Developing the CTCR Learning Model to Enhance Elementary Students' Critical Thinking Skills: Implications for SDG 4 Quality Education
DOI:
https://doi.org/10.63230/jocsis.2.1.147Keywords:
Critical Thinking, Culturally Responsive, East Kalimantan, Elementary School, Learning ModelAbstract
Objective: To develop a Critical Thinking Culturally Responsive (CTCR) learning model that is valid, practical, and effective for improving fifth-grade elementary students' critical thinking skills in science learning in East Kalimantan. Method: The study employed an Educational Design Research (EDR) approach using the Generic Design Research Model (GDRM) through five phases. Trials were conducted in three schools: Public Elementary School 011 Pela (limited trial, n = 6), Public Elementary School 016 Samarinda Ulu, and Muhammadiyah Elementary School Loa Janan (extended trial, n = 52). Results: The CTCR model achieved a very valid status (mean = 3.64) and was rated practical across all trial sites. The model was effective in improving students' critical thinking skills, as evidenced by a moderate mean N-gain of 0.52 and statistically significant gains across all classes (p < 0.05) Novelty: The CTCR model is the first to integrate Inquiry-Based Teaching, Critical Thinking Blended Learning, and Culturally Responsive Teaching into a single operational syntax for elementary schools in Indonesia, aligned with the Merdeka Curriculum, the Pancasila Student Profile, and the advancement of SDG 4 (Quality Education).
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