Innovative Learning Strategies: The Effect of Task-Based Methods and Buddhist Ethical Narratives on Student Creativity
Abstract
This study aims to investigate the effectiveness of task-based learning methods integrated with Buddhist ethical narratives in enhancing elementary school students' creativity within the context of moral education. The research employed a mixed-methods approach using the Classroom Action Research (CAR) model developed by Kemmis and McTaggart. Data were collected through classroom observation, documentation of student work, and semi-structured interviews. Quantitative data were analyzed descriptively to measure improvements in creativity indicators, while qualitative data were examined thematically to identify narrative patterns and student responses. The results demonstrated a 41.5% increase in overall student creativity, with the highest improvement observed in the creative thinking indicator (55.1%), followed by discipline (37.8%) and active questioning (40.7%). The incorporation of ethical narratives from the Dhammapada, including the stories of Kisagotami Theri and Culapanthaka, proved to be an effective pedagogical tool for instilling moral values while simultaneously fostering creative thinking. This method also promoted active student engagement, critical reflection, and original expression in completing ethically focused tasks. The implications of this study suggest that a task-based learning approach, when integrated with moral narratives, can enhance both ethical instruction and creativity development in students. These findings are particularly relevant for the development of religious education curricula in primary schools and offer a foundation for teacher training programs aimed at designing more participatory and reflective learning experiences.
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