A modified project-based learning model to promote students' creative thinking ability

Abstract

This study aims to promote students' creative thinking ability by modifying the Project-Based Learning model in Geometry courses. The research was conducted on 15 students in the Department of Mathematics Education. This descriptive quantitative research used an open test instrument about a project on designing Noah's Ark (ship) based on Islamic literature. Students solve the open problems by discovering the area and volume of the ship through a project in designing the possible geometric shape and size. These modified Project-Based learning activities are arranged according to creative thinking ability indicators. The data analyzed results show that there were various correct answers between students. The students' ship design results are cuboid (rectangular prism), trapezoidal prism, and frustum shapes. The average test score at 61 in the creative category. The achievement of each creative thinking indicator is fluency at 60%, flexibility at 61%, originality at 63%, and elaboration at 61%. It can be concluded that Geometry learning based on a modified Project-Based model can promote students' creative thinking ability.