Antoro, Siswanto Dwi (2026) PENGEMBANGAN SMART DEEP LEARNING MODULE DIGITAL BERBASIS PROBLEM BASED LEARNING (PBL) TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA SEKOLAH DASAR. S2 thesis, Universitas PGRI Madiun.
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Abstract
Siswanto Dwi Antoro. 2026. Development of a Smart Deep Learning Digital Module Based on Problem-Based Learning (PBL) to Enhance Elementary School Students' Critical Thinking Skills. Master's Thesis. Madiun: Master's Program in Elementary Education, Graduate School, Universitas PGRI Madiun. Supervisor I: Dr. Ivayuni Listiani, M.Pd.; Supervisor II: Dr. Muh. Waskito Ardhi, M.Pd. Keywords: Smart Deep Learning Digital Module, Problem-Based Learning, Deep Learning Pedagogy, Critical Thinking Skills, Science Education, Elementary School. This study was motivated by the low level of elementary school students' critical thinking skills in Science learning, particularly on the Solar System topic. The learning process was still predominantly teacher-centered, resulting in limited opportunities for students to actively construct knowledge, solve problems, and develop higher-order thinking skills. In addition, the existing digital learning media had not optimally facilitated interactive, adaptive, and problem-oriented learning. Therefore, this study aimed to develop a Smart Deep Learning Digital Module based on Problem-Based Learning (PBL) that is valid, practical, and effective in improving the critical thinking skills of sixth-grade students at SDN Manukan Kulon Surabaya. This study employed a Research and Development (R&D) method using the ADDIE model, consisting of the stages of Analysis, Design, Development, Implementation, and Evaluation. The effectiveness of the developed product was examined using a Pretest–Posttest Control Group Design. The participants consisted of 50 sixth-grade students, including 25 students in the experimental group and 25 students in the control group, as well as subject matter experts, media experts, instructional experts, and classroom teachers. Data were collected through observations, interviews, documentation, expert validation questionnaires, teacher and student response questionnaires, and pretest–posttest assessments. Data analysis employed descriptive and inferential statistics, including normality tests, homogeneity tests, the Independent Samples t-test, and N-Gain analysis. The findings revealed that the Smart Deep Learning Digital Module based on PBL achieved a high level of feasibility, with validation scores of 94% from media experts, 86% from subject matter experts, and 97.8% from instructional experts, all categorized as highly feasible. The product also demonstrated excellent practicality, as reflected in teacher and student responses during individual, small-group, and field trials. Teacher responses increased from 84% in the individual trial to 93.3% in the small-group trial and 97.3% in the field trial, while student responses ranged from 80–87%, 89–94%, and 94–98%, respectively. The implementation results indicated that the experimental group achieved a mean posttest score of 80.08, which was higher than the control group's mean score of 64.84. Furthermore, the N-Gain score of the experimental group was 0.38 (moderate category), whereas the control group obtained 0.19 (low category). The Independent Samples t-test yielded a significance value of 0.000 (p < 0.05), indicating that the Smart Deep Learning Digital Module based on PBL had a statistically significant effect on students' critical thinking skills. In conclusion, the Smart Deep Learning Digital Module based on Problem-Based Learning is a valid, practical, and effective digital learning resource for improving elementary school students' critical thinking skills in Science learning, particularly on the Solar System topic. The novelty of this study lies in integrating Problem-Based Learning, Deep Learning Pedagogy, interactive multimedia, Higher-Order Thinking Skills (HOTS)-based exercises, reflective learning activities, and a smart feedback system into a single digital learning module. This innovation supports constructivist, student-centered, and technology-enhanced learning while contributing to the implementation of the Merdeka Curriculum and the development of 21st-century competencies.
| Item Type: | Thesis/Skripsi/Tugas Akhir (S2) |
|---|---|
| Kata Kunci: | Smart Deep Learning Module Digital, Problem Based Learning, Deep Learning Pedagogy, keterampilan berpikir kritis, IPA, sekolah dasar. Smart Deep Learning Digital Module, Problem-Based Learning, Deep Learning Pedagogy, Critical Thinking Skills, Science Education, Elementary School. |
| Subjects: | L Education > L Education (General) L Education > LA History of education L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | Fakultas Pascasarjana > Pascasarjana Pendidikan Dasar |
| Depositing User: | ANTORO DWI SISWANTO |
| Date Deposited: | 15 Aug 2026 02:57 |
| Last Modified: | 15 Aug 2026 02:57 |
| URI: | http://eprint.unipma.ac.id/id/eprint/8805 |
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