Development of a Project-Oriented Biotechnology Worksheet to Enhance Creativity Among Upper-Secondary Students
Keywords:
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. 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 an average Content Validity Ratio (CVR) of 0.91 and a Content Validity Index (CVI) of 0.895. The practicality test involving 30 students showed an average score of 85.33%, categorized as good, supported by positive student responses 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 N-Gain value of 0.61 (moderate category). 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, practical, and effective in enhancing students’ creativity and supporting the implementation of project-based learning in upper-secondary biology education.
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Copyright (c) 2026 Dinita Floren Sidabutar, Surti Kurniasih, Prasetyorini Prasetyorini, Wanda Ediviani, Valerie Indiana Chemistry
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