Development of a Project-Oriented Biotechnology Worksheet to Enhance Creativity Among Upper-Secondary Students
DOI:
https://doi.org/10.33751/jsep.v10i1.21Keywords:
Project-Based Learning, Student Creativity, Biotechnology Learning, Worksheet Development (LKPD), Content Validity Index (CVI), N-Gain, Learning EffectivenessAbstract
Background: Biotechnology learning at the upper-secondary level is still predominantly theoretical, lacks contextual relevance, and provides limited opportunities for students to develop creativity. A preliminary study conducted prior to this research confirmed that students’ creative thinking abilities were below the expected threshold, with an average pre-intervention score of 37.60 out of 100, indicating an urgent need for creativity-focused instructional materials. Therefore, instructional materials are needed that encourage active student engagement through project-based activities that allow the development of ideas in terms of fluency, flexibility, originality, and elaboration.
Methods: This study aimed to develop a project-oriented biotechnology student worksheet (LKPD) to enhance the creativity of upper-secondary students using the Four-D (4D) development model consisting of the Define, Design, Develop, and Disseminate stages. The Define stage involved needs analysis, curriculum review, and literature study. The Design stage produced an initial LKPD prototype containing project-based learning activities aligned with the Merdeka Curriculum. In the Develop stage, the worksheet underwent expert validation as well as practicality and effectiveness testing with students.
Results: The expert validation results indicated a very high level of validity with a Content Validity Index (CVI) of 0.895. The practicality test involving 30 students yielded a score of 85.33%, categorized as Practical. Student response questionnaires separately showed an average score of 92.70% (Very Good), reflecting positive perceptions regarding the clarity of instructions, ease of use, and relevance of the projects. The effectiveness test used a one-group pretest–posttest design with a creativity instrument adapted from the Torrance Test of Creative Thinking. The results showed a significant improvement, with the average pretest score increasing from 37.60 to 75.87 and an overall N-Gain value of 0.61 (moderate category). Notably, originality achieved an N-Gain of 0.76 (High) and fluency achieved 0.72 (High), while flexibility and elaboration each reached 0.58 (Medium). The Wilcoxon Signed Ranks Test yielded a significance value of 0.000 (< 0.05), indicating a statistically significant increase in students’ creativity.
Conclusion: The developed project-oriented biotechnology LKPD is valid (CVI = 0.895), practical (85.33%), and effective (N-Gain = 0.61) in enhancing students’ creativity across all four dimensions fluency, flexibility, originality, and elaboration and supports the implementation of project-based learning in upper-secondary biology education.
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