Local Resource Based Project For Learning Outcomes And Creativity In Coastal Schools: A Classroom Action Research

Abstrak

Science learning in coastal schools often remains teacher-centred and weakly connected to the local environment, even though students interact daily with authentic examples of force, work, and simple machines. Although Project-Based Learning (PjBL) has been widely reported as effective in science education, empirical studies that examine its implementation in remote coastal schools with limited facilities and authentic use of local resources are still limited. This study aimed to improve students’ learning outcomes and creativity through local resource-based PjBL on the topic of Work, Force, and Simple Machines. The study employed classroom action research conducted in two cycles following the Kemmis and McTaggart model (planning, action, observation, and reflection). The participants were 20 eighth-grade students of SMP Negeri 30 Raja Ampat. Data were collected through learning outcome tests, creativity observation sheets, interviews, documentation, and field notes, then analysed using descriptive statistics, N-gain, and interactive qualitative analysis. The mean learning outcome increased from 67.80 in Cycle I to 89.35 in Cycle II with an N-gain of 0.67 (moderate), while creativity increased from 69.50 to 87.65 with an N-gain of 0.60 (moderate). The findings indicate that local resource-based PjBL made science learning more contextual, participatory, and meaningful, while strengthening students’ ability to connect scientific concepts with their coastal environment.