The Influence of the Creative Problem Solving Model on Sixth-Grade Students’ Critical Thinking Skills
Keywords:
Creative Problem Solving, Critical Thinking, Elementary School
Abstract
In the era of rapid technological advancement and global interconnectedness, the ability to think critically has become a cornerstone of 21st‑century education. Students are now required not only to absorb information but also to evaluate its relevance, analyze complex situations, and formulate well‑reasoned solutions. Consequently, educators are challenged to adopt learning models that foster higher‑order thinking skills and prepare students to navigate an increasingly dynamic and information‑dense environment. This study investigates the influence of the Creative Problem Solving (CPS) learning model on the critical thinking skills of sixth‑grade students at MI Assa’adatuddarain 1 Pamulang. Employing a quasi‑experimental method with a Control Group Post‑Test Only design, the research utilized cluster sampling to select participants. The instrument used was a critical thinking test consisting of six essay‑type questions aligned with Ennis’ indicators, as adapted from the framework used in Masani et al.’s study. The test focused on the topic of speed in the science curriculum. The findings revealed that students in the experimental group, who were taught using the CPS model, achieved an average critical thinking score of 84.07. In contrast, the control group scored an average of 72.80. The Independent Sample T‑Test showed a significance value of 0.000 (<0.05), leading to the rejection of H0 and the acceptance of H1. These findings confirm that the CPS learning model has a significant positive effect on students’ critical thinking skills. The implications of this study indicate that CPS can be applied as a structured instructional strategy in sixth-grade science learning, especially on topics such as speed that require students to analyze information, select appropriate problem-solving strategies, and justify their answers logically. This model helps teachers design learning activities that move students beyond memorizing formulas toward contextual reasoning and critical decision-making.
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Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment.
Fathonah, S., Cahyono, E., Haryani, S., Sarwi, S., & Lestari, N. H. (2024). Application of Multirepresentation-Based Creative Problem-Solving Learning Models to Improve Critical and Creative Thinking Skills for Students. International Journal of Cognitive Research in Science, Engineering and Education, 12(1), 185–200. https://doi.org/10.23947/2334-8496-2024-12-1-185-200
Halpern, D. F. (2013). Thought and knowledge: An introduction to critical thinking. Psychology press.
Hamid, E. M., Isnarto, I., & Kharisudin, I. (2024). Creative Thinking Ability in Mathematics Problem Solving in Terms Of Self-Regulated Learning in Learning Creative Problem Solving Model Contextual Approach. JME (Journal of Mathematics Education), 9(1), 69–82. https://doi.org/10.31327/jme.v9i1.2158
Heidorn, S., & Hokanson, B. (2025). The Effect of Creative Problem Solving Training on Students’ Creative and Critical Thinking Skills and Dispositions [Dissertation]. The University of Minnesota. https://hdl.handle.net/11299/275891
Herianingtyas, N. L. R., Suryaningsih, T., Sumantri, M. S., Utomo, E., & Nurhasanah, N. (2024). How Science-Mathematics based Fairytale Book Enhance Critical Thinking Skills and Curiosity in Elementary School Students? Al Ibtida: Jurnal Pendidikan Guru MI, 11(1), 1–17. http://dx.doi.org/10.24235/al.ibtida.snj.v11i1.15809
Isaksen, S. G., Dorval, K. B., & Treffinger, D. J. (2011). Creative approaches to problem solving: A framework for innovation and change (3 rd ed.). CA: Sage.
Isrokatun, I., Hanifah, N., Irawati, R., Rohman, Y. A., Rosmiati, R., & Hanum, C. B. (2024). Innovation in learning with EBS apps: Enhancing elementary school students’ critical thinking and problem-solving skills. Edelweiss Applied Science and Technology, 8(6), 4967–4990. https://doi.org/10.55214/25768484.v8i6.3103
Jahiri, M., Qerimi, G., & Gërguri, D. (2024). Exploring critical thinking of smartphone use from elementary school students in Kosovo. Journal of Media Literacy Education, 16(3), 107–119. https://doi.org/10.23860/JMLE-2024-16-3-8
Kontorovich, I. (2023). Would specialist problem posers endorse problem-posing situations that we design for learners? Does it matter? In Problem posing and solving for mathematically gifted and interested students: Best practices, research and enrichment (pp. 49–64). Springer. https://doi.org/10.1007/978-3-658-41061-2_3
Lee, D., & Lee, Y. (2024). Productive Failure-based Programming Course to Develop Computational Thinking and Creative Problem-Solving Skills in a Korean Elementary School. Informatics in Education, 00(00). https://doi.org/10.15388/infedu.2024.14
Lv, X., Zhou, J., & Ren, X. (2025). The bidirectional relationship between critical thinking and academic achievement is independent of general cognitive ability: A three-year longitudinal study on elementary school children. Learning and Individual Differences, 120. https://doi.org/10.1016/j.lindif.2025.102666
Maker, C. J., Bahar, A. K., Pease, R., & Alfaiz, F. S. (2023). Discovering And Nurturing Creative Problem Solving In Young Children: An Exploratory Study. Journal of Creativity, 33(2). https://doi.org/10.1016/j.yjoc.2023.100053
Mariani, S., Faizah, S., Mashfufah, A., & Jaafar, W. M. W. (2025). Analysis of the Level of Critical Thinking Skills of Elementary School Students in Solving Geometry Problems. AIP Conference Proceedings, 3446(1). https://doi.org/10.1063/5.0308934
Muharram, M. R. W., Herman, T., Wahyudin, W., & Mufliva, R. (2025). Mathematical mindset, critical thinking skills, and productive struggle in learning mathematics in elementary school. AIP Conference Proceedings, 3316(1). https://doi.org/10.1063/5.0290170
Nabila, A., & Suryaningsih, T. (2023). Analisis Kemampuan Literasi Numerasi dalam Menyelesaikan Soal Cerita Kecepatan dan Debit di Sekolah Dasar. Elementar: Jurnal Pendidikan Dasar, 3(2), 133–142. https://doi.org/10.15408/elementar.v3i2.33672
NCTM. (2009). Focus in high school mathematics: Reasoning and sense making. National Council of Teacher Mahtematics.
Nowariak, A. H., & Roehrig, G. (2025). Assessing the Engineering Identity of Elementary School Students Through the Application of a Critical Thinking Skills Framework: Pre-college Research to Practice. ASEE Annual Conference and Exposition, Conference Proceedings. https://doi.org/10.18260/1-2--55476
OECD. (2023). PISA 2022 Results Factsheets Indonesia PUBE. https://oecdch.art/a40de1dbaf/C108.
OECD. (2024). PISA 2022 Results (Volume V): Learning Strategies and Attitudes for Life. OECD Publisher.
O’Reilly, C., Devitt, A., & Hayes, N. (2022). Critical thinking in the preschool classroom - A systematic literature review. Thinking Skills and Creativity, 46, 101110. https://doi.org/https://doi.org/10.1016/j.tsc.2022.101110
Orhan, A. (2023). Bibliometric Analysis of the Studies on Critical Thinking in Educational Research: An Insight from the Last Four Decades (1980-2022). International Journal of Research in Education and Science, 9(2), 329–350. https://doi.org/10.46328/ijres.3128
Osborn, A. (1953). Applied Imagination: Principles and Procedures of Creative Problem Solving. NY: Charles Scribner’s Sons.
Park, J., & Nam, J. (2024). The Impact of Argument-Based Inquiry Approach on Elementary School Students’ Critical Thinking in Elementary School Science Class. Journal of the Korean Chemical Society, 68(4), 221–234. https://doi.org/10.5012/jkcs.2024.68.4.221
Piaget, J. (1976). Piaget’s Theory. In B. Inhelder, H. H. Chipman, & C. Zwingmann (Eds.), Piaget and His School: A Reader in Developmental Psychology (pp. 11–23). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-46323-5_2
Pollarolo, E., Størksen, I., Skarstein, T. H., & Kucirkova, N. (2023). Children’s critical thinking skills: perceptions of Norwegian early childhood educators. European Early Childhood Education Research Journal, 31(2), 259–271. https://doi.org/10.1080/1350293X.2022.2081349
Puger, I. G. N., Deng, J. B., Antara, I. G. W. S., Dewantara, K. A. K., Sugiarta, M., Veliz, L., Sudatha, I. G. W., & Komang Sudarma, I. K. (2024). Metacognition-Based Learning Model: Improving Agile Innovation And Critical Thinking Skills Of Students In Science Learning In Elementary Schools. Jurnal Pendidikan IPA Indonesia, 13(2). https://doi.org/10.15294/fpt98910
Rahmawati, A., Juandi, D., & Yulianti, K. (2023a). The Effects of Creative Problem Solving Learning Model on Students’ Mathematical Problem Solving Ability: Meta Analysis. AL-ISHLAH: Jurnal Pendidikan, 15(2), 1413–1424. https://doi.org/10.35445/alishlah.v15i2.2685
Rahmawati, A., Juandi, D., & Yulianti, K. (2023b). The Effects of Creative Problem Solving Learning Model on Students’ Mathematical Problem Solving Ability: Meta Analysis. AL-ISHLAH: Jurnal Pendidikan, 15(2), 1413–1424. https://doi.org/10.35445/alishlah.v15i2.2685
Rahmawati, R. D., Sutama, n., & Desstya, A. (2025). Analysis of critical thinking skill in elementary school mathematics: Exploring the clarification aspect in problem solving. AIP Conference Proceedings, 3333(1). https://doi.org/10.1063/5.0291248
Safiah, I., Yunus, M., Zaki, A., & Ahadin, n. (2025). Development of Ubiquitous Project-Based Learning (U-Pjbl) Model to Improve Critical Thinking Skills of Elementary School Students. Journal of Learning for Development, 12(2), 313–329. https://doi.org/10.56059/jl4d.v12i2.1358
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Published
2026-06-30
