This study examines the impact of Digital Project Based Learning (PjBL) on elementary students’ Creative Intelligence and Innovative Abilities, focusing on the mediating and moderating roles of Creative Intelligence within the framework of Education for Sustainable Development (ESD). A total of 216 sixth-grade students from five Jakarta cities were selected using stratified purposive sampling. Data were collected via structured questionnaires and analyzed using Partial Least Squares Structural Equation Modeling combined with Pareto Analysis. Results indicate that Digital PjBL strongly affects Creative Intelligence (β = 0.966, p < 0.001) and Innovative Abilities (β = 0.746, p < 0.001). Creative Intelligence positively influences Innovative Abilities (β = 0.225, p < 0.05) and partially mediates the effect of PjBL on innovation, while its moderating role is not significant. Pareto Analysis identifies key factors, particularly digital collaboration and problem solving within PjBL, that account for over 80 percent of innovation improvements, suggesting that prioritizing these dimensions can maximize instructional benefits. The study validates the mediating role of Creative Intelligence, demonstrates the direct effect of Digital PjBL on innovation, and introduces an approach combining Partial Least Squares Structural Equation Modeling with Pareto Analysis. Implications for instructional design and curriculum development highlight strategies to foster innovation through equitable, inclusive, and sustainability-oriented educational practices.
Yarmi et al. (Sat,) studied this question.