EFFECTS OF ETHNO PJBL ON CREATIVE THINKING SKILLS AND LEARNING OUTCOMES IN SCIENCE LEARNING: A META-ANALYSIS

Creative thinking skills are important 21st century skills that can significantly improve learning outcomes. However, research results show that creative thinking skills and student learning outcomes are still low. The Project-Based Learning (PjBL) model and ethnoscience integration have been applied by many researchers as a solution, with varying results. Therefore, further analysis is needed to determine the effect of the PjBL model and ethnoscience integration in science learning on improving creative thinking skills and student learning outcomes. The method in this study is the meta-analysis method. Data were obtained from 25 articles that met the research criteria. The results showed that the PjBL model significantly improved students creative thinking skills with a Very High category. In addition, the PjBL model also had a positive impact on student learning outcomes with an average effect size of the medium category. Analysis based on subjects showed that the PjBL model was most effective in physics learning, followed by biology, and the lowest in chemistry. Based on the level of education, the highest effect size is in high school (Very High), followed by elementary school (Moderate), college (Moderate), and junior high school (Moderate). The integration of ethnoscience in PjBL provides a relevant and interesting local cultural context, making learning more meaningful for students. This study provides guidance for educators in choosing and implementing effective learning models to improve creative thinking skills and student learning outcomes in science learning.