THE EFFECT OF AN INTERDISCIPLINARY PROBLEM-BASED LEARNING MODEL ON THE CRITICAL AND CREATIVE THINKING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS: UPT SMPN 3 TAPUNG HILIR

Abstract

This study aims to investigate the extent to which critical and creative thinking skills of junior high school students on ecological topics can be improved through the implementation of a problem-based interdisciplinary learning model. The research was motivated by the low level of student engagement in conventional learning environments and the lack of opportunities to develop higher-order thinking skills. A quasi-experimental design with a non-equivalent control group pretest-posttest model was employed. The study involved two classes at UPT SMPN 3 Tapung Hilir: one received conventional instruction, while the other experienced problem-based interdisciplinary learning. Instruments used to assess students’ critical and creative thinking abilities were developed based on Facione’s critical thinking indicators and Torrance’s creativity framework. The results indicated a significant difference between the experimental and control groups, with the experimental class showing greater improvement from pretest to posttest. The problem-based interdisciplinary approach enabled students to explore concepts more deeply, engage in collaboration, and generate logical and innovative solutions to real-world problems. In conclusion, the problem-based interdisciplinary learning model proved effective in enhancing students’ critical and creative thinking skills, particularly in fostering a deeper and more practical understanding of ecological concepts