Enhancing Engagement and Literacy-Based Creative Thinking through Project-Based Learning
DOI:
https://doi.org/10.53299/jppi.v6i2.3960Keywords:
education, literacy, learning, writing skillsAbstract
This study aims to examine the effectiveness of the Project-Based Learning (PBL) model in enhancing student engagement and literacy-based creative thinking skills in an Environmental Chemistry course. The novelty of this research lies in integrating a structured literature review project as a core PBL activity to simultaneously strengthen academic literacy and foster creative thinking within environmental chemistry contexts. The study employed a Classroom Action Research (CAR) design with a mixed-method approach conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The participants were 33 third-semester students. Data were collected through classroom engagement observations, learning achievement tests, literature review project assessments, and documentation. Quantitative data were analyzed using Likert scales and percentage achievement indicators. The findings revealed a significant improvement in both student engagement and literacy-based creative thinking skills from Cycle I to Cycle II. Therefore, literature-integrated PBL is an effective pedagogical strategy to enhance both the learning process and student outcomes in Environmental Chemistry courses. Further research is recommended to investigate its long-term effectiveness, broader applicability across disciplines, and potential integration with emerging learning technologies.
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