Innovative science teaching materials based on case-based learning to improve critical thinking skills
DOI:
https://doi.org/10.33578/jpfkip.v15i4.909-921
Keywords:
Critical thinking, case-based learning, science, teaching material, innovativeAbstract
The development of critical thinking skills among pre-service elementary teachers remains a persistent challenge, particularly given the limited availability of instructional materials that explicitly integrate higher-order thinking processes into science instruction. While case-based learning (CBL) has been widely recognized as an effective pedagogical approach, its systematic integration into structured teaching materials in elementary teacher education contexts remains underexplored, especially in local Indonesian settings. This study aims to develop and evaluate the feasibility and effectiveness of CBL-oriented science teaching materials designed for pre-service elementary teachers. This research employed a Research and Development (R&D) design based on the Borg and Gall model, involving multiple stages of product validation and field testing. The participants consisted of undergraduate students from a Primary School Teacher Education program. The effectiveness of the developed materials was examined using a quasi-experimental design with pretest–posttest control groups. Data were collected through expert validation instruments, response questionnaires, and a critical thinking skills test, and analyzed using descriptive statistics, independent-sample t-tests, and normalized gain (N-gain) scores. The findings indicate that the developed CBL-based teaching materials are highly feasible, as demonstrated by expert validation scores across language, content, instructional design, and practitioner assessments, all categorized as “excellent.” Furthermore, the materials were effective in improving students’ critical thinking skills, as evidenced by a statistically significant difference between the experimental and control groups (p = 0.00 < .05) and a moderate learning gain. This study contributes to the field by providing empirically validated, context-specific instructional materials that integrate case-based learning into science education for pre-service elementary teachers. The findings highlight the potential of structured CBL materials to enhance critical thinking and support the preparation of future teachers capable of implementing higher-order thinking-oriented instruction in elementary classrooms.
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