Vol. 5, No. 6, June 2024
E-ISSN: 2723-6692
P-ISSN: 2723-6595
http://jiss.publikasiindonesia.id/
Journal of Indonesian Social Sciences, Vol. 5, No. 6, June 2024 1350
The Implementation of Creative Problem-Solving Model In
Improving Creative Thinking, Problem-Solving, and Self-
Regulated Learning Skills In Literature Learning For Grade XI
Students of Saint Ursula High School
Agnes Cristin Ari Nurlia
Universitas Pelita Harapan, Indonesia
Email: agneschri[email protected]m
Correspondence: [email protected]
*
KEYWORDS
ABSTRACT
Creative Problem-Solving
instructional model; creative
thinking; problem-solving,
self-regulated learning; English
literature; Classroom Action
Research (CAR)
Creative thinking, problem-solving, and self-regulated learning skills are
essential 21st-century skills that need to be developed. However, not many
students have mastered these three skills. This research aims to determine
the results of implementing the Creative Problem Solving (CPS) learning
model to enhance these skills in English literature class for Grade XI at
Santa Ursula High School in Jakarta. The research was conducted using the
classroom action research (CAR) method, which consisted of three cycles.
Each cycle involved the planning, observation, action, and reflection
phases. A pre-test was conducted before starting each cycle, followed by a
post-test after completing the cycle. The research subjects consisted of 32
students, and the assessment instrument used a scoring rubric. The results
showed that there was an increase in the average value of creative thinking
skills, problem-solving, and self-regulated learning in each cycle. From
these results, it can be concluded that the CPS learning model can improve
creative thinking, problem-solving, and self-regulated learning skills in
English literature classes for Grade XI students at Saint Ursula High School
Jakarta.
Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)
1. Introduction
One of the leading subjects in the language specialization program at SMA Santa Ursula Jakarta
is English literature. In analyzing literary works, students' skills to be able to find solutions to solve
problems creatively and independently are the basic foundations that must be met (Artawan et al.,
2023; Rohayati, 2023). These skills stimulate students to be able to solve problems with various forms
of literary puzzles that are full of educational values and the meaning of life, indirectly, students also
practice solving problems faced in their lives with the right steps. In this case, Kaufman and Sternberg
(2019, p. 17), a cognitive psychologist, define creativity as the ability to generate new ideas that are
relevant and useful. This ability is closely related to divergent thinking which is defined as the ability
to produce various creative and unique alternatives or ideas (Wasiran & Andinasari, 2019). Meanwhile,
problem-solving skills are defined by Dostal (2015, p. 4) stating that problem-solving skills often
referred to as Problem problem-solving skills are the entire thinking process that is focused on
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changing conditions, starting from individual awareness of a problem, which is then able to measure
the difficulty level of the problem, determine the cause of the problem and be able to find solutions to
solve it. Brookhart (2010, p. 98) said that problem-solving skills could be seen from the individual's
ability to identify problems, possible obstacles that will arise and solutions that can be done. This is
in line with the convergent thinking pattern, which involves the ability to analyze information,
consider various factors, and choose the best solution or the right answer. Another skill that needs to
be developed by students is learning independence. Panadero and Alonso-Tapia (2014) in Viruet
Cruz, p. (2018, p. 62) mentioned that learning independence is a cycle in which students can control
their learning process. This cycle begins by identifying the assigned tasks, making plans, conducting
monitoring, and ending by conducting evaluations. In addition, learners also identify strategies to
overcome difficulties and manage emotions that arise during the learning process, evaluate their own
performance, and determine the causes of the learning outcomes they achieve (Eom & Ashill, 2016;
Nurjanah, 2023).
Based on the results of observations and interviews with teachers who teach in the class XI
language specialization program of SMA Santa Ursula Jakarta, it was concluded that students lack the
ability to think creatively, solve problems and learn independently. To improve students' creative
thinking skills, problem-solving and learning independence, it is necessary to implement a learning
model that emphasizes the activeness and role of students in learning. According to Faturohman and
Afriansyah (2020, p. 108), Creative Problem Solving (CPS) is the right choice in fixing these problems
because this model is a problem-based learning model whose solution is in the form of creative
problem-solving. Septian et al., p. (2019, p. 185), mentioned that the CPS learning model prioritizes
the role of students as facilitators, motivators, and also disseminators of learning, both individually
and in groups so that students are given the freedom to be active in the problem-solving process.
Yuliati and Lestari (2019) also added that the Creative Problem Solving model trains students to think
creatively when solving problems with structured steps, so that students are not only able to solve
problems but also understand related concepts and can communicate their thoughts well. The
Creative Problem Solving learning model was chosen in this study because it is believed to encourage
students to practice outside the box thinking where students are able to explore various perspectives
to find the most effective solutions in solving problems (Sari et al., 2020).
This research was conducted to find out whether there was an increase in creative thinking
skills, problem-solving, and also students' learning independence in literature after participating in
learning with the Creative Problem Solving (CPS) method. This research is important because creative
thinking skills, problem-solving, and learning independence are very relevant and important skills in
facing future challenges in the era of globalization. Today's education needs to focus on developing
21st century or 6Cs skills, including those skills, to prepare learners to become competent and
successful individuals in an ever-changing environment.
2. Materials and Methods
This research was conducted using the Classroom Action Research (CAR) method. According to
Kemis dan Taggart in Wibawa (2018), Classroom Action Research (CAR) is a form of reflective
research conducted collectively by researchers to improve reasoning and alignment between their
education and social practices. The goal is to improve researchers' understanding of the
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implementation and methods of research that have been carried out. Susilowati, p. (2018, p. 37) added
that CAR allows educators to practically see the learning process and interactions that can be applied
in the classroom. In addition, CAR can also function as a link between theory and practice in education.
Based on the views of the experts above, it can be concluded that CAR is a study conducted by
educators to improve the quality of learning in the classroom through a pre-planned learning process.
In this study, CAR is carried out in three cycles, each cycle consists of 4 stages. The first stage is
to prepare a plan, the second is to carry out actions that are the execution of the plan. The third stage
is to make observations, where this activity is more about recording and storing the impact of actions,
which then become material for reflection and improvement. The fourth stage is to make reflection,
which is a form of assessment of actions on the research subject after the cycle carried out in the
observation process which then becomes also the process of determining solutions. The researcher
conducted a pretest before the cycle began and a posttest after the last cycle to see if there was an
increase before and after the action was taken. In this study, data was collected through interviews
with teachers, filling out questionnaires by students as pre-tests and post-tests, and observations
carried out in each cycle by two teachers using validated rubrics. The assessment rubric that will be
used includes creative thinking skills, problem-solving, and learning independence. The assessment
with this rubric is carried out during the learning activities. Each assessment rubric has three
indicators.
The data was analyzed quantitatively by calculating the value of improving creative thinking
skills, problem-solving skills, and learning independence skills in each cycle. The improvement of
students' competence in creative thinking, problem-solving, and learning independence is known from
data analysis conducted quantitatively. This data analysis was carried out by comparing the
achievement of grades obtained by students from competency tasks in each cycle, when before and
after learning took place. The maximum points that students get in creative thinking, problem-solving,
and learning independence are 100, with a minimum standard of 80. The acquisition of scores in these
three competencies can be determined by using the following formula:
𝑉𝑎𝑙𝑢𝑒 =
𝑂𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝑆𝑐𝑜𝑟𝑒
𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒
× 100
Furthermore, to measure the increase in students' competency scores before and after learning,
a Normality Gain test was carried out on the competency values of creative thinking, problem-solving,
and learning independence using the following formula:
𝑁 𝐺𝑎𝑖𝑛 =
𝑂𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝑆𝑐𝑜𝑟𝑒 − 𝑃𝑟𝑒𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒
𝐼𝑑𝑒𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 − 𝑃𝑟𝑒𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒
Average criteria for N-gain based on the following Table:
Table 1 Average N-gain Criteria
N Gain
Classification
g < 0,3
Low
0,3 ≤ g < 0,7
Currently
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g ≥ 0,7
High
Source Kusnaedi in Riandari, (2020, 66)
Students are declared successful in having creative thinking, problem-solving and learning
independence skills if their score is 80. Classically, success can be accepted if 70% of the students in
the class get a score of 80 or more as the minimum standard for school learning completion. In this
study, the calculation of classical learning completeness will be carried out with the following
formula:
𝐾𝐾 =
𝑇ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒𝑑
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡
× 100
KK = Success Criteria
3. Results and Discussions
The research conducted is classroom action research (CAR) consisting of several stages,
including pre-cycle activities, actions in three cycles, and post-cycles. Each cycle involves planning,
action, observation, and reflection. The actions carried out in each cycle are English literature
learning activities using the Creative Problem Solving (CPS) learning method. In the pre-cycle stage,
the researcher conducted interviews with teachers and distributed questionnaires to students as a
pre-test to measure students' creative thinking, problem-solving, and learning independence skills
before actions were taken. The results of interviews with teachers and pre-tests showed that
students' creative thinking, problem-solving, and learning independence skills were still low. This
indicates that there is a gap between learning expectations and the skills possessed by students. This
information is important because it provides a basis for researchers to apply actions, namely the use
of the Creative Problem Solving (CPS) learning method, to improve skills in each cycle. Based on the
observation and assessment of creative thinking skills, problem-solving, and learning independence
at the pre-cycle to post-cycle stages, the following data are presented:
Table 2 Value Acquisition
Students
Pra- siklus
Siklus 1
Siklus 2
Siklus 3
Post-siklus
X
Y
Z
X
Y
Z
X
Y
Z
X
Y
Z
X
Y
Z
ALPR
44
44
24
25.0
25.0
33.3
50.0
50.0
50.0
75.0
75.0
83.3
84
80
84
ASP
40
32
32
33.3
33.3
33.3
50.0
50.0
58.3
83.3
83.3
83.3
80
88
80
AKM
32
36
28
41.7
33.3
33.3
66.7
58.3
58.3
83.3
83.3
83.3
84
84
80
AAD
40
44
28
25.0
25.0
25.0
58.3
50.0
50.0
75.0
66.7
83.3
80
80
84
ACA
32
36
20
41.7
33.3
33.3
66.7
58.3
66.7
83.3
83.3
83.3
80
92
80
BSK
24
36
24
41.7
50.0
50.0
75.0
83.3
83.3
91.7
91.7
91.7
80
68
88
BL
32
44
24
33.3
41.7
50.0
83.3
83.3
83.3
91.7
100
91.7
84
92
88
CK
40
28
20
33.3
41.7
50.0
83.3
83.3
83.3
91.7
91.7
91.7
84
88
88
CGL
36
24
28
25.0
25.0
25.0
58.3
50.0
66.7
83.3
83.3
91.7
96
84
84
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The CPS learning model is used to measure the improvement of creative thinking, problem-
solving, and learning independence skills, which are carried out in three learning cycles with each
cycle consisting of three meetings. From the three learning cycles, the data showed an increase in the
average score in each cycle. The value of the results of measuring creative thinking skills in pre-cycle,
first cycle, second cycle, third cycle, and post-cycle learning has been measured using rubrics. These
values can be seen in Figure 1 below:
CARJ
28
32
28
41.7
41.7
33.3
58.3
83.3
66.7
91.7
91.7
83.3
80
80
88
CC
24
36
28
25.0
25.0
25.0
41.7
58.3
66.7
75.0
83.3
75.0
84
80
84
CEBS
36
32
28
25.0
25.0
25.0
41.7
50.0
66.7
66.7
66.7
75.0
80
80
80
DHN
32
28
28
58.3
50.0
58.3
83.3
83.3
75.0
83.3
91.7
91.7
80
84
96
EZL
36
32
24
33.3
33.3
33.3
41.7
50.0
66.7
66.7
83.3
75.0
84
80
84
FA
28
28
28
41.7
41.7
41.7
66.7
83.3
83.3
83.3
91.7
91.7
88
92
88
FAJ
36
32
28
25.0
25.0
25.0
41.7
50.0
83.3
75.0
75.0
83.3
84
80
84
FBDM
32
32
32
25.0
25.0
25.0
50.0
83.3
58.3
58.3
83.3
75.0
88
92
84
GEPB
36
28
24
41.7
33.3
33.3
75.0
75.0
58.3
83.3
83.3
83.3
88
80
88
GMLP
32
28
28
25.0
25.0
25.0
50.0
50.0
58.3
75.0
75.0
83.3
84
84
88
JMTS
36
32
24
25.0
33.3
25.0
58.3
66.7
58.3
83.3
75.0
83.3
92
88
88
KCT
36
36
24
58.3
50.0
50.0
75.0
83.3
58.3
83.3
91.7
91.7
80
88
84
LMS
36
32
32
66.7
58.3
58.3
83.3
83.3
66.7
91.7
83.3
83.3
80
84
88
MIB
40
28
28
41.7
41.7
33.3
66.7
58.3
58.3
83.3
83.3
83.3
92
88
88
MAWP
36
36
32
41.7
33.3
33.3
66.7
58.3
50.0
83.3
83.3
83.3
80
80
88
PKA
40
28
20
41.7
41.7
33.3
75.0
50.0
58.3
83.3
83.3
75.0
92
80
84
PNWS
36
32
24
50.0
50.0
50.0
75.0
83.3
66.7
83.3
91.7
83.3
88
84
84
RK
40
36
24
50.0
41.7
50.0
83.3
83.3
83.3
83.3
83.3
91.7
96
96
88
ST
40
44
32
33.3
33.3
33.3
66.7
66.7
58.3
83.3
75.0
83.3
80
80
84
SL
28
36
28
33.3
33.3
25.0
58.3
66.7
58.3
83.3
75.0
83.3
88
80
80
SV
28
32
20
41.7
33.3
33.3
83.3
58.3
66.7
91.7
83.3
83.3
92
80
88
VMD
40
44
28
25.0
33.3
33.3
66.7
83.3
83.3
83.3
83.3
83.3
80
80
84
ZMP
32
36
36
25.0
25.0
25.0
66.7
66.7
58.3
83.3
75.0
83.3
92
80
84
RATA2
34.6
33.9
26.8
36.7
35.7
35.7
64.
6
66.9
65.9
81.8
82.8
84.1
85.2
83.6
85.4
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Graph 1 The Overall Value of Creative Thinking
Figure 1 above illustrates a consistent improvement in the average score of creative thinking
skills. In the pre-cycle stage, the average score of creative thinking skills was 34.6. This value
increased to 36.7 in the first cycle, then increased again to 64.6 in the second cycle, and continued to
increase to 81.8 in the third cycle. After going through the post-cycle stage, the average score
increased slightly to 85.1. The researcher calculated the N-gain from the value of creative thinking
skills obtained in the pre-cycle stage before the action was taken, which was 34.6, and the value of
creative thinking skills in the post-cycle stage after the action was taken, which was 85.1. The N-gain
obtained is 0.8, this value is relatively high. Therefore, it can be concluded that the application of the
Creative problem-solving learning model in this study has a significant positive impact on creative
thinking skills.
Based on the evaluation using the assessment rubric on problem-solving ability in the pre-cycle, first
cycle, second cycle, third cycle, and also post-cycle stages, the values are obtained as seen in the
following Graph 2:
Graph 2 Overall Value Troubleshooting
From Graph 2 above, data on the average value of problem-solving skills in the pre-cycle, first
cycle, second cycle, third cycle, and also post-cycle stages can be seen. In the pre-cycle stage, the
average score of problem-solving skills was 33.9, which saw a slight improvement to 35.7 in the first
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cycle. Then, there was a significant increase to 66.9 in the second cycle and increased again to 82.8 in
the third cycle. After the post-cycle, the value tends to be stable with a value of 83.6. The researcher
calculated the N-gain from the value of problem-solving skills obtained in pre-cycle activities when
students have not received action, which is 33.9 and the value of problem-solving skills in post-cycle
when students have received action, which is 83.6. The N.gain value obtained is 0.8, this value is in
the high category. Therefore, it can be concluded that the Creative Problem Solving learning model
applied in this study has a strong positive impact on problem-solving skills.
Based on the rubric evaluation of independent learning skills in the pre-cycle, first cycle, second cycle,
third cycle, and also post-cycle stages, the assessment results are found as reflected in Graph 3 below.
Graph 3 Overall Value of Learning Independence
From Graph 3 above, it can be observed that there is an increase in the average score of
learning independence skills in the pre-cycle, first cycle, second cycle, third cycle, and also post-cycle
stages. In the pre-cycle stage, the average score of learning independence skills was 26.8. This value
increased in the first cycle to 35.7, then increased again in the second cycle to 65.9, and reached its
peak in the third cycle with a score of 84.1. After going through the post-cycle stage, the score reached
85.4. This data is also supported by the achievement of scores from each indicator of learning
independence skills. The researcher calculated the N-gain from the value of learning independence
skills obtained in pre-cycle activities when students have not received action, which is 26.8 and the
value of learning independence skills in post-cycle when students have received actions, namely 85.4.
The N.gain value obtained is 0.8, this value is in the high category. Therefore, it can be concluded that
the Creative Problem Solving learning model applied in this study has a strong positive impact on
learning independence skills.
Table 3 Overall Skills Value,
Skills
Pre-cycle
Post-cycle
N-Gain
Creative Thinking
34.6
85.1
0.8
Troubleshooting
33.9
83.6
0.8
Learning Independence
26.8
85.4
0.8
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Table 3 above shows a very significant increase in the three skills measured, namely creative
thinking skills, problem solving and also learning independence before and after learning with the
Creative Problem Solving model. The N-gain value obtained based on the improvement in the three
skills is 0.8 and is in the high category. In the pre-cycle stage, students demonstrate low levels of
creative thinking, problem-solving, and learning independence. After going through three learning
cycles with the Creative Problem Solving method, there was a very significant improvement in these
skills. The difference in values between pre-cycle and post-cycle shows a consistent increase from
cycle to cycle. These results indicate that the Creative Problem Solving learning model is effective in
improving students' creative thinking, problem-solving, and learning independence skills. These
results also show the potential and effectiveness of the learning model in improving students' ability
to face future challenges.
4. Conclusion
The results of classroom action research using the Creative Problem Solving (CPS) learning
model prove that there is an improvement in creative thinking skills, problem-solving skills, and
learning independence skills in English literature learning grade XI of the language specialization
program of SMA Santa Ursula Jakarta has been obtained through three learning cycles which include
the stages of planning, action, observation, and reflection. Based on the conclusion above, several
processes and reflection results can be input for several parties as suggestions in the implementation
of learning activities with the same method, namely the Creative Problem Solving (CPS) learning
method is a good method to be carried out in the classroom that expects the results of students'
thinking with the results of new understanding and knowledge. (1) In Creative Problem-Solving
learning, teachers must prepare and carry out each stage completely and sequentially so that the
expected learning outcomes can achieve maximum results. (2) The five stages in the Creative problem
solving learning model can be divided into different days but still sequential with continuous material,
especially in the fourth stage of the Creative Problem Solving learning method, namely the
implementation of the solution, the teacher needs to pay attention to enough time for students to
complete their work so that the learning goals can be achieved. (3) The results of this research can be
used as a reference in implementing Creative problem solving learning model activities. (4) This
research can be used as a reference in carrying out learning activities to improve creative thinking
skills, problem-solving skills and students' learning independence skills. In addition to teachers and
schools, this research is also expected to be useful for other researchers (1) This research can be a
reference for other researchers who are interested in conducting research on the application of the
Creative Problem Solving learning model. (2) The results of this study can be used as a reference to
measure other competencies using the Creative Problem Solving learning model. (3) This research
can be a valuable reference source for further research or similar research on different competencies,
both in other schools and at different levels of education.,
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