ENHANCING CRITICAL THINKING OF ELEMENTARY SCHOOL STUDENTS IN INDONESIA THROUGH THE INTEGRATION OF SOCIO-SCIENTIFIC ISSUES-BASED INSTRUCTION IN DEEP LEARNING
DOI:
https://doi.org/10.18623/rvd.v22.n5.3841Keywords:
Deep Learning, Elementary, Science, Socio-Scientific IssuesAbstract
Amidst the complexity of today's issues, critical thinking skills are a key competency that needs to be developed early on through learning activities that encourage analysis and reflection. This study aims to address this demand by developing and testing a science learning model based on the integration of socio-science issues and a deep learning approach. This study developed a learning model with reference to Dick and Carey's framework with four main steps taken included setting learning objectives, developing a learning model, and conducting formative and summative evaluations. Validation by experts shows a Very Valid level of suitability for all aspect. Practical testing with teachers and students proved that this model is easy to implement and supports science learning needs. Effectiveness analysis through the non-parametric Mann–Whitney U test showed similar results in both schools, marked by a significance value of < 0.001, which confirms a significant difference between the means of the two groups. The results of the study indicate that the SSI-PM integrative model has theoretical validity, good practicality, and significant effectiveness in improving students' critical thinking skills. Student involvement in controversial socio-scientific issues presents real-life situations that require them to evaluate various considerations in the decision-making process.
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