Meta-analysis Study: Effectiveness of Creative Problem Solving Model in Science Learning in Indonesia

Abstract

Despite the great potential of the CPS model which is recognized as able to improve science learning, research related to how effective it is in Indonesia is still limited. This meta-analysis seeks to investigate the effectiveness of the Creative Problem Solving (CPS) model in science learning in the specific context of educational institutions in Indonesia. Using data from 14 articles consisting of 21 studies at various levels of education (elementary school, junior high school, high school and tertiary) and disciplines (Natural and Social Sciences, Physics, Biology, Chemistry), the main objective of this study is to measure the effectiveness of the overall CPS model in science learning in Indonesia. The findings of the analysis showed a statistically significant effect size (ES) of 1.939 (95% CI: 1.413 to 2.466, p <0.001), which indicates a significant positive influence of CPS in the field of science in Indonesia. Further subgroup analyses demonstrate the specific strengths of the CPS model in the High School environment and in subjects such as Chemistry and Biology. In addition, the CPS model has been proven to be effective in improving creative thinking skills and problem-solving skills. Despite these promising results, the existence of substantial diversity among studies underscores the need for additional research to determine the variables that influence the differences in outcomes. These findings provide support for integrating CPS in science learning with the aim of enriching student engagement and academic outcomes.