Analysis of Problem-Based Learning Model and Nias Local Wisdom to Enhance Critical and Creative Thinking Skills of Prospective Elementary School Teachers

Abstract

This conceptual study analyzes the integration of the Problem-Based Learning (PBL)
model and Nias local wisdom as a pedagogical approach to enhance critical and creative
thinking skills among prospective elementary school teachers. Critical and creative
thinking are essential competencies for 21st-century educators, enabling them to address
complex educational challenges and foster active learning environments. Despite its
recognized importance, teacher education in Indonesia, particularly in elementary teacher
education programs (PGSD), often remains dominated by teacher-centered methods that
limit students’ analytical and innovative capacities. Drawing from theoretical frameworks
and prior research on PBL, constructivist learning, and culturally responsive pedagogy,
this study explores how integrating Nias cultural values such as maena (collective dance),
and hombo batu (stone-jumping tradition) into problem-based learning can provide
contextualized, meaningful learning experiences. Findings from previous studies (e.g.,
Sumarni & Kadarwati, 2020; Muliarsa et al., 2024; Rahmi et al., 2023) suggest that
contextual learning grounded in local culture fosters students’ engagement, reflective
thinking, and creativity. This analysis underscores the potential of the Problem-Based
Learning (PBL) model and Nias local wisdom as a framework for transformative teacher
education that aligns global competencies with indigenous knowledge.