MURDER Learning Model in Digitally Supported Learning: Effects on Reflective Thinking Skills across Learning Creativity Levels
DOI:
https://doi.org/10.58524/oler.v5i2.800Keywords:
project based learning, understanding by design, misconception, newton’s law, conceptual changeAbstract
This study examines the impact of the MURDER learning model on students' reflective thinking skills from the perspective of learning creativity in a digitally supported learning context. The study used a quasi-experimental design with a pretest–posttest control group pattern. The study subjects consisted of 54 prospective early childhood education teacher students at a state university in Lampung Province, selected using a purposive sampling technique. Reflective thinking skills were measured using a written test based on reflective thinking indicators, while learning creativity was measured through a questionnaire and classified into high, medium, and low levels. Data were analyzed using analysis of covariance and further tests to examine the main effects of the learning model, the level of learning creativity, and the interaction between the two. The results showed differences in students' reflective thinking skills based on the learning model and the level of learning creativity. In addition, the relationship between the learning model and reflective thinking skills varied according to the level of student learning creativity. The interaction analysis showed that students with higher levels of learning creativity tended to demonstrate better reflective thinking results in learning conditions using the MURDER model. Thus, the impact of implementing the MURDER learning model on reflective thinking is conditional and depends on the characteristics of student learning creativity
References
Ajani, O. A. (2024). Enhancing problem-solving skills among pre-service teachers in higher education: A systematic literature review. Journal of Pedagogical Sociology and Psychology, 6(2), 98–113. https://doi.org/10.33902/jpsp.2024262
Anggraeni, R., & Komalasari, K. (2022). The effectiveness of cooperative learning model type MURDER assisted by interactive quiz media on student learning outcomes. In Proceedings of the Annual Civic Education Conference (ACEC 2021) (pp. 362–365). Atlantis Press. https://doi.org/10.2991/assehr.k.220108.065
Antonio, R. P. (2020). Developing students’ reflective thinking skills in a metacognitive and argument-driven learning environment. International Journal of Research in Education and Science, 6(3), 467–483. https://doi.org/10.46328/ijres.v6i3.1096
Beghetto, R. A., & Kaufman, J. C. (2014). Classroom contexts for creativity. High Ability Studies, 25(1), 53–69. https://doi.org/10.1080/13598139.2014.905247
Berenger, A. (2018). Pre-service teachers’ difficulties with problem solving. Mathematics Education Research Group of Australasia.
Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18(1), Article 50. https://doi.org/10.1186/s41239-021-00282-x
Dansereau, D. F. (2014). Learning strategy research. In J. W. Segal, S. F. Chipman, & R. Glaser (Eds.), Thinking and learning skills (pp. 209–239). Routledge.
Faza, S. A., & Wijayanti, K. (2023). Students’ mathematical problem-solving ability in view of learning motivation through the MURDER learning model assisted by animation videos. Unnes Journal of Mathematics Education, 12(3), 237–249. https://doi.org/10.15294/ujme.v12i3.78882
Gómez-Barreto, I. M., Merino-Tejedor, E., & Sánchez-Santamaría, J. (2020). University students’ perspectives on reflective learning: Psychometric properties of the Eight-Cultural-Forces Scale. Sustainability, 12(2), Article 729. https://doi.org/10.3390/su12020729
Hähnlein, I. S., & Pirnay-Dummer, P. (2024). Promoting pre-service teachers’ knowledge integration from multiple text sources across domains with instructional prompts. Educational Technology Research and Development, 72(4), 2159–2185. https://doi.org/10.1007/s11423-024-10363-z
Ho, Y.-R., Chen, B.-Y., & Li, C.-M. (2023). Thinking more wisely: Using the Socratic method to develop critical thinking skills amongst healthcare students. BMC Medical Education, 23(1), Article 173. https://doi.org/10.1186/s12909-023-04134-2
Karimi, K. (2012). A configurational approach to analytical urban design: “Space syntax” methodology. Urban Design International, 17(4), 297–318. https://doi.org/10.1057/udi.2012.19
Kholid, M. N., Telasih, S., Pradana, L. N., & Maharani, S. (2021). Reflective thinking of mathematics prospective teachers for problem solving. Journal of Physics: Conference Series, 1783(1), 012102. https://doi.org/10.1088/1742-6596/1783/1/012102
Kozikoğlu, İ., & Tunç, M. (2020). Ortaokul öğrencilerinin problem çözmeye yönelik yansıtıcı düşünme eğilimleri ile problem çözme becerilerine yönelik algıları arasındaki ilişki. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 87–101. https://doi.org/10.17679/inuefd.433824
Lisfianisa, S., Wandari, W., & Anggara, B. (2023). Analysis of MURDER learning on arithmetic concepts based on retrospective analysis. Proceedings of the International Conference on Lesson Study, 1(1), 297–307.
Lubart, T. (2017). The 7 C’s of creativity. The Journal of Creative Behavior, 51(4), 293–296. https://doi.org/10.1002/jocb.190
Mahirullah, S. M. H., & Adriani, F. (2023). Analysis of the application and correlation of the MURDER type collaborative learning model on student learning outcomes at senior high school Jambi. Journal Evaluation in Education, 4(1), 21–30. https://doi.org/10.37251/jee.v4i1.293
Masi, L. (2024). The influence of the MURDER learning model on high school students’ mathematical concept understanding and mood. Jurnal Amal Pendidikan, 5(3), 257–271.
Merkebu, J., Veen, M., Hosseini, S., & Varpio, L. (2024). The case for metacognitive reflection: A theory integrative review with implications for medical education. Advances in Health Sciences Education, 29(4), 1481–1500. https://doi.org/10.1007/s10459-023-10310-2
Orakcı, Ş. (2021). Teachers’ reflection and level of reflective thinking on the different dimensions of their teaching practice. International Journal of Modern Education Studies, 5(1), 118–139. https://doi.org/10.51383/ijonmes.2021.75
Orkibi, H. (2021). Creative adaptability: Conceptual framework, measurement, and outcomes in times of crisis. Frontiers in Psychology, 11, Article 588172. https://doi.org/10.3389/fpsyg.2020.588172
Otero, I., Salgado, J. F., & Moscoso, S. (2022). Cognitive reflection, cognitive intelligence, and cognitive abilities: A meta-analysis. Intelligence, 90, Article 101614. https://doi.org/10.1016/j.intell.2021.101614
Rahmayani, S., Afnaria, A., & Azis, Z. (2025). Development of learning materials based on the MURDER collaborative learning model to enhance students’ conceptual understanding of mathematics. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 5(4), 1520–1532. https://doi.org/10.51574/kognitif.v5i4.2422
Santosa, Y. T., Kholid, M. N., Ishartono, N., Fitriyya, M., & Junaedi, I. (2025). Toward a theoretical model of deep mathematical thinking: Integrating deep learning and mathematical reasoning frameworks. Journal of Deep Learning, 109–126. https://doi.org/10.23917/jdl.v1i2.11142
Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education: Research, 15, 157–190. https://doi.org/10.28945/3502
Sung, Y.-T., Cheng, H.-H., Tseng, H.-C., Chang, K.-E., & Lin, S.-Y. (2024). Construction and validation of a computerized creativity assessment tool with automated scoring based on deep-learning techniques. Psychology of Aesthetics, Creativity, and the Arts, 18(4), 493–505. https://doi.org/10.1037/aca0000585
Tegeh, I. M., Astawan, I. G., Sudiana, I. K., & Kristiantari, M. G. R. (2021). MURDER learning model assisted by metacognitive scaffolding to improve students’ scientific literacy and numeracy skills. Jurnal Pendidikan IPA Indonesia, 10(4), 618–626. https://doi.org/10.15294/jpii.v10i4.32926
Widiawan, A. E., Novianti, I., & Amroni, H. (2026). The effect of the MURDER learning model on primary students’ data literacy and mathematical problem-solving: A quasi-experimental study. Journal of Mathematical Pedagogy, 7(1), 23–34.
Yelbuz, B. E., Madan, E., & Alper, S. (2022). Reflective thinking predicts lower conspiracy beliefs: A meta-analysis. Judgment and Decision Making, 17(4), 720–744. https://doi.org/10.1017/S1930297500008913
Zarestky, J., Bigler, M., Brazile, M., Lopes, T., & Bangerth, W. (2022). Reflective writing supports metacognition and self-regulation in graduate computational science and engineering. Computers and Education Open, 3, Article 100085. https://doi.org/10.1016/j.caeo.2022.100085
Zohar, A., & Barzilai, S. (2013). A review of research on metacognition in science education: Current and future directions. Studies in Science Education, 49(2), 121–169. https://doi.org/10.1080/03057267.2013.847261
Published
Issue
Section
License
Copyright (c) 2025 Meriyati, Anizar Rahayu, Umi Hijriah, Erwanto, Agus Jatmiko
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Online Learning in Educational Research is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Online Learning in Educational Research agree to the following terms:
Copyright Retention: Authors retain the copyright of their work without any restrictions.
Publishing Rights: Authors retain the right to publish and distribute their work without any restrictions.
License Agreement: By publishing with Online Learning in Educational Research, authors agree that their work will be licensed under the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA). This license allows others to share and adapt the work, provided that appropriate credit is given, any changes are indicated, and the new creations are licensed under the same terms.
