An Indonesian EFL Teacher’s Considerations On Implementing Creative Problem Solving (CPS) in The Emancipated Curriculum

Abstract

Creative Problem Solving (CPS) is a crucial method in fostering students' creativity, critical thinking, and problem-solving skills. The new Indonesian Emancipated Curriculum emphasizes these skills to enhance students' overall competencies. However, limited research exists on how teachers consider and implement the CPS method within this new curriculum framework. This study investigates the factors an Indonesian EFL teacher considers when implementing the CPS method in the Emancipated Curriculum. The participant was an experienced English teacher from a public high school in Yogyakarta, Indonesia, with extensive experience using the CPS method and adapting to the evolving curriculum requirements. Data were collected through in-depth interviews and documentation as secondary data and then analyzed using a deductive approach to highlight the teacher's considerations and strategies. The results indicated that the CPS method significantly enhances students' engagement, critical thinking, and practical problem-solving abilities. Furthermore, the study found that aligning CPS with the Freedom Curriculum requires careful consideration of the curriculum goals, student needs, and available resources. By effectively integrating CPS, teachers can bridge the gap between theoretical knowledge and practical application, making learning more relevant and impactful.