Implementasi Project Based Learning pada Materi Mitigasi Bencana Berbantu Kanvas ATAP (Awal, Tantangan, Aksi, Pembelajaran) untuk Meningkatkan Kreativitas dan Berpikir Kritis di SMA Negeri 1 Sidoarjo

Implementation of Project Based Learning on Disaster Mitigation Using the ATAP (Beginning, Challenges, Action, Learning) Canvas to Enhance Creativity and Critical Thinking at Sidoarjo State High School 1

Penelitian ini bertujuan menguji implementasi model Project Based Learning berbantu kanvas ATAP (Awal, Tantangan, Aksi, Pembelajaran) dalam meningkatkan kreativitas dan berpikir kritis siswa. Metode yang digunakan adalah quasi eksperiment dengan desain nonequivalent control group design. Subjek penelitian terdiri atas 70 siswa kelas XI SMA Negeri 1 Sidoarjo, yang dibagi menjadi kelas eksperimen dan kelas kontrol. Data dikumpulkan melalui observasi kreativitas, dan tes berpikir kritis. Analisis data menggunakan N-Gain, Independent Sample Test, Paired Sample Test, dan Mann Whitney.

Hasil penelitian menunjukkan model Project Based Learning berbantu kanvas ATAP (Awal, Tantangan, Aksi, Pembelajaran) efektif meningkatkan kreativitas dan berpikir kritis siswa. N-Gain pada kelas eksperimen menunjukkan peningkatan berpikir kritis siswa skor dari 64,23 menjadi 86,89 (N-Gain = 0,64, kategori sedang), sedangkan kelas kontrol hanya meningkat dari 63,06 menjadi 83,17 (N-Gain = 0,53, kategori sedang). Independent Sample Test berpikir kritis menunjukkan perbedaan signifikan (Sig. = 0,003 < 0,05). Paired Sample Test menunjukkan perbedaan signifikan antara pretest dan posttest berpikir kritis pada kelas eksperimen (Sig.= 0,000 < 0,05) dengan selisih rata-rata 22,66, lebih tinggi dibanding kelas kontrol (20,12). Uji Mann Whitney kreativitas menunjukkan perbedaan signifikan antara kelas eksperimen dan kelas kontrol (Sig. = 0,000 < 0,05).

Penelitian ini terbukti efektif meningkatkan kreativitas dan berpikir kritis siswa dengan memberikan pengalaman belajar yang bermakna, sehingga mampu meningkatkan kreativitas dan berpikir kritis siswa.

Kata Kunci: Project Based Learning, Kanvas ATAP, Kreativitas, Berpikir Kritis, Mitigasi Bencana, Pembelajaran Geografi.

Geography instruction often faces challenges in fostering students’ creativity and critical thinking, particularly in understanding the concept of disaster mitigation. The Project Based Learning model currently in use has not provided students with the opportunity to be directly involved in the learning process. Summative assessments and student project evaluations on disaster mitigation material also show average scores below the standard, thus necessitating an innovative learning model.

This study aims to test the implementation of the Project Based Learning model using the ATAP (Beginning, Challenge, Action, Learning) canvas to enhance students’ creativity and critical thinking. The method used was a quasi-experimental study with a nonequivalent control group design. The research subjects consisted of 70 11th-grade students at SMA Negeri 1 Sidoarjo, who were divided into an experimental class and a control class. Data were collected through observations of creativity and critical thinking tests. Data analysis utilized N-Gain, the Independent Samples t-test, the Paired Samples t-test, and the Mann-Whitney U test.

The results of the study show that the Project Based Learning model using the ATAP (Beginning, Challenge, Action, Learning) canvas is effective in enhancing students’ creativity and critical thinking. The N-Gain in the experimental class showed an increase in students’ critical thinking scores from 64.23 to 86.89 (N-Gain = 0.64, moderate category), while the control class only increased from 63.06 to 83.17 (N-Gain = 0.53, moderate category). The Independent Samples t-test for critical thinking revealed a significant difference (Sig. = 0.003 < 0.05). The Paired Samples t-test showed a significant difference between the pretest and posttest critical thinking scores in the experimental class (Sig. = 0.000 < 0.05) with a mean difference of 22.66, which was higher than that of the control class (20.12). The Mann-Whitney test for creativity showed a significant difference between the experimental and control classes (Sig. = 0.000 < 0.05).

This study proved effective in enhancing students’ creativity and critical thinking by providing meaningful learning experiences, thereby improving their creativity and critical thinking skills.

Keywords: Project Based Learning, ATAP Canvas, Creativity, Critical Thinking, Disaster Mitigation, Geography Education.