Enhancing Creative Problem-Solving Skills Through Project-Based Blended Learning in Higher Education

Abstract

The study explores the impact of the Project Based Blended Learning (PBBL) model on students’ Creative Problem-Solving (CPS) skills. Despite the use of Project-Based Learning in teaching, deficiencies in student creativity persist, highlighting the need for innovative pedagogical approaches. Creativity in problem-solving is crucial in the Industrial Revolution 4.0 era, particularly in higher education. Preliminary investigations in early 2024 revealed that students struggle with creativity in project-based assignments. This quasi-experimental study used a posttest-only control group design involving fifth-semester undergraduate students enrolled in the 2024/2025 academic year. Data were collected through CPS tests, student response questionnaires, and interviews. The experimental group received Project Based Blended Learning treatment, while the control group engaged with Project Based Learning. A t-test and coded responses to an interview were used to analyze the posttest results. Findings indicate that Project Based Blended Learning significantly enhanced CPS skills compared to Project Based Learning. Improvements were observed across all CPS stages: in the Clarify stage, students structured problems more effectively; in the Ideate stage, students generated more creative solutions; in the Develop stage, they refined their ideas into well-planned solutions; and in the Implement stage, they executed solutions efficiently. These results highlight PBBL’s contribution to creative skill development in computer-mediated learning environments and have implications for broader adoption in digital-era pedagogy.