Penelitian ini dilatarbelakangi oleh pentingnya pengembangan kemampuan berpikir kreatif pada siswa sekolah dasar sebagai salah satu kompetensi abad 21 yang perlu dimiliki untuk menghadapi tantangan global, namun kenyataannya kemampuan tersebut masih rendah pada materi siklus air di kelas V SD Negeri 3 Purwawinangun. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran diferensiasi berbasis Project Based Learning (PjBL) terhadap kemampuan berpikir kreatif peserta didik. Metode yang digunakan adalah quasi eksperimen dengan desain nonequivalent control group design, melibatkan 35 siswa yang terdiri dari 18 siswa kelas eksperimen dan 17 siswa kelas kontrol. Variabel bebas dalam penelitian ini adalah model pembelajaran diferensiasi berbasis PjBL, sedangkan variabel terikatnya adalah kemampuan berpikir kreatif siswa. Instrumen penelitian berupa tes berpikir kreatif yang diberikan sebelum dan sesudah perlakuan. Analisis data dilakukan melalui uji normalitas, homogenitas, uji-t, dan perhitungan N-Gain. Hasil penelitian menunjukkan terdapat perbedaan signifikan antara kemampuan berpikir kreatif kelas eksperimen dan kelas kontrol, serta peningkatan N-Gain pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Dengan demikian, model pembelajaran diferensiasi berbasis Project Based Learning (PjBL) berpengaruh secara signifikan terhadap peningkatan kemampuan berpikir kreatif siswa kelas V SD Negeri 3 Purwawinangun.
Kata Kunci : pembelajaran diferensiasi, project based learning (pjbl), berpikir kreatif, ipas.

This research was motivated by the importance of developing creative thinking skills in elementary school students as one of the 21st-century competencies needed to face global challenges; however, in reality, these skills remain low in the water cycle material among fifth-grade students at SD Negeri 3 Purwawinangun. This study aimed to determine the influence of the differentiated Project Based Learning (PjBL) model on students’ creative thinking skills. The research employed a quasi-experimental method with a nonequivalent kontrol group design, involving 35 students consisting of 18 in the experimental class and 17 in the kontrol class. The independent variable in this study was the differentiated Project Based Learning (PjBL) model, while the dependent variable was students’ creative thinking skills. The research instrument used was a creative thinking test administered before and after the intervention. Data analysis was conducted using normality tests, homogeneity tests, t-tests, and N-Gain calculations. The results showed a significant difference in creative thinking skills between the experimental and kontrol classes, with the N-Gain improvement in the experimental class being higher than that in the kontrol class. Thus, the differentiated Project Based Learning (PjBL) model had a significant effect on improving the creative thinking skills of fifth-grade students at SD Negeri 3 Purwawinangun.
Keywords : differentiated learning, project based learning (pjbl), creative thinking, ipas.