DEVELOPMENT OF A COMMON KNOWLEDGE CONSTRUCTION MODEL INTEGRATED WITH ARTIFICIAL INTELLIGENCE TO ENHANCE PRIMARY STUDENTS’ CRITICAL THINKING IN SCIENCE
DOI:
https://doi.org/10.18623/rvd.v22.n5.3769Keywords:
Common Knowledge Construction Model, AI Text-Generator, Conceptual Understanding, Critical Thinking Skills, Science EducationAbstract
With the objective to improve students' critical thinking skills, this study aims to develop and assess a Common Knowledge Constructional Model integrated AI-Text Generator (CKCM+AIG). The Dick and Carey research and development methodology, which consists of ten stages, was used in this study. These stages include defining instructional goals, conducting instructional evaluation, analyzing learners and context, writing performance objectives, developing assessment instruments, developing instructional strategies, creating and choosing instructional materials, conducting formative evaluation, revising instruction, and conducting summative evaluation. Expert validation showed that every aspect had sufficient validity. The concept is useful, simple to apply, and well matched with the requirements of scientific education to improve primary students' critical thinking abilities, according to practical testing involving five teachers and 140 fourth-grade primary students. A t-test was used to evaluate its efficacy, and the results indicated that the control group’s N-Gain was 0.15 (15.13%), categorized as less effective. The t-test results showed a t-value of 9.69 (df = 68), p < 0.001, indicating that the experimental group performed significantly better than the control group. Furthermore, the effect size (Cohen’s d = 0.930) indicated a large and meaningful impact of the intervention, confirming a significant difference between the two groups’ mean scores. These findings indicate that the CKCM+AIG model is pedagogically sound, practically applicable, and effective in supporting the development of primary students’ critical thinking skills. Integrating the CKCM learning cycle with AI-generated support strengthens students’ engagement, and conceptual understanding.
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