How do Science Teachers Implement Problem-Based Learning to Foster Students' Creative Thinking Skills? A Case Study in Middle Schools
), Maryati Maryati(2), Yusman Wiyatmo(3), Asih Utami(4)
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(1) Universitas Negeri Yogyakarta, Indonesia
(2) Universitas Negeri Yogyakarta, Indonesia
(3) Universitas Negeri Yogyakarta, Indonesia
(4) Universitas Negeri Yogyakarta Universitas Palangka Raya, Indonesia
Corresponding Author
10.23960/jpmipa.v26i1.pp779-795
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Copyright (c) 2025 Mohammad Ghufroni Farid, Maryati Maryati, Yusman Wiyatmo, Asih Utami
Indonesian students' creative thinking skills, as assessed by PISA 2022, were significantly below the average. This study evaluated the implementation of problem-based learning (PBL) in supporting the development of creative thinking skills among students at SMP Negeri 2 Gamping, Yogyakarta. A qualitative approach with a case study design involved three science teachers and eighth-grade students. Data were collected through interviews, observations, and document analysis. Validity was analyzed through data triangulation (observations, interviews, and documentation) and peer discussions. The findings indicated that problem-based learning had a positive implementation, although significant challenges remained, such as insufficient planning, non-contextual teaching media, and limited scaffolding. The teachers frequently used simple investigations that did not fully encourage deep idea exploration. The assessment was predominantly summative and did not comprehensively evaluate students' creative processes. This study recommended a more structured problem-based learning approach, contextual teaching media, and process-oriented formative assessment to foster students' creativity. Further research was suggested to explore the long-term impact of this strategy and the integration of educational technology.
Keywords: contextual media, creative thinking skills, problem-based learning, science investigation, case study.
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