<![CDATA[This study examined the use of a CODAC Learning instructional module and the adaptation of its pedagogical principles across subject areas in elementary education. An exploratory implementation design was employed involving 12 students from Grades IV–VI at an elementary school in Indonesia. The study consisted of two sequential phases. First, university students conducted four astronomy lessons using a CODAC-based instructional module, while the classroom teacher observed the lessons and reviewed the module. Approximately one week later, the teacher adapted the four CODAC components to one IPAS lesson on the human musculoskeletal system. Data were collected through subject-specific pretests and posttests and classroom observation reports. Paired-samples t-tests were conducted separately for each subject context. The mean astronomy score increased from 66.25 to 85.42 (mean gain = 19.17; p < .001), while the mean IPAS score increased from 67.08 to 82.92 (mean gain = 15.83; p < .001). Observers reported the presence of all four CODAC components during the teacher-led lesson. These findings provide a context-specific illustration of module-supported pedagogical adaptation across subject areas. However, the small sample, absence of a comparison group, and lack of standardized observation instruments limit causal interpretation and generalizability. The study highlights the potential of instructional modules and classroom observation as resources for supporting pedagogical adaptation in elementary education.]]>
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