Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Effy Mulyasari
Elementary Education Study Program, Faculty of Education, Universitas Pendidikan Indonesia, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Development of RADEC-Based Deep Learning Lesson Planning to Enhance Fifth-Grade Students’ Critical Thinking Skills in Integrated Science and Social Studies Andi Rafli; Atep Sujana; Effy Mulyasari
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 3 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i3.1502

Abstract

Critical thinking is an essential 21st-century competency, yet its development in elementary education is often constrained by instructional planning that provides limited opportunities for higher-order thinking. This study developed and evaluated RADEC-based Deep Learning Lesson Planning integrating the Read, Answer, Discuss, Explain, and Create stages to support fifth-grade students’ critical-thinking skills in Integrated Science and Social Studies (IPAS). Using a Research and Development approach with the ADDIE model, the study involved product development, expert validation, teacher evaluation, and limited implementation with 23 fifth-grade students in Bandung Regency during the 2025/2026 academic year. Data were collected through expert-validation instruments, a teacher-response questionnaire, and critical-thinking pretest and posttest assessments. Expert validation yielded scores of 90% for language and 95% for both subject matter and instructional design, while the teacher evaluation reached 92.85%, indicating high product feasibility and practicality. Students’ mean critical-thinking score increased from 54.22 to 80.22, with a significant pretest–posttest difference, t(22) = −10.552, p < .001, and a mean N-Gain of 0.5605, representing moderate improvement. These findings provide preliminary evidence that the developed lesson planning is valid, practical, and associated with improved critical-thinking performance in IPAS. Further controlled studies with larger and more diverse samples are needed to establish its effectiveness and broader applicability.
Co-Authors Andi Rafli Atep Sujana