Critical thinking is a complex process which requires higher-order thinking to achieve the expected outcome, while creativity is strongly associated with the production of useful and unique ideas. Both creativity and critical thinking involve new perspectives which can be empowered through the implementation of integrated Problem-based Learning (PBL) and Digital Mind Maps (DMM). The present study attempted to examine the relationship between critical thinking and creativity through the implementation of the combined PBL and DMM learning model in Human Physiology and Anatomy classes. This study employed a quasi-experimental design which involved students from the Department of Biology Education, Universitas Islam Riau, Indonesia. Every aspect of the participants' critical thinking and creativity was measured using an essay test. To reveal the relationship between critical thinking and creativity, a regression analysis was performed. The results showed that there was a significant relationship between critical thinking and creativity (Y= 35.439 + 0.485x). It, thus, can be concluded that the Integrated PBL and DMM model can be used as an alternative approach for simultaneous empowerment of students' critical thinking and creativity

Critical thinking plays a crucial role in the learning process. Critical thinking should become the focus of learning since it encourages the development of knowledge and includes the act of contemplating subjects, content, and problems. The current study aimed to investigate the effectiveness of Problem-Based Learning (PBL) and Digital Mind Maps-Integrated PBL (DMM-Integrated PBL) in improving students' critical thinking. This quasi-experiment study employed a pretest-posttest control group design, involving 103 university students from the Biology Department of University in Riau, Indonesia, as the sample. The details of each group consist of 31 students in conventional, PBL (37 students), and DMM-Integrated PBL (35 students) classes. The research data was collected using an essay test. The data obtained were analyzed using ANCOVA at a significance level of 5% and an LSD test. Essay test developed based on critical thinking indicators: basic clarification, bases for a decision, inference, advanced clarification, supposition and integration, and strategies and tactics. All the instruments had been validated. The ANCOVA analysis results proved that PBL and DMM-Integrated PBL affected the students' critical thinking. However, the LSD test showed no significant difference between PBL and DMM-Integrated PBL in promoting students' critical thinking. Finally, to promote students' critical thinking, educators are recommended to use PBL or DMM-Integrated PBL in the classroom.

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Critical thinking is rational and reflective thinking involved in decision making. Knowledge acquisition refers to the level achieved by students in understanding the materials and meaning of the learning context. Critical thinking and knowledge acquisition can be enriched through applications of relevant learning strategies. The aim of this study was to investigate the correlation between critical thinking and knowledge acquisition in the process of implementing Digital Mind Maps-Problem Based Learning (Digital Mind Maps-PBL). The learning process was conducted to students from Universitas Islam Riau, Indonesia, who were enrolled in the even semester of 2018 in biology education department . The instrument used to measure the students' critical thinking and knowledge acquisition, that was in the form of essay tests, had been confirmed valid by the result of the Pearson Product Moment analysis. The reliability test using Cronbach's Alpha also showed that this instrument was reliable for measuring critical thinking and knowledge acquisition (correlation coefficients are 0.837 and 0.872, respectively). The results of the study indicated that critical thinking and knowledge acquisition were correlated with a value of 0.861 and a determination coefficient of 0.742, where Y = 1.215X -4.323. It can be concluded that Digital Mind Maps-PBL strategies can be used to refine students' critical thinking, which may result in the improvement of students' knowledge acquisition. Therefore, the implementation of Digital Mind Maps-PBL strategies in the classroom is highly recommended.

Creative thinking is used to solve problems that cannot be solved using conventional methods. Creative thinking refers to the ability to produce new and different concepts, solutions, or ideas (Sternberg, 2003). The thought process underlying creative answers is based on the person's skills, knowledge, understanding, motivation and emotions (Ferrari et al., 2009). In psychological research, creative thinking is usually defined as a process that leads to new, original, useful, and effective products. A creative mind is characterized by its flexibility that encourages someone to imagine innovative answers to a question (Runco & Jaeger, 2012).