Interactive Science Media Innovation Based on Deep Learning Approach Integrated with Tri-N to Enhance Elementary School Students' Critical Thinking Skills
Jul 2026· Compton : jurnal ilmiah pendidikan fisika· Vol 12, pp. 192-205· 0 citations
Abstract
This study aimed to develop an interactive science media innovation based on deep learning approach integrated with Tri-N and to evaluate its validity, practicality, and effectiveness in improving elementary school students' critical thinking skills. This study employed a Research and Development (R&D) design using ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The participants were fifth-grade elementary school students, involving 20 students in the pilot trial and 62 students in the field trial. Data were collected through observations, interviews, questionnaires, tests, and documentation, and were analyzed using descriptive qualitative and quantitative techniques. The results indicated that the developed interactive science learning medium was designed based on the principles of deep learning, emphasizing mindful, meaningful, and joyful learning, and integrated with Tri-N learning activities of niteni (careful observation), nirokke (imitation or replication), and nambahi (modification or improvement). Validation results showed that the developed media was considered valid, receiving a score of 98.57% from media experts and 87.62% from subject matter experts. The practicality test demonstrated that the media was highly practical, achieving a score of 93.63%. Furthermore, the effectiveness test revealed that the developed media significantly improved students' critical thinking skills, as indicated by the results of paired-samples t-test (0.001 < 0.05), the independent-samples t-test (0.008 < 0.05), and an N-Gain score of 0.75, which falls into the high category. Based on these findings, it can be concluded that interactive science media based on deep learning approach integrated with Tri-N approach is valid, practical, and effective in enhancing elementary school students' critical thinking skills.
This study aims to develop a deep learning-integrated flipbook for enhancing elementary students’ science learning outcomes. In this study, deep learning refers to a learning approach that promotes meaningful, mindful, and joyful learning experiences. The study was motivated by the need to transform surface-level learning into meaningful and reflective learning experiences in primary science education. This research employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The participants consisted of 20 fourth-grade students selected through purposive sampling. The developed flipbook integrated deep learning principles through meaningful learning activities, mindful reflection, and joyful learning experiences. Data were collected through expert validation sheets, learning outcome tests, and student response questionnaires. The research instruments were reviewed by experts to ensure their content validity and suitability for elementary science learning. Data analysis used descriptive statistics and N-Gain analysis. The results showed that the flipbook achieved a very valid category. The practicality evaluation showed a teacher response score and a student response in excellent category or very practical. Student learning outcomes improved significantly, as indicated high category. These findings indicate that the developed flipbook is valid, practical, and effective in supporting elementary science learning. This study contributes to elementary science education by providing an innovative digital learning media that integrates deep learning through meaningful, mindful, and joyful learning experiences to enhance students’ learning outcomes.
Jasimah Jasimah, Zahraini Zahraini, Rahmad Syah Putra et al.· Jurnal Pendidikan dan Pengaj...· 0 citations
The findings showed that the developed media met validity criteria based on assessments by subject-matter, media, and language experts, while also demonstrating high practicality for teachers and students.
Wiwi Fismariza, R. Yefterson, Azmi Fitrisia et al.· ARMADA : Jurnal Penelitian M...· 0 citations
This study aimed to (1) identify the characteristics of Scratch-assisted interactive learning media based on problem-solving principles that are valid, practical, and effective, and (2) examine students’ learning trajectories that describe their cognitive processes during learning activities using the developed media. This research employed a Research and Development (R&D) approach using the Plomp development model, which consists of five stages: preliminary investigation, design, realization/construction, testing, evaluation and revision, and implementation. The participants of this study were 15 fifth-grade students from SDTK Pelita Hati. Data were collected through expert validation sheets, teacher and student response questionnaires, mathematical critical thinking tests, and Hypothetical Learning Trajectory (HLT) analysis. The data were analyzed using both descriptive quantitative and qualitative methods. The results indicated that: (1) the Scratch-assisted problem-solving-based interactive learning media was highly valid, with an average validation score of 4.5 from both material and media experts; (2) the developed media was highly practical, as shown by mean response scores of 4.5 from teachers and 4.52 from students; (3) the learning media was effective in improving students’ mathematical critical thinking skills, as evidenced by an increase in the mean score from 39.67 on the pretest to 78.67 on the posttest, with an N-Gain value of 0.65 categorized as moderate improvement; and (4) students’ learning trajectories demonstrated progressive development in mathematical thinking, moving through stages of problem identification, strategy formulation, problem-solving execution, and critical conclusion drawing supported by Scratch-based learning activities. In conclusion, the Scratch-assisted interactive learning media based on problem-solving is feasible and effective for enhancing fifth-grade students’ mathematical critical thinking skills.
Ni Kadek Ayu Sudiasih, I. M. Ardana· ARMADA : Jurnal Penelitian M...· 0 citations
This study is driven by the need for elementary schools to enhance educational quality through learning that goes beyond content mastery, fostering deep understanding, critical thinking, character development, and relevance to students’ real lives. The aim is to analyse the integration of deep learning to improve outcomes at SDN 01 Batunyala and SDN 02 Semayan. Using a qualitative approach with a multisite case study design, data were gathered through classroom observation, interviews with principals and teachers, document analysis, and learning activity documentation. Analysis employed the interactive model of data condensation, data display, and conclusion drawing. Findings reveal that deep learning can be integrated through three dimensions: mindful learning, meaningful learning, and joyful learning. These dimensions guide teachers in designing objectives, contextual activities, reflective questions, formative assessments, and feedback aligned with student needs. Integration of deep learning enhances cognitive, affective, social, and metacognitive outcomes. The study concludes that deep learning is a strategic pedagogical approach to strengthen elementary education when supported by teacher readiness, school leadership, contextual resources, and continuous academic supervision.
Purpose of the study: IPAS learning in primary schools still shows low student engagement and weak critical thinking, partly because the media used are not sufficiently interactive. This study develops Canva-based interactive multimedia that is valid, practical, and effective for improving engagement and critical thinking among IV students.
Methodology: The research adopts a Research and Development (R&D) approach using the ADDIE model, which consists of five phases: Analysis, Design, Development, Implementation, and Evaluation.
Main Findings: The findings indicate that the Canva-based interactive multimedia meets validity criteria and shows good reliability (Cronbach’s Alpha = 0.864), and is categorized as highly practical in the One-to-One Trial (91%), Small Group Trial (94%), and Field Trial (97.5%).
Novelty/Originality of this study: The use of the media significantly increased student engagement (emotionally, cognitively, and behaviourally) and improved critical thinking in IPAS learning. Canva-based interactive multimedia is thus effective and appropriate for primary classrooms. Its novelty lies in systematically integrating interactive activities to strengthen engagement and critical thinking, offering a technology-based innovation that supports more active, student-centred learning.
Science instruction in elementary schools often remains teacher-centered, resulting in low student engagement and interest; this is evident in the teaching of plant-related topics to fifth-grade students at SDN Unyur. This study aims to describe the implementation of science instruction using the "Mini Garden Project" medium integrated with the Project-Based Learning (PjBL) model, to assess student learning interest following this implementation, and to identify supporting and inhibiting factors. A qualitative descriptive approach was employed. Data were gathered through semi-structured in-depth interviews, non-participant observation, and document analysis involving fifth-grade teachers and students at SDN Unyur. The data were subsequently analyzed using the Miles and Huberman interactive model, comprising data reduction, data display, and conclusion drawing/verification. The results indicate that instruction was conducted in accordance with the PjBL syntax ranging from defining the fundamental question to evaluating the experience and successfully boosted student learning interest, as evidenced by heightened attention, curiosity, engagement, active participation, and enthusiasm. Supporting factors included school backing, a suitable environment, and the availability of tools and materials, whereas inhibiting factors included time constraints and weather conditions. The study concludes that integrating an environment-based learning medium with the project-based learning model is effective in enhancing elementary students' interest in science learning.
Syafana Nur Arfiah, Ahmad Suganda, Novi Yendra· International Journal of Edu...· 0 citations
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