Muhammad Adi Saputra, Liany Fitriadi, Putri Windi Melinda, Yayan Sudrajat

Penerapan Model Pembelajaran Berbasis Proyek (Project Based Learning/PJBL) Dalam Meningkatkan Kreativitas Pelajar melalui Market Day

Introduction

Penerapan model pembelajaran berbasis proyek (project based learning/pjbl) dalam meningkatkan kreativitas pelajar melalui market day. Pelajari penerapan Model Pembelajaran Berbasis Proyek (PJBL) melalui Market Day untuk meningkatkan kreativitas pelajar. Studi kualitatif ini menunjukkan peningkatan signifikan.

Abstract

This study discusses the application of the Project Based Learning Learning Model to increase student learning creativity. The purpose of this research is to find out how to increase student creativity with the Project Based Learning model. This research is a qualitative research using descriptive method, which describes and reveals the process and results of student learning creativity. The object of research is creativity, learning models and market day. The work product serves as material for testing and assessing the competence of students. The results of this study indicate an increase in student creativity.

Review

The study proposes an interesting and highly relevant exploration into fostering student creativity through the application of the Project-Based Learning (PjBL) model, specifically integrated with a "Market Day" activity. The focus on enhancing creativity is timely, given its importance in 21st-century skills development. The premise that a practical, project-oriented approach like PjBL can drive such an outcome is sound, and the qualitative descriptive method chosen, aiming to reveal the process and results, appears appropriate for understanding the nuances of creativity development in a learning environment. The abstract's claim of an observed increase in student creativity suggests potentially valuable insights for educators. While the premise is strong, the abstract lacks critical detail regarding its methodological execution and the substantiation of its key finding. There is no clear articulation of *how* creativity was defined or, more importantly, *how* its increase was qualitatively measured or observed within the descriptive framework. The statement that "work product serves as material for testing and assessing the competence of students" needs further elaboration on its direct link to *creativity* assessment, as competence and creativity, while related, are distinct constructs. Furthermore, the abstract omits crucial contextual information such as the participant group (e.g., age, grade level), the number of students involved, the subject area, or the duration of the intervention, which are essential for evaluating the study's scope and generalizability. To significantly enhance the paper's value, the authors must provide a much more detailed account of their methodology. This should include specific qualitative data collection techniques (e.g., observations, interviews, portfolio analysis, rubrics), a clear operational definition of "creativity" for the study, and explicit criteria used to identify and describe its "increase." Illustrative examples or qualitative evidence supporting the claim of enhanced creativity would greatly strengthen the findings. Providing the aforementioned contextual details about the participants and the learning environment would also allow readers to better understand the applicability of the PjBL and Market Day approach. A robust discussion of these elements is necessary to transform the abstract's promising claims into well-supported and actionable insights for educational practitioners.

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