Improving creativity and understanding of science concepts through a mini greenhouse project on plant growth in fourth graders of MIN 3 Jeneponto

Abstract

This study aims to enhance creativity and understanding of Natural Science (IPA) concepts by implementing a Mini Greenhouse project on plant growth among fourth graders at MIN 3 Jeneponto. The background of this research is based on the continued dominance of conventional learning, which provides little space for student exploration and creativity, as well as the challenges of implementing the Independent Curriculum, which emphasizes project-based learning and religious values. This study employed the Classroom Action Research (CAR) approach, as modeled by Kemmis and McTaggart, and was implemented in two cycles. The subjects were 26 fourth graders of MIN 3 Jeneponto. Data were collected through creativity observations, conceptual understanding tests, documentation, and reflection. The results showed that the Mini Greenhouse project increased the average score for understanding science concepts from 66.1 (pre-action) to 72.3 (Cycle I) and 80.4 (Cycle II). The percentage of students achieving the Minimum Completion Criteria (KKM) increased from 42% to 88%. The average student creativity score also increased from 66 (fair) to 81 (good), with emphasis on originality, elaboration, and flexibility of thinking. Furthermore, this learning process facilitated the integration of Islamic values, including responsibility, perseverance, and gratitude. These results demonstrate that the Mini Greenhouse project is effective in developing 21st-century competencies and shaping students' religious character, and is worthy of recommendation as an active and contextual learning model in madrasas.