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The document discusses the importance of problem-solving skills in education, highlighting the Creative Problem Solving (CPS) model's six stages. It addresses common classroom challenges, such as mobile phone restrictions and inflexible layouts, proposing solutions like using projectors and assigning independent tasks to enhance learning and engagement. Ultimately, it emphasizes that structured problem-solving strategies foster creativity and adaptability in students, transforming obstacles into opportunities for growth.

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14 views2 pages

LCM A

The document discusses the importance of problem-solving skills in education, highlighting the Creative Problem Solving (CPS) model's six stages. It addresses common classroom challenges, such as mobile phone restrictions and inflexible layouts, proposing solutions like using projectors and assigning independent tasks to enhance learning and engagement. Ultimately, it emphasizes that structured problem-solving strategies foster creativity and adaptability in students, transforming obstacles into opportunities for growth.

Uploaded by

talithalysian
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Problem-solving is a critical skill in education that enables students to navigate challenges

effectively. The Creative Problem Solving (CPS) model, widely recognized in educational
theory, provides a structured approach to addressing issues. It includes six stages: understanding
the problem, generating ideas, developing solutions, planning for action, taking action, and
evaluating results. This model emphasizes creativity and innovation, essential for 21st-century
learners to adapt to complex situations and devise practical solutions (Adeoye & Jimoh, 2023).
By fostering these skills, educators can help students develop critical thinking and adaptability
necessary for academic and professional success.
One common issue in classrooms is the restriction on mobile phone use, which can hinder
students from accessing digital resources during lessons. To address this, using a projector screen
as a learning medium offers a practical solution. By incorporating all necessary materials into the
projected content, students no longer need to rely on their phones to search for information
during class. This approach aligns with the CPS model's emphasis on planning and implementing
creative solutions. It also reflects findings from studies that highlight the importance of
integrating technology into teaching to enhance engagement and learning outcomes (Salim et al,
2024). For instance, research shows that visual aids like projectors not only streamline
information delivery but also cater to diverse learning styles, making lessons more inclusive and
effective (Joseph, 2023).
Another prevalent challenge is the lack of flexibility in classroom layouts, which restricts
group discussions. Assigning independent tasks for home completion can mitigate this issue by
shifting collaborative activities outside the classroom environment. This strategy aligns with
problem-solving theories that advocate adapting instructional methods to overcome physical or
logistical constraints (Gunawan et al, 2020). Independent tasks encourage self-directed learning
while allowing students to engage in discussions virtually or in informal settings. Studies have
demonstrated that such approaches can enhance problem-solving skills by promoting autonomy
and critical thinking (Eldis et al, 2024). Furthermore, it reduces dependency on rigid classroom
arrangements, enabling educators to focus on individualized instruction during class time.
In conclusion, addressing these challenges through structured problem-solving strategies
not only resolves immediate issues but also fosters essential skills like creativity and adaptability
in students. These approaches demonstrate how innovative teaching methods can transform
obstacles into opportunities for growth and learning.
References:
Adeoye, M. A., & Jimoh, H. A. (2023). Problem-solving skills among 21st-century learners
toward creativity and innovation ideas. Thinking Skills and Creativity Journal, 6(1), 52-58.
Eldis, E. N., Suban, M. E., & Riong, M. B. D. (2024). The Analysis of Phase E Students'
Problem-Solving Skills on Global Warming Materials with the Help of the Problem-Based
Electronic Module. Journal of Innovative Science Education, 13(1), 29-36.
Gunawan, G., Harjono, A., Nisyah, M. A., Kusdiastuti, M., & Herayanti, L. (2020). Improving
Students' Problem-Solving Skills Using Inquiry Learning Model Combined with Advance
Organizer. International Journal of Instruction, 13(4), 427-442.
Salim, F., Purwanto, A., & Lestari, I. (2024). Improving Students’ Science Problem Solving
Ability through the Implementation of Problem Based Learning Models Assisted by
Animation Media. International Journal of Elementary Education, 8(2), 269-278.
Sr Nancy Joseph, S. M. M. I. (2023). Empowering Students Through Problem-Solving Learning:
A Pathway To Heightened Participation And Engagement. Stipas Tahasak Danum
Pambelum Keuskupan Palangkaraya, 1-14.

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