in the form of fuel oil. Processing plastic waste into fuel oil uses
pyrolysis and distillation methods.
At the design stage of the project task, students present the results of the design
of the tool in the form of components, the function of each component and predict the
results if implemented. Students in groups also discussed the selection of tools and
components of the components in the pyrolysis device so that students understand the
components of the pyrolysis device and its functions. This is done to equip students’
creative thinking skills. While during the implementation of the practice of separating
fuel oil from plastic waste with a pyrolysis device that has been designed, students also
discuss and present related successes and failures of the trial design and try to reflect
on its successes and failures. For groups that have failed to be strived to keep trying

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to achieve success. In every activity carried out by students, it is always followed by

observing their creative thinking skills.

3.2. Description of student creativity improvement

From studies that have been carried out from pre-cycle, cycle I to cycle III obtained
positive results data compared to Figure 1.

8789
90 8386
79 78 7980 78
74
80 69 68 68
64
70 58
56
average score

60 pre cycle
50
40 cycle 1
30 cycle 2
20
10 cycle 3
0
Fluency Flexibility Originality Elabora!on
Crea!ve thinking indicator

Figure 1: Increase in the average creativity of students from pre-cycle, cycle I-III.

From Figure 1 it can be seen that students’ creative thinking skills in the fluency and
originality aspects increased from the less creative categories in pre-cycle, increased
in the creative predicate in cycle 1, and increased again in cycles II and III with creative
predicates with higher grades. In the aspect of flexiblity which was originally in the
predicate quite creative in pre-cycle, it has not experienced an increase in the first
cycle, and only experienced an increase in cycles II and III with a creative predicate. In
the elaboration aspect, which was originally in the pre-cycle, the predicate was quite
creative, in the first, second and third cycles, it has increased in the creative category.
When viewed from the initial conditions of students (pre-cycle conditions) it appears
that students’ creative skills are still relatively low, which is less creative in aspects of
fluency and originality, and quite creative in aspects of flexibility and elaboration. This
shows that the learning that has been carried out by teachers generally lacks students’
creative thinking skills, although creativity should need to be developed early because
it is expected to be a stock in dealing with life’s problems (Liliawaty, 2011). The results of
observations conducted by Liliawaty (2011) of the four aspects of creative thinking skills,

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only the apparent fluency and frequency is very small from all the number of students in
one class, only about 8% show this. The results are also in accordance with the results
found by Widiyatmoko and Pamelasari (2012) which state that initially students tend to
experience difficulties in developing creativity, in addition to being unfamiliar with the
learning received by students not yet equipped with critical thinking skills because they
tend to be teacher centered, memorizing concepts, and less applicative to overcome
life’s problems.
From the results of the study, it can be seen that people who are very creative, have
started working on a project based on cycle 1. The results obtained in the research
that are in accordance with what ChanLin (2008) said was used to increase creativity.
student. Increased creativity, because PjBL can increase students ’motivation to learn,
students can directly identify what is in everyday life through project development,
and can increase students’ knowledge and creativity abilities. In searching for projects,
students are also required to conduct discussions with groups related to the problems
involved in distilling plastic waste. This discussion process can improve an effective
process (Kwok & Lau, 2015), and from this process the course will help students to
solve problems innovatively (Razzouk & Shute, 2012).
The results of the reflection of learning cycle 1 were found in general from four aspects
that did not meet the specified performance indicators, namely 75% of students had
achieved a minimal creative predicate. The aspects that have not been purchased are
flexibility and originality. Thus the research continues into cycle II. The results of the
reflection of the second cycle show that there are positive aspects of the employment
indicator, namely> 75% of students have achieved a minimal creative predicate. Because
at this stage this happens from the tasks that students do not all have succeeded, then
the process still goes to cycle III. The implementation of cycle III is in addition to the
results obtained in cycle II, also to improve creative indicators.
The results of the reflection of cycle III show that the achievement of creative thinking
skills still achieves a very creative predicate, only with a higher value than the results of
cycle II. This shows that project-based learning has not been able to improve creative
thinking skills to achieve a very creative predicate. Nevertheless, overall at the end
of the third cycle all students have successfully improved their creative thinking skills.
This result as stated by Widiyatmoko and Pamelasari (2012) supported by Deta (2013)
shows that PjBL as an innovative learning with pyrolysis and distillation props products
can increase students’ creativity because this learning emphasizes contextual learning
through complex activities that provide opportunities for students to use the units of
daily life as learning material.

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3.3. Description of the increase in each indicator of creative think-

ing skills

The improvement of creative thinking skills in each cycle is also analyzed on the
indicators of each aspect. The results of the analysis can be seen in Figure 2.

100
80
average score

60
cycle 1
40
cycle 2
20
cycle 3
0
1 2 3 4 5 6 7 8 9 10

crea!ve thinking indicator

Figure 2: Student Project Assessment Results from Cycles 1-3. (Description: 1) many ideas, 2) provide
many ways, 3) work faster, 4) vary answers, 5) see a problem from a different perspective, 6) new ideas,
7) spark ideas, 8) enrich ideas others, 9) detailing an idea, 10) having a justifiable reason).

Based on Figure 5, it can be seen that in all indicators of creative thinking skills that
are considered to have increased in each cycle after the application of project-based
learning with the project task of making pyrolysis and distillation of plastic waste into
fuel oil.
In the first cycle, all indicators of creative thinking skills are fairly creative, except
indicator 4 produces ideas for problem solving or answers to a variety of questions in
the less creative predicate. The results of reflection on cycle 1 found that there were still
many weaknesses in the learning model that was applied especially in project tasks that
students had to do. Weaknesses encountered include lack of understanding of students
in paying attention to explanations from teachers; the ability of students to come up with
ideas, suggestions, questions, ideas, or alternatives answers not yet smooth; students
are not used to compiling project designs based on literature studies and observing
shows on youtube; students are not yet used to preparing practical tools and materials
independently.
The results obtained at the end of cycle I, in accordance with the statement expressed
by Osuala & Onwuagboke (2014) that for mastering aspects of creativity, especially in
aspects of planning activities and assembling tools are still low, and the ability to bring
ideas, ways, suggestions, questions, or ideas too still low and not yet varied. This
happens because 1) students are unprepared in participating in the lesson, 2) students

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are not yet ready to conduct independent experiments, 3) students have not been
trained continuously to master the four activities of creative thinking skills, 4) constraints
of face-to-face time in previous encounters so that after doing learning cycle I students
are considered to have mastered the activities of creative thinking skills, 5) the role of
the teacher that is less than optimal involves students to develop their thinking skills,
Based on the results of the reflection conducted at the end of cycle 1, collaborative
improvements have been made to the design of the cycle II learning program. Changes
in the implementation of cycle II learning compared to the first cycle, namely in the
preparation stage is carried out with a discussion of the components of the distillation
equipment that has been brought along with its function in distilling plastic waste, ending
with a presentation. This activity is also a means to equip all four aspects of creative
thinking skills. Activities carried out in cycle II turned out to have a positive impact on
students’ creative thinking skills.
The results of the analysis of students ’creative thinking skills after implementing
cycle II learning showed all indicators of students’ creative thinking skills experienced
a significant increase in the creative predicate (Figure 5). In Figure 5 there is a high
increase in all fluency and elaboration aspect indicators. At the end of the second
cycle, the ability of students to generate ideas / ideas, enrich the ideas of other friends,
implement these ideas with much more accountable reasons, and work faster than those
produced in cycle I. The results also show that the value of fluency and elaboration is
faster for students than the other two aspects. This is consistent with the findings of
Akinoglu (2008) indicating that PjBL is effective in improving student performance and
creativity through product creation, because during the process of making the product,
students use their thinking skills and imagination to think smoothly.
A not too large increase occurs in the indicators of originality aspects and one aspect
of flexibility indicators. The ability of students to provide new ideas, ability to carry out
their ideas, and the ability to see a problem from a different point of view are in a pretty
creative predicate. The results of the reflection cycle II found that the implementation
of learning with project assignments had proceeded as expected. Indicators of success
have been achieved, namely at least 75% of students have obtained creative and
very creative predicates. However, because the score of creativity obtained has not
been maximized and there are very few students who are very creative predicates, the
implementation of the cycle is still continued to sharpen the results obtained in cycle II.
In Figure 5 also seen, a fairly high increase occurred in the originality and fluency
aspects of the third cycle, namely working faster and doing more than others who were
included in the creative criteria with a higher score compared to the results of cycle

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II. In this aspect students have been smooth and agile in assembling the distillation
apparatus correctly and correctly, and are able to modify several different components of
the previously designed series of pyrolysis and distillation devices. All pyrolysis devices
made by students have been successfully used to process plastic waste into fuel oil. This
is consistent with the findings of Widiyatmoko and Pamelasari (2012) and Hakimzadeh
et al. (2013) which states that in the early stages students usually experience difficulties
in producing and modifying teaching aids. But after getting used to, the students are
more fluent in doing everything. This shows a better improvement in creative thinking
skills in cycle II. In the first indicator, the fluency of students has been able to provide
many answers with a very diverse and flexible (flexibility). In addition, all groups of
students, have the confidence and courage to give different answers from their peers
and can spark ideas for solving a problem and can implement it correctly.
At the end of the third cycle, it is also used as a means of final evaluation of the
products of pyrolysis and distillation tools that have been made by students. In contrast
to the results of the first cycle and second cycle projects, most students have not
succeeded in the practice of plastic waste pyrolysis, in practice in the third cycle most
students have been fluent and skilled in assembling and successfully carrying out
pyrolysis and distillation of plastic waste into fuel oil. In Figure 5 also observed an
increase in other indicators in the third cycle is not too large. This is according to what
is expressed by students who are continuously trained will experience experience in
performing complex skills, helping students develop creativity, thus forming positive
learning skills (Sumarni, 2015; Mardapi, 2012).
The results that have been obtained through this action research prove that through
project learning there is the development of an inquiry process in learning real-world
topics so that it attracts students to learn. PjBL has provided a variety of experiences
inside and outside the classroom that shape participation in the democratic process:
collaboration, listening to and responding to each other’s ideas, coordinating the dif-
ferent efforts and contributions of members and all subgroups, resolving disputes and
understanding how to solve problems and completing tasks and so on This is in line with
the opinion (Tiantong & Siksen, 2013) which says that the application of project-based
learning models is effective in increasing students’ knowledge and creativity.
Project-based learning as already implemented is interdisciplinary learning in building
conceptual understanding that involves many academic skills, such as reading, writing,
and mathematics (Capraro et al., 2013). In addition, learning by making props products
that are carried out collaboratively trains students’ skills in communicating, critical
thinking and active learning (Bell, 2010). In the group, students can practice asking

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questions and discussing results with other friends that allow students to learn to solve
problems and make decisions (Mehta & Kulshrestha, 2014).

3.4. Student responses to learning

Increasing students’ creativity with the application of project-based learning models,

also followed by a positive response to the implementation of the model. This can
be seen from the results of the student reflection questionnaire which states the
atmosphere of learning is fun and happy with this model by 100%, which is motivated by
the application of this model by 97.3%, which considers learning more effective and can
easily accept lessons by 94.6%. Students also feel, to complete the project in accordance
with the problem being solved, students will strive with their creative thinking skills to
complete their project tasks by utilizing the concepts they have received in classroom
learning. This is what students feel makes them more aware of the concepts they are
learning.

3.5. Constraints in the implementation of actions

This study certainly does not run smoothly, there are some obstacles or obstacles.
These constraints include some students who still have low motivation to attend lessons
because students assume that this learning is too difficult and adds daily tasks. In
addition, some low-ability students still have difficulty in balancing other students in
working teams or groups, so that students tend to have high abilities who always look
superior. This can cause students with low abilities to feel insecure in presentations and
practices.
Meanwhile, to deal with low-ability students is done by giving students the opportunity
to answer questions when presenting and also provide opportunities to practice in front
of the class and give awards if the practicum is done correctly, so students are motivated
to learn and able to compete with capable students high. Therefore, a teacher must be
creative in motivating and handling students who need special attention as conveyed
by Sumarni (2015) that in the implementation of PjBL, creative teachers are needed.
Teachers must be able to solve problems, especially to deal with students with low
abilities, lack of motivation, and lack of focus, so as to improve teacher-student relations.

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4. Conclusion

Based on the results of research and discussion, it can be concluded that the application
of PjBL with the project task of making simple pyrolysis and distillation tools can improve
creative thinking skills in chemistry learning in 3 cycles in terms of fluency, flexibility,
originality, and elaboration. Until the end of the third cycle, it appears that the average
of all indicators of creative thinking skills of students are in the creative predicate, with
a high increase in each indicator of fluency and elaboration.

Acknowledgment

Our thanks go to the Directorate General of Learning and Student Affairs, Kemenristek-
Dikti, who have funded this classroom action research in the context of 2018 Lecturer
Assignments (PDS), School Principals, teachers and students of class XI 3 SMA Negeri
14 Semarang which has facilitated and participated in this program.

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