The Effect of Problem-Based Learning (PBL) Model with a Multimodal Approach on Students’ Physics Creativity
DOI:
10.29303/jpft.v12i2.12967Published:
2026-08-30Downloads
Abstract
This study aims to examine the effect of the Problem-Based Learning (PBL) model with a multimodal approach on students’ physics creativity. This study used a quasi-experimental method with a nonequivalent control group design. The study was conducted at SMAN 3 Praya in class XI of the even semester of the 2025/2026 academic year on the topic of static fluid. Sampling used a purposive sampling technique, selecting class XI F1 with 26 students as the experimental group and class XI F2 with 28 students as the control group. The research instrument was a creativity test consisting of 4 essay questions covering the indicators of fluency, flexibility, originality, and elaboration. Data analysis was performed using the independent sample t-test with the pooled variance formula. The results showed that the PBL model with a multimodal approach significantly influenced students’ creativity, as indicated by a of 2.816 greater than of 2.007 at a 5% significance level. The average posttest score of the experimental class reached 74.81, higher than the control class at 63.75, with an N-Gain of 0.652 (moderate category) for the experimental class compared to 0.474 (moderate category) for the control class. Thus, the PBL model with a multimodal approach is effective in improving students’ physics creativity.
Keywords:
Creativity Multimodal Approach Problem-Based LearningReferences
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