The Effect of Creative Problem Solving-Oriented Discovery Learning Model on Ecosystem Material towards Students' Creative Thinking and Collaboration Skills

Abstract

Students' creative thinking and collaboration skills are fundamental 21st-century competencies required to navigate complex biological and environmental challenges. However, empirical observations at SMAN 13 Bandar Lampung revealed low student involvement and persistent reliance on conventional learning models. This research investigated the impact of a Creative Problem Solving (CPS)-oriented Discovery Learning model on grade X students' creative thinking abilities, collaboration skills, and learning perceptions regarding ecosystem dynamics. A quasi-experimental non-equivalent control group design was conducted involving class X.9 (experimental, n=33) receiving the CPS-oriented Discovery Learning intervention and class X.10 (control, n=32) receiving standard Discovery Learning. Data were collected via validated essay tests, observation rubrics, and response questionnaires. Non-parametric statistical analysis using the Mann-Whitney U test demonstrated a significant positive effect on creative thinking (sig. 0.000 < 0.05; N-gain = 0.61 vs. 0.40; Cohen's d = 1.098) and

collaboration skills (sig. 0.000 < 0.05; mean = 85.55 vs. 75.62; Cohen's d = 1.717). Spearman rank correlation confirmed a moderate positive association between creative thinking and collaboration (r_s = 0.533, p = 0.001). Student responses were highly favorable (91.60%). Consequently, integrating CPS syntax into Discovery Learning offers a robust pedagogical framework for advancing biological literacy and cooperative problem solving.