NEED ASSESSMENT FOR DEEP LEARNING MODEL THROUGH THE INTEGRATION SOCIO-SCIENTIFIC ISSUES IN ELEMENTARY SCHOOLS
DOI:
https://doi.org/10.21009/ishel.v1i1.56522Abstract
This preliminary study investigates the need for a learning model that integrates socio-scientific issues in deep learning to enhance critical thinking elementary students. It aims to identify the critical thinking skills students and the key instructional needs that must be addressed in developing a learning model to enhance students’ critical thinking at the elementary school. The study uses sequential explanatory design model, involving 157 grade V students and 19 teachers. Quantitive data were collected through a critical thinking test to measure students' critical thinking skills. The qualitative data were collected through questionnaires and interviews to identify the key instructional needs that must be addressed in developing a learning model to enhance students’ critical thinking at the elementary level. The findings show that that the average critical thinking of students in all indicator an average below 50, meaning that the ability is still low. Based on the questionnaire, it was found that most of the learning experiences not encourage students to be active and think critically yet, and teachers needed assistance in learning designing. Therefore, an alternative learning model is needed to develop students' critical thinking, which is easy to apply and does not require large costs
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