Developing the TCK-PPDL Model: An Integrated Learning Approach to Promote Critical Thinking in Primary Science Education
DOI:
https://doi.org/10.56294/saludcyt20251734Keywords:
TCK–PPDL model, higher-order thinking skills, computational thinking, elementary education, instructional developmentAbstract
Introduction: This study addresses the urgent need for pedagogical innovation in Indonesian elementary science education by developing the TCK–PPDL (Think Compu Kids–Problem, Project, Discovery Learning) model. The model is designed to improve students' Higher-Order Thinking Skills (HOTS) and integrate Computational Thinking (CT), in response to persistent underperformance in international assessments such as PISA and the demands of the Merdeka Curriculum.
Methods: Using the Plomp development research model, the study was conducted in three phases: (1) preliminary investigation through needs analysis and curriculum review; (2) design and prototyping of the TCK–PPDL model along with its supporting instruments (teacher guidebook and student module); and (3) field testing in two elementary schools in Medan, Indonesia. Data were collected through expert validation instruments, practicality surveys for teachers and students, and pretest-posttest assessments.
Results: The model demonstrated high content validity (Aiken’s V = 0.85), very practical implementation as rated by teachers (87.50%) and students (88.20%), and moderate effectiveness with N-Gain scores ranging from 0.31 to 0.43. Significant correlations between pretest and posttest scores (r = 0.892–0.973) confirmed measurable improvements in students’ HOTS.
Conclusion: The TCK–PPDL model is a promising integrative approach that blends constructivist learning, computational thinking, and higher-order thinking skills. It is practical for classroom implementation and holds potential for improving student learning outcomes and supporting curriculum reform in Indonesian elementary education.
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