Abstract

In the 21st century, the ability to engage in creative thinking is of paramount importance. This study aims to explore the students' creative thinking skills after engaging in learning using Problem-based Learning combined with Digital Mind Mapping [PBL-DMM]. The study was conducted using a quasi-experimental method involving 120 Senior High School students at Solok, West Sumatra, Indonesia. Students’ creative thinking skills were assessed through essay tests on pre and post-treatment (pretest-posttest). This study followed a nonequivalent pretest-posttest control group design with two classes for each group. A statistical parametric test of ANCOVA was used to analyze the effect of PBL-DMM on the students’ creative thinking. The findings of this study indicate a notable distinction in students’ creative thinking abilities when utilizing the PBL-DMM approach, which exhibited a higher level of proficiency than the PBL class. The utilization of digital mind maps in the learning process facilitates the acquisition, organization, and conceptualization of information in a manner that is both extensive and efficient, while simultaneously enabling the formation of naturally occurring groups. Additionally, digital mind maps provide students with convenient and direct access to information, which is conducive to memory retention. Furthermore, they facilitate the analysis of problems. The learning process enables students to hone their cognitive abilities, thereby facilitating the development of a more efficacious creative thinking process and the acquisition of enhanced creative thinking skills. In conclusion, the PBL-DMM learning model represents a potential alternative strategy for enhancing students' creative thinking abilities.  

Keywords

References

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