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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Indonesia
Ida Bagus Nyoman Mantra
Universitas Mahasaraswati Denpasar, Denpasar, Indonesia
Humanities Education Public Health Social Sciences

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Implementing Problem-based Learning to Develop Students' Critical and Creative Thinking Skills Ida Ayu Made Sri Widiastuti; Ida Bagus Nyoman Mantra; IGA Lokita Purnamika Utami; Ni Luh Sukanadi; I Nyoman Adi Susrawan
Jurnal Pendidikan Indonesia Vol 12 No 4 (2023): December
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpiundiksha.v12i4.63588

Abstract

Problem-Based Learning (PBL) is an innovative approach to education that exposes students to real-life problems, promoting critical thinking, problem-solving, and teamwork through practical methods. This study analyzes the effectiveness of Problem-based learning (PBL) in improving students' critical and creative skills. Problem-based learning (PBL) is a student-centered pedagogy that focuses on developing critical and creative skills. This study used a descriptive research design to gather the phenomena of implementing Problem-Based Learning in the classroom. The data were collected by conducting interviews and questionnaires to the students who were selected as the sample in this study and semi-structured interviews with the selected teachers. The questionnaire showed that there were 59.10% of strongly agreed responses; 38.97% of agreed responses; 1.93% of the undecided; responses and none of the responses showed disagreed and disagreed. The study results showed that Problem-Based Learning is an effective teaching method to improve creative thinking skills and student learning outcomes. This study implies that teachers should increase the implementation of Problem-Based Learning to help students develop critical and creative thinking skills.
Local Wisdom and Pedagogical Innovation: Integrating Tradition into Modern Learning Practices Ida Bagus Nyoman Mantra; Ida Ayu Made Sri Widiastuti; Dewa Gede Bambang Erawan; Ida Ayu Made Wedasuwari; Ketut Alit Pratiwi
Jurnal Pendidikan dan Pengajaran Vol 59 No 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v59i1.104076

Abstract

This study investigates the integration of local wisdom into contemporary pedagogical innovations to develop meaningful and culturally sensitive educational practices. A qualitative descriptive methodology was employed, incorporating semi-structured interviews with educators and cultural practitioners, classroom observations, and document analysis. The aim was to understand how cultural traditions are integrated into classroom instruction and the challenges that arise during this process. Research indicates that educators perceive local wisdom as a cultural legacy and a teaching asset that enhances student involvement, moral growth, and cultural identification. Interview excerpts demonstrate that traditional narratives and practices enhance students' engagement and critical thinking skills when integrated with modern approaches, such as project-based learning and digital media. Classroom observations revealed that children engaged more actively when classes incorporated cultural content; however, a document analysis indicated a disparity between policy support for cultural integration and the absence of explicit implementation measures in schools. The study suggests that incorporating local wisdom into pedagogy enhances teaching and learning, but it requires more robust institutional and policy support. The consequence is that education can concurrently equip pupils for global concerns while instilling their cultural values.
Co-Authors Dewa Gede Bambang Erawan I Nyoman Adi Susrawan I.G.A. Lokita Purnamika Utami Ida Ayu Made Sri Widiastuti Ida Ayu Made Wedasuwari Ketut Alit Pratiwi Ni Luh Sukanadi