Integrasi SCAMPER ke dalam Project Based Learning terhadap Kemampuan Pemecahan Masalah Siswa pada Materi Bioteknologi

Abstract

Students' problem-solving abilities in biotechnology learning are still suboptimal, particularly in Biopreneurship projects that require systematic and creative thinking. This study aimed to examine the effect of integrating the Project-Based Learning (PjBL) model with the SCAMPER technique on students' problem-solving abilities in biotechnology learning. This study employed a quasi-experimental method with a Nonequivalent Control Group design. The experimental class (X.C, 50 students) received PjBL integrated with SCAMPER, while the control class (X.E, 46 students) received PjBL without SCAMPER integration. Data were collected through pretest and posttest problem-solving ability tests and analyzed using an Independent Samples t-test and N-Gain calculation. The results showed a significant difference in problem-solving abilities between the experimental and control classes (p < 0.05). The experimental class showed a higher improvement, with an N-Gain of 0.785, compared with 0.374 in the control class. The highest improvement occurred in the solution evaluation indicator, with an N-Gain of 0.741, indicating improved ability to analyze, assess, and refine solutions. Student responses to the learning process were very positive, with an average percentage of 76.9%. These findings indicate that integrating SCAMPER into PjBL may contribute to improving students' problem-solving abilities in biotechnology learning. However, because this study employed a quasi-experimental design, the findings should be interpreted with caution regarding causal inference.