Abstract

In the rapidly evolving landscape of higher education, fostering critical and creative thinking skills is vital. This study introduces and evaluates the critical and creative thinking in research-based learning (CCTRbL) model, designed to address the challenge of suboptimal thinking skills among university students. Our research employs collaborative action research (CAR) supported with critical analysis through focus group discussions (FGD). The study involved three lecturers and seventy students from two universities in Indonesia, utilizing interviews, observations, and specially designed rubrics for data collection. Our findings reveal significant strengths in the CCTRbL model, particularly its capacity to cultivate both critical and creative thinking skills. Expert validation of the model yielded a score of seventy-nine out of one hundred, indicating its pedagogical achievement. Implementation results in students achieving an average score of 76.68 out of one hundred in critical thinking and 71.76 out of one hundred in creative thinking skills. These scores, falling within the high category, demonstrate the model’s effectiveness in enhancing higher-order thinking abilities. The study has also identified and addressed initial weaknesses in the model’s phases, leading to refined implementation strategies. Our analysis provides insights into how each component of the CCTRbL model contributes to specific aspects of critical and creative thinking. This research validates the CCTRbL model and offers a practical framework for educators seeking to integrate research-based learning with the development of essential twenty-first–century skills, especially critical and creative thinking. The findings indicate that the CCTRbL model represents a significant advancement in pedagogical approaches to fostering critical and creative thinking in higher education.