<![CDATA[method which was creativity, social interaction and it’s interaction toward students’cognitive, affective andpsychomotor learning achievement. The method used in the research was experimental method and wasconducted from September 2011 to February 2012. The population was the students of D-III Nasional Academyof Health Analyst Surakarta level I who had taken the analitycal chemistry I lecture. The sample was taken byusing cluster random sampling, consisted of two class regular 1B.1 and regular 1B.2. The learning methodapplied on regular 1B.1 was guided inquiry and on regular 1B.2 was project. The data was collected throughstudents’cognitive learning achievement test, and supported by questioner for measuring affective achievementsand observation sheet for assessing psychomotor. The hypothesis were tested using ANOVA three factorialdesigns with non-equal cell. From the data analysis, it could be concluded that: 1) there was no significantdifference from the results of Guided Inquiry and Project Method towards students’ learning achievement, 2)there was no significant difference from the results of high creativity and low creativity students’ learningachievement, 3) there was no significant difference from the results of high social interaction and low socialinteraction students’ learning achievement, 4) there was no interaction between learning method and creativitytoward students’ learning achievement, 5) there was no interaction between learning method and socialinteraction toward students’ learning achievement, 6) there was no interaction between creativity and socialinteraction toward students’ learning achievement, 7) there was no interaction among learning method,creativity, and social interaction toward students’ learning achievement.Keywords: Problem-based learning, Guided Inquiry Method, Project Method, Creativity, Social Interaction.]]>
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