Abstract
Thematic learning is considered as efficient as the students taught learn in coherent context and holistic way, as well as associate the concepts they learnt with their surrounding and real-life examples. The aim of the study was to identify the effectiveness of the problem-based thematic learning module prototype to improve students' critical thinking skills. This research and development were conducted based on Borg and Gall model. The module effectiveness was tested using pre-experimental design. The sampling technique used was cluster random sample which employed as many as 33 students in which the data collection technique used was test. The data gained was analyzed using paired sample t-test. The results showed that the students’ post-test score of critical thinking skills were significantly differed from their pre-test score. Therefore, the developed module can improve student critical thinking skills effectively. Moreover, it is suggested that teacher should apply a mixed method of teaching as it helps to strengthen students’ critical thinking skills.
Highlights
Teachers have realized that developing of science and technology in industry 4.0 era has an impact on changes in teaching resources and methodologies
The results of the paired sample t-test in Table 5 showed that the obtained t statistic (2-tailed) -4.310 < 2.042 (t table)
It can be concluded that the problem-based thematic learning module was effectively improved students’ critical thinking skills
Summary
Teachers have realized that developing of science and technology in industry 4.0 era has an impact on changes in teaching resources and methodologies. Considerable attention is being paid to developing teaching materials and recognizing the importance of teaching resources and strategies used to maximize the ignition of learning objectives. Teachers need to use resources to deliver instruction. The resource used by the teacher is generally referred to as teaching material (Saglam, 2011). Teaching materials can support student learning and improve student success. Teaching materials give opportunities for students to make predictions and judgments, think intuitively, get motivated, do experiments, and extract formulas from these experiments depending on the results (Koparan, 2017; Saglam, 2011; Williams & Williams, 2011).
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