Novel Approach in Enhancing Science Education through Problem-Based Creative Learning and Delphi Evaluation
DOI:
https://doi.org/10.15294/va3g8p17Keywords:
PBCL, pedagogy, HOTS, learning framework, student engagementAbstract
The research aimed to optimize the Problem-Based Creative Learning (PBCL) model to enhance higher-order thinking skills (HOTS) in natural science learning. The research used the Delphi method, which involved seven experts in education from various disciplines contributing to a cycle of Delphi. The Delphi cycle consisted of two cycles, and data analysis involved using the Aiken V statistical equation. The Delphi study results highlighted agreement on the characteristics of the PBCL model, which included (1) syntax, (2) social system, (3) principles of reaction, (4) support system, and (5) the impact of learning. The research findings highlight the potential of PBCL as an innovative learning model in natural science learning, emphasizing its effectiveness in improving aspects of analysis, evaluation, and creation as part of HOTS. The study contributes a learning model framework for educators to strengthen natural science education and cultivate insightful and adaptive students in the 21st century.
References
Affandy, H., Sunarno, W., Suryana, R., & Harjana. (2024). Integrating creative pedagogy into problem-based learning: The effects on higher order thinking skills in science education. Thinking Skills and Creativity, 53, Article 101575.
Aibin, T., Jijun, Y., Wenye, L., Shike, Z., & Dawei, L. (2023). The impact of different types of off-campus training on primary and junior high students’ higher-order thinking dispositions. Thinking Skills and Creativity, 49, 101351.
Aiken, L. R. (1980). Content validity and reliability of single items or questionnaires. Educational and Psychological Measurement, 40(4), 955–959.
Amabile, T. M., Conti, R., Herron, H. C., Lazenby, J., & Herron, M. (1996). Assessing the work environment for Creativity. Academy of Management Journal, 39(5), 1154–1184.
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives. Longman.
Anggraeni, D. M., Prahani, B. K., Suprapto, N., Shofiyah, N., & Jatmiko, B. (2023). Systematic review of problem based learning research in fostering critical thinking skills. Thinking Skills and Creativity, 49, Article 101334.
Arruzza, E., Chau, M., & Kilgour, A. (2023). Problem-based learning in medical radiation science education: A scoping review. Radiography, 29(3), 564–572.
Ashwin, P. (2019). Orr, S., and Shreeve, A. (2017). Art and design pedagogy in higher education: knowledge, values and ambiguity in the creative curriculum. Routledge. Higher Education, 78(1), 183–184.
Bollen, L., Van Kampen, P., Baily, C., Kelly, M., & De Cock, M. (2017). Student difficulties regarding symbolic and graphical representations of vector fields. Physical Review Physics Education Research, 13(2), 1–17.
Bosica, J., Pyper, J. S., & MacGregor, S. (2021). Incorporating problem-based learning in a secondary school mathematics preservice teacher education course. Teaching and Teacher Education, 102, 103335.
Boye, E. S., & Agyei, D. D. (2023). Effectiveness of problem-based learning strategy in improving teaching and learning of mathematics for pre-service teachers in Ghana. Social Sciences and Humanities Open, 7(1), 100453.
Cevikbas, M., & Kaiser, G. (2023). Can flipped classroom pedagogy offer promising perspectives for mathematics education on pandemic-related issues? A systematic literature review. ZDM - Mathematics Education, 55(1), 177–191.
Chang, T. S., Wang, H. C., Haynes, A. M. D., Song, M. M., Lai, S. Y., & Hsieh, S. H. (2022). Enhancing student creativity through an interdisciplinary, project-oriented problem-based learning undergraduate curriculum. Thinking Skills and Creativity, 46, 101173.
Choi, H., Jovanovic, J., Poquet, O., Brooks, C., Joksimović, S., & Williams, J. J. (2023). The benefit of reflection prompts for encouraging learning with hints in an online programming course. Internet and Higher Education, 58, 100903.
Chung, C.-C., Huang, S.-L., Cheng, Y.-M., & Lou, S. (2020). Using an iSTEAM project-based learning model for technology senior high school students: Design, development, and evaluation. International Journal of Technology and Design Education, 32(2), 905–941.
Cilliers, J., Fleisch, B., Kotze, J., Mohohlwane, M., & Taylor, S. (2022). The Challenge of Sustaining Effective Teaching: Spillovers, Fade-out, and the Cost-effectiveness of Teacher Development Programs. Economics of Education Review, 87, 102215.
Cirkony, C. (2023). Flexible, creative, constructive, and collaborative: the makings of an authentic science inquiry task. International Journal of Science Education, 45(17), 1440–1462.
Cossu, R., Awidi, I., & Nagy, J. (2024). Critical thinking activities in fluid mechanics – A case study for enhanced student learning and performance. Education for Chemical Engineers, 46, 35–42.
Creswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (4th ed.). Pearson Education.
Da’as, R. (2023). Teacher’s engagement in creativity: The role of school middle leaders’ values, team diversity and team knowledge self-efficacy. Thinking Skills and Creativity, 49, 101346.
Feng, X., Helms-Lorenz, M., & Maulana, R. (2023). Profiles and developmental pathways of beginning teachers’ intrinsic orientations and their associations with effective teaching behaviour. Learning and Individual Differences, 107, 102362.
Gatchev, V. A., Pirinsky, C. A., & Venugopal, B. (2022). A language-based approach to measuring creative exploration. Research Policy, 51(1), 104426. https://doi.org/10.1016/j.respol.2021.104426
Grajzel, K., Acar, S., & Singer, G. (2023). The Big Five and divergent thinking: A meta-analysis. Personality and Individual Differences, 214, 112338.
Han, W., & Abdrahim, N. A. (2023). The role of teachers’ creativity in higher education: A systematic literature review and guidance for future research. Thinking Skills and Creativity, 48, Article 101302.
Hartmann, A., Vinke-de Kruijf, J., & van Weesep, R. (2023). Asking the right questions: The role of reflection for learning in and between projects. International Journal of Project Management, 41(5), 102494.
He, S., Shi, X., Choi, T.-H., & Zhai, J. (2023). How do students’roles in collaborative learning affect collaborative problem-solving competency? A systematic review of research. Thinking Skills and Creativity, 50, 101423.
Hews, R., Beligatamulla, G., & McNamara, J. (2023). Creative confidence and thinking skills for lawyers: Making sense of design thinking pedagogy in legal education. Thinking Skills and Creativity, 49, 101352.
Hidajat, F. A. (2023). A comparison between problem-based conventional learning and creative problem-based learning on self-regulation skills: Experimental study. Heliyon, 9, e19512.
Hodam, H., Rienow, A., & Juergens, C. (2022). Developing and Evaluating Simplified Tools for Image Processing in a Problem-Based Learning Environment for Earth Observation. Journal of Photogrammetry, Remote Sensing and Geoinformation Science, 90, 439–456.
Hou, S., Chen, S., Huang, Z., Yin, X., Zhao, K., & Zou, J. (2023). Mapping the neural mechanisms of creativity by convergent and divergent thinking in school-aged children: A functional near-infrared spectroscopy study. Thinking Skills and Creativity, 49, 101300.
Hugerat, M., Kortam, N., Kassom, F., Algamal, S., & Asli, S. (2021). Improving the Motivation and the Classroom Climate of Secondary School Biology Students Using Problem-Based – Jigsaw Discussion (PBL-JD) Learning. Eurasia Journal of Mathematics, Science and Technology Education, 17(12), 1–12.
Hursen, C. (2021). The Effect of Problem-Based Learning Method Supported by Web 2.0 Tools on Academic Achievement and Critical Thinking Skills in Teacher Education. Technology, Knowledge and Learning, 26(3), 515–533.
Ishartono, N., Razak, R. B. A., Kholid, M. N., Arlinwibowo, J., & Afiyah, A. N. (2024). Integrating Steam Into Flip Flop Model to Improve Students’ Understanding on Composition of Functions During Online Learning. Infinity Journal, 13(1), 45–60.
Joyce, B., Weil, M., & Calhoun, E. (2009). Models of Teaching (8th ed.). Allyn Bacon.
Kao, M. C., Yuan, Y. H., & Wang, Y. X. (2023). The study on designed gamified mobile learning model to assess students’ learning outcome of accounting education. Heliyon, 9, e13409.
Karpudewan, M., Krishnan, P., Roth, W. M., & Ali, M. N. (2023). What Research Says About the Relationships Between Malaysian Teachers’ Knowledge, Perceived Difficulties and Self-efficacy, and Practicing STEM Teaching in Schools. Asia-Pacific Education Researcher, 32, 353–365.
Kholid, M. N., Hendriyanto, A., Sahara, S., Muhaimin, L. H., Juandi, D., Sujadi, I., Kuncoro, K. S., & Adnan, M. (2023). A systematic literature review of Technological, Pedagogical and Content Knowledge (TPACK) in mathematics education: Future challenges for educational practice and research. Cogent Education, 10(2).
Khoiri, N., Ristanto, S., & Kurniawan, A. F. (2023). Project-based learning via traditional game in physics learning: Its impact on critical thinking, creative thinking, and collaborative skills. Jurnal Pendidikan IPA Indonesia, 12(2), 286-292.
Kosman, B. A., de Jong, D. C., Knight-Agarwal, C. R., Chipchase, L. S., & Etxebarria, N. (2024). Development and validation of an assessment tool for higher education learning abroad programs: A qualitative Delphi study. Nurse Education Today, 132, 106030.
Lai, W. F. (2023). Integrating sociocultural perspectives into a university classroom: A case study of students’ experience. Heliyon, 9, e17228.
Laupichler, M. C., Aster, A., & Raupach, T. (2023). Delphi study for the development and preliminary validation of an item set for the assessment of non-experts’ AI literacy. Computers and Education: Artificial Intelligence, 4, 100126.
Lee, T., O’mahony, L., & Lebeck, P. (2023). Creativity and Innovation: Everyday Dynamics and Practice. In T. Lee, L. O’Mahony, & P. Lebeck (Eds.), Creativity and Innovation: Everyday Dynamics and Practice (pp. 1–162). Springer Nature Singapore.
Lefebvre, J., Lefebvre, H., Gauvin-Lepage, J., Gosselin, R., & Lecocq, D. (2023). Reflection on teaching action and student learning. Teaching and Teacher Education, 134, 104305.
Li, S., Pöysä-Tarhonen, J., & Häkkinen, P. (2023). Students’ collaboration dispositions across diverse skills of collaborative problem solving in a computer-based assessment environment. Computers in Human Behavior Reports, 11, 100312.
Lin, K. Y. (2014). Effects of science fiction films on junior high school students’ creative processes and products. Thinking Skills and Creativity, 14, 87–97.
Lin, Y. (2011). Fostering Creativity through Education — A Conceptual Framework of Creative Pedagogy. Creative Educatin, 2(3), 149–155.
Lin, Y. (2014). A third space for dialogues on creative pedagogy : Where hybridity becomes possible. Thinking Skills and Creativity, 13(2), 43–56.
Liu, C., Tu, S., Guan, J., Ma, J., Zhou, Z., & Shi, Z. (2023). Does unconscious processing benefit creative problem-solving, especially when people have been misdirected? Thinking Skills and Creativity, 49, 101365.
Liu, X., Gu, J., & Zhao, L. (2023). Promoting primary school students’ creativity via reverse engineering pedagogy in robotics education. Thinking Skills and Creativity, 49, 101339.
Liu, Y., & Pásztor, A. (2022). Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis. Thinking Skills and Creativity, 45, 101069.
Lonergan, R., Cumming, T. M., & O’Neill, S. C. (2022). Exploring the efficacy of problem-based learning in diverse secondary school classrooms: Characteristics and goals of problem-based learning. International Journal of Educational Research, 112, 1–11.
Loyens, S. M. M., van Meerten, J. E., Schaap, L., & Wijnia, L. (2023). Situating Higher-Order, Critical, and Critical-Analytic Thinking in Problem and Project-Based Learning Environments: A Systematic Review. Educational Psychology Review, 35, 1–44.
Lund, A. B., & Cyvin, J. (2022). Storyline in natural science teacher education - An approach to the coherence between theory and practice. International Journal of Educational Research Open, 3, 100104.
Luo, C., & Jiang, S. (2023). The knowledge map of gender equality in cross-cultural communication: A bibliometric approach. Heliyon, 9, e16324.
Malthouse, E., Liang, Y., Russell, S., & Hills, T. (2022). The influence of exposure to randomness on lateral thinking in divergent, convergent, and creative search. Cognition, 218, 104937.
Maor, R., Paz-Baruch, N., Grinshpan, N., Milman, A., Mevarech, Z., Levi, R., Shlomo, S., & Zion, M. (2023). Relationships between metacognition, creativity, and critical thinking in self-reported teaching performances in project-based learning settings. Thinking Skills and Creativity, 50, 101425.
McColgan, M. W., Finn, R. A., Broder, D. L., & Hassel, G. E. (2017). Assessing students’ conceptual knowledge of electricity and magnetism. Physical Review Physics Education Research, 13, 1–19.
Miroshnik, K. G., Forthmann, B., Karwowski, M., & Benedek, M. (2023). The relationship of divergent thinking with broad retrieval ability and processing speed: A meta-analysis. Intelligence, 98, 101739.
Nantha, C., Pimdee, P., & Sitthiworachart, J. (2022). A Quasi-Experimental Evaluation of Classes Using Traditional Methods, Problem-Based Learning, and Flipped Learning to Enhance Thai Student-Teacher Problem-Solving Skills and Academic Achievement. International Journal of Emerging Technologies in Learning, 17, 20–38.
Ngatono, Al Ma’ruf, A. I., & Waston. (2024). Teacher Empowerment in Creative Economy Education: a Case Study At Sd Ta’Mirul Islam Surakarta Indonesia. Revista de Gestao Social e Ambiental, 18(6), 1–20.
Potkonjak, V., Gardner, M., Callaghan, V., Mattila, P., Guetl, C., Petrović, V. M., & Jovanović, K. (2016). Virtual laboratories for education in science, technology, and engineering: A review. Computers and Education, 95, 309–327.
Roca, J. B. (2022). Teaching technological forecasting to undergraduate students: a reflection on challenges and opportunities. Technological Forecasting and Social Change, 180, 121684.
Rusnilawati, R., Sutama, S., Binti Ali, S. R., Mohamad Hanapi, M. H., & Rahman, F. (2023). The Implementation of Flipped Learning Model and STEM Approach in Elementary Education: A Systematic Literature Review. European Journal of Educational Research, 12(4), 1795–1814.
Sajidan, S., Suranto, S., Atmojo, I. R. W., Saputri, D. Y., & Etviana, R. (2022). Problem-Based Learning-Collaboration (PBL-C) Model in Elementary School Science Learning in the Industrial Revolution Era 4.0 and Indonesia Society 5.0. Jurnal Pendidikan IPA Indonesia , 11(3), 477–488.
Sastra Negara, A. H., Waston, Hidayat, S., & Mulkhan, A. M. (2024). Development of Religious Character to Improve the Effectiveness of Teacher and Student Communication. Revista de Gestao Social e Ambiental, 18(6), 1–26.
Sebatana, M. J., & Dudu, W. T. (2022). Reality or Mirage: Enhancing 21st-Century Skills Through Problem-Based Learning While Teaching Particulate Nature of Matter. International Journal of Science and Mathematics Education, 20, 963–980.
Şendağ, S., Yakin, İ., & Gedik, N. (2023). Fostering creative thinking skills through computer programming: Explicit or integrated teaching? Education and Information Technologies, 28, 10819–10838.
Setiawan, Z., Sumardjoko, B., Prayitno, H. J., & Muhibbin, A. (2024). Mixing Educational System: Progressive Learning at SMA Muhammadiyah PK Surakarta. International Journal of Religion, 5(4), 374–383.
Sharma, S., Daryanti, I., Elysabeth, D., Arna, T., Tarihoran, U., & Chou, F. (2023). Nurse Education Today Outcomes of problem-based learning in nurse education: A systematic review and meta-analysis. Nurse Education Today, 120, 105631.
Siew, N. M., Chong, C. L., & Lee, B. N. (2015). Fostering Fifth Graders’ Scientific Creativity Through Problem-Based Learning. Journal of Baltic Science Education, 14, 665–669
Siming, L., & Abraha, A. (2023). Natural science and engineering instructors’ knowledge and practice of brain-based instruction in Ethiopian higher education institutions. Heliyon, 9, e22325.
Stefaniak, J. (2021). Leveraging Failure-Based Learning to Support Decision-Making and Creative Risk in Instructional Design Pedagogy. TechTrends, 65, 646–652.
Stolk, J. D., Gross, M. D., & Zastavker, Y. V. (2021). Motivation, pedagogy, and gender: examining the multifaceted and dynamic situational responses of women and men in college STEM courses. International Journal of STEM Education, 8, 1–19.
Suradika, A., Dewi, H. I., & Nasution, M. I. (2023). Project-based learning and problem-based learning models in critical and creative students. Jurnal Pendidikan IPA Indonesia, 12(1), 153-167
Susantini, E., Isnawati, & Raharjo. (2022). HOTS-Link Mobile Learning Application: Enabling Biology Pre-service Teachers to Devise HOTS-Based Lesson Plans. Journal of Science Education and Technology, 31, 783–794.
Toker, S., & Akbay, T. (2022). A comparison of recursive and nonrecursive models of attitude towards problem-based learning, disposition to critical thinking, and creative thinking in an computer literacy course for preservice teachers. Education and Information Technologies, 27, 6715–6751.
Ulfatun, T., Suyatmini, Kusumaningtyas, A., & Setiyawan, Y. A. (2023). Teacher’s understanding of teaching models and students’ human literacy. International Journal of Evaluation and Research in Education, 12(4), 1925–1933.
Xie, X. (2023). The cognitive process of creative design: A perspective of divergent thinking. Thinking Skills and Creativity, 48, 101266.
Yan, Y., Yuehong, W., Kun, L., Hongbo, Z., Hongyu, Z., Yingming, Y., & Zhili, Z. (2023). Implementation of mind mapping with problem-based learning in prosthodontics course for Chinese dental students. BMC Medical Education, 23(1), 1–8.
Yang, W., Green, A. E., Chen, Q., Kenett, Y. N., Sun, J., Wei, D., & Qiu, J. (2022). Creative problem solving in knowledge-rich contexts. Trends in Cognitive Sciences, 26, 849–859.
Yao, G., Zhao, H., Hu, Y., & Zheng, X. (2023). Exploring knowledge sharing and hiding on employees’ creative behaviors: A coopetition perspective. Journal of Innovation and Knowledge, 8, 100447.
Ye, J., Tao, W., Yang, L., Xu, Y., Zhou, N., & Wang, J. (2022). Developing core competencies for clinical nurse educators: An e-Delphi-study. Nurse Education Today, 109, 105217.
Zhang, F., Wang, H., Bai, Y., & Zhang, H. (2022). A Bibliometric Analysis of the Landscape of Problem-Based Learning Research (1981–2021). Frontiers in Psychology, 13, 1–10.
Zhao, L., & Wang, S. (2024). learning community : An epistemic network analysis. Education and Information Technologies, 19(8), 1–27.
Zotou, M., Tambouris, E., & Tarabanis, K. (2020). Data-driven problem based learning: enhancing problem based learning with learning analytics. Educational Technology Research and Development, 68, 3393–3424.
