Project-Based Learning Based on Multiple Intelligences Theory: Its Effectiveness Reviewed from Student Learning Achievement, Creative Thinking, and Curiosity
Abstract
This study aims to test the effectiveness of Project-Based Learning based on the theory of multiple intelligences in terms of learning achievement, creative thinking, and curiosity. This study is a type of quasi-experimental research conducted in one class. The population in this study was grade VII junior high school students in Sleman Regency, Special Region of Yogyakarta, Indonesia. One class in the population was randomly selected as a sample. Data was collected using learning achievement test instruments, creative thinking skills, and student curiosity questionnaires. Project-based learning based on the theory of multiple intelligences is said to be effective if: (1) the average result of the student's mathematics learning achievement test reaches the Learning Objective Achievement Criteria (KKTP) set by the school, namely 75; (2) the average score of the student's creative thinking ability test is at least 70 (from a score range of 0-100); (3) the average score of the student's curiosity questionnaire after learning is higher than the average result before learning. Data analysis of learning achievement and creative thinking tests was conducted using the Wilcoxon Signed Rank Test, while the student curiosity questionnaire was conducted using the paired t-test. The results of the study showed that (1) project-based learning based on multiple intelligences theory is effective in terms of learning achievement; (2) project-based learning based on multiple intelligences theory is effective in terms of creative thinking; (3) project-based learning based on multiple intelligences theory is effective in terms of student curiosity. Data from the sample showed an average learning achievement test result of 81 (from a score range of 0-100), then creative thinking as indicated by the average creative thinking ability test result of 76 (from a score range of 0-100) and an average student curiosity score at the end of learning of 85.26 (from a score range of 0-100) higher than the average student curiosity score at the beginning of learning of 56.93 (from a score range of 0-100).
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i5.6818
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