Project-Based Learning and Problem-Based Learning Models in Critical and Creative Students

This research is experimental with a 2 x factorial design involving students in the critical and creative categories. Data collection used description test instrument. were analyzed inferentially by hypothesis testing ANACOVA comparison. Problem-Based Learning (PBL) directs to learn, individual group investigations, generates performs work, assesses problem-solving process. While syntaxes for Project-Based (PjBL) are starting learning essential questions, designing plan project, creating schedule, monitoring project progress, assessing outcome, evaluating. study concludes that there no difference chemistry outcomes between who taught using PBL PjBL, creative. For syntax, similarities activities of students, at PjBL stage, evaluating product, guiding investigations developing presenting results.