Pengaruh Model Pembelajaran Project Based Learning (PjBL) Berbasis Loose Parts Terdahap Kreativitas Anak TK

Abstract

This study aimed to examine the implementation of a loose-parts-based Project Based Learning (PjBL) model and changes in the creativity of children aged 5–6 years following the intervention. A quantitative approach was employed using a quasi-experimental nonequivalent control group design. The entire population of 12 children at TK Al-Akhsar, Takalar Regency, was selected through total sampling and divided into an experimental group and a control group, with six children in each group. Data were collected using a creativity assessment based on four indicators: fluency, flexibility, originality, and elaboration. The intervention was conducted over four sessions through two loose-parts projects. The findings showed that the mean creativity score in the experimental group increased from 16.33 to 26.83, representing a 10.50-point gain, whereas the control group increased from 15.33 to 17.00, representing a 1.67-point gain. The Wilcoxon Signed Rank Test indicated a significant pretest–posttest change in the experimental group (Z = −2.201; p = 0.028), with a large within-group effect size (r ≈ 0.90), while the change in the control group was not statistically significant (Z = −1.826; p = 0.068). These findings suggest that loose-parts-based PjBL has potential as a learning approach for stimulating children’s creativity through project experiences and open-ended material exploration. Practically, the model may provide kindergarten teachers with an alternative for designing contextual and creative learning activities. Nevertheless, the very small sample limits the generalizability of the findings. Future studies should involve larger and more diverse samples and employ stronger between-group analyses.