NOVEL APPROACH IN ENHANCING SCIENCE EDUCATION THROUGH PROBLEM-BASED CREATIVE LEARNING AND DELPHI EVALUATION

Abstract

This research aims to optimize the problem-based creative learning model to enhance higher-order thinking skills 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. The first round of the Delphi panel was given open-ended questions. The second round of Delphi panels were presented with a close-ended question and asked to respond using a five-point Likert scale. The assessment given by the expert forum in the second round included aspects of the learning model characteristics: (1) syntax, (2) social system, (3) principles of reaction, (4) support system, and (5) learning effects. The Delphi study results highlighted agreement on the characteristics of the problem-based creative learning 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 problem-based creative learning 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.