Penelitian ini bertujuan untuk menghasilkan perangkat instrumen penilaian IPA Terpadu dan perangkat pembelajaran yang layak dengan model pembelajaran PjBL untuk meningkatkan kemampuan berpikir kritis dan kreatif siswa SMP pada materi Sistem Ekskresi Manusia. Adapun pengembangan perangkat merupakan modifikasi dari model Dick dan Carey yang diujicobakan pada siswa kelas VIII SMP semester genap tahun pelajaran 2018/2019 dan dilakukan pengulangan sebanyak 2 kali. Rancangan penelitian One-Group Pretest-Posttest Design. Data penelitian yang diukur adalah validitas, kepraktisan, dan efektivitas instrumen penilaian dan perangkat pembelajaran dan dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa (a) perangkat pembelajaran yang dikembangkan berkategori sangat valid dengan nilai modus 5, (b) kegiatan pembelajaran terlaksana sangat baik dengan nilai modus 5, (c) aktivitas siswa dalam pembelajaran terlaksana sangat baik dengan nilai modus 5, (d) respon siswa terhadap pembelajaran proyek cukup baik dengan kisaran angka antara 50%-60%, dan (e) hasil tes berpikir kritis dan kreatif siswa ada peningkatan yang baik pula, kemampuan berpikir kritis meningkat dari 25,85 (Kurang Kritis) menjadi 87,76 (Sangat Kritis) dan kemampuan berpikir kreatif meningkat dari 20,44 (Kurang Kreatif) menjadi 84,85 (Sangat Kreatif). Simpulan pengembangan perangkat pembelajaran dan instrumen penilaian IPA Terpadu dalam pembelajaran Project Based Learning yang dikembangkan layak digunakan untuk meningkatkan kemampuan berpikir kritis dan kreatif siswa.

The objective of this study was to create an integrated Science assessment instrument and learning sets that are appropriate with the PjBL learning model to improve the critical and creative thinking skills of junior high school students on the Human Excretion System learning sets. The development of the instrument was a modification of the Dick and Carey model that was tested on eighth grade students of the junior high school in the even semester of 2018/2019 academic year and was repeated twice. The design in this study was One-Group Pretest-Posttest Design. The research data measured were validity, practicality, and the effectiveness of assessment instruments and learning instrument, the data were analyzed descriptively, both quantitative and qualitative. The results showed that (a) learning sets developed were very valid with a value of modus 5 , (b) learning activities were carried out very well with the value of modus 5, (c) student activities in learning were performed very well with the value of modus 5, (d) students' responses to project learning were quite good with a range of numbers between 50%-60%, and (e) the results of critical and creative thinking tests for students have improved well too, critical thinking skills increased from 25.85 (less critical) to 87.76 (very critical) and creative thinking skills increased from 20.44 (less creative) to 84.85 (creative). The conclusion of the development of learning sets and integrated science assessment instruments in Project Based Learning is appropriate to be used to improve students critical and creative thinking skills.