Integrating creative pedagogy into problem-based learning: The effects on higher order thinking skills in science education

Abstract

This study aimed to assess the impact of incorporating creative pedagogy within a Problem-Based Learning (PBL) on the development of higher-order thinking skills (HOTS) in the field of natural science. A sample of 280 eighth-grade students from a province in Lampung participated in the study. Employing a quasi-experiment design, one experimental group underwent the integration of creative pedagogy within the PBL model, while two control groups did not receive this treatment. The findings from the experiment strongly suggest that the integration of creative pedagogy in PBL sessions significantly enhances the proficiency of higher-order thinking skills within the context of natural science education. Specifically, this integration fosters the students' capacity to critically analyze, evaluate, and devise innovative solutions for intricate problems. By integrating creative pedagogy, students were encouraged to transcend conventional knowledge and apply their critical thinking in authentic real-world scenarios. Notably, students demonstrated not only the capability to pinpoint problem origins but also exhibited prowess in evaluating diverse alternatives, considering consequences, generating creative and workable solutions. However, it is essential to acknowledge the existence of challenges and resistance encountered by both educators and students when implementing creative pedagogy in PBL activities. The implications of integrating creative pedagogy within the PBL model in natural science education underscore a paradigm shift in the learning approach, which has the potential to significantly enrich students' learning experiences.