PENERAPAN MODEL PEMBELAJARAN PROJECT BASED LEARNING DALAM PENINGKATAN KEMAMPUAN BERPIKIR KREATIF SISWA PADA PEMBELAJARAN PENDIDIKAN AGAMA HINDU DAN BUDI PEKERTI KELAS X DI SMK PGRI 2 GIANYAR

Abstract

This study is motivated by the learning process of Hindu Religious Education and Character Education, which is still dominated by one way material delivery. Students have not been given many opportunities to develop creative ideas that can produce relevant projects. Therefore, the implementation of the Project Based Learning (PjBL) model was chosen to develop students creative thinking skills through project assignments. The objectives of this study are to determine: (1) the process of implementing the Project Based Learning model, (2) the supporting and inhibiting factors in the implementation of the PjBL model, and (3) the implications of implementing the PjBL model on improving students creative thinking skills. The theories used in this study include the Constructivism Theory by Jean Piaget and Lev Vygotsky, the Divergent Thinking Theory by Joy Paul Guilford and E. Paul Torrance, and the Humanistic Theory by Carl Rogers as the analytical foundation. The research subjects consisted of the principal, teachers, and tenth grade students at SMK PGRI 2 Gianyar. The data collection methods included observation, interviews, documentation, and literature study. The data were analyzed using the interactive analysis model by Miles and Huberman and then presented descriptively and qualitatively through the stages of data reduction, data display, and conclusion drawing. The results of the study indicate that: (1) the learning process was carried out through the stages of planning, implementation, and evaluation activities by utilizing clipping projects that involved students in becoming more creative; (2) the supporting factors included students creativity, facilities, and support from teachers and the school, while the inhibiting factors included limited time, inadequate facilities, and differences in students abilities; and (3) the implementation of the model had positive implications for improving students creative thinking skills, as shown by students ability to generate new ideas, solve problems creatively, and actively participate in the learning process.