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DEVELOPING PROJECT-BASED SCIENCE WORKSHEETS INTEGRATING A DEEP-LEARNING PEDAGOGICAL APPROACH TO ENHANCE ELEMENTARY SCHOOL STUDENTS’ CRITICAL THINGKING
Abstract
This study developed and evaluated a Project-Based Learning (PjBL) science worksheet integrating a deep learning pedagogical approach to support elementary students’ critical thinking. Using the ADDIE research and development model, the worksheet was designed for Grade V magnetism learning at SD Negeri 4 Langsa, Aceh, Indonesia. Feasibility was assessed by six experts in media, content, and language, while practicality was evaluated through teacher and student response questionnaires. Preliminary effectiveness was examined using a one-group pretest–posttest design involving 20 students. The worksheet integrated PjBL phases with meaningful, mindful, and joyful learning principles and critical thinking indicators. Expert validation showed high feasibility for media (85.00%), content (90.14%), and language (85.00%). Student and teacher responses also indicated high practicality, with scores of 88.75% and 90.9%, respectively. Students’ mean critical thinking scores increased from 43.32 (SD = 10.67) to 78.63 (SD = 14.91). The Wilcoxon signed-rank test showed a significant improvement (Z = −3.928, p < .001) with a large effect size (r = .88). These findings indicate that the developed worksheet is feasible, practical, and shows preliminary potential to improve students’ critical thinking. However, the absence of a comparison group limits causal interpretation.
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DOI: http://dx.doi.org/10.32934/jmie.v10i2.980
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