Increasing Students' Creative Thinking Through Differentiated Learning with an CRT-Integrated PjBL Model

Dian Nur Aisah*  -  Program Studi Pendidikan Profesi Guru, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Jember, Indonesia
Kukuh Munandar  -  Program Studi Pendidikan Profesi Guru, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Jember, Indonesia
Gandu Wadiono  -  SMA Negeri Arjasa, Indonesia
Salsta Ridlotul Jannah  -  Program Studi Pendidikan Profesi Guru, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Jember, Indonesia

(*) Corresponding Author
DOI: 10.21580/bioeduca.v5i2.17299
Students’ creative thinking skills need to be continuously improved. However, the creative thinking of students at SMAN Arjasa (Arjasa Senior High School) based on the observation results is still low. This research aimed to improve students' creative thinking skills through the application of differentiated learning models of Project-Based Learning (PjBL), integrated with Culturally Responsive Teaching (CRTs). This research employed classroom action research, consisting of 2 cycles including planning, acting, observing, and reflecting. The data were analyzed using a Paired Sample t-Test to determine the differences in each cycle, and an n-gain analysis was used to determine the increase in students' creative thinking skills. The results showed that the application of differentiated learning with the PjBL integrated with CRT was able to improve students' creative thinking skills in the biology subject. Learning according to students' characteristics and cultural integration provides a more meaningful learning experience for students.

Keywords: Creative thinking; Culturally Responsive Teaching; Differentiated Instruction; Project Based Learning

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