Journal of Education and Learning (EduLearn)

Vol. 18, No. 4, November 2024, pp. 1372~1384

ISSN: 2089-9823 DOI: 10.11591/edulearn.v18i4.21713  1372

Development of a science, environment, technology, and society-

based learning module to foster critical thinking in elementary
students

Dwi Yulianti, Herpratiwi

Department of Educational Technology, Faculty of Teacher Training and Education, University of Lampung, Bandar Lampung,
Indonesia

Article Info ABSTRACT

Article history: This study aims to develop a science, environment, technology, and society
(SETS)-based learning module to enhance critical thinking skills among
Received Jan 6, 2024 elementary school students. Employing a research and development (R&D)
Revised Feb 18, 2024 approach adapting the Borg and Gall model, this module is designed to
Accepted Mar 3, 2024 enrich the learning process of natural and social sciences (IPAS). The
research sample involved elementary school students from selected schools,
utilizing quantitative methods to measure the module's effectiveness.
Keywords: Validation results showed high scores in content, media, language, and
pedagogy, indicating a highly valid module. Practicality tests revealed high
Critical thinking skills practicality from both learners' and educators' perspectives, with average
Elementary school scores above 90. The findings indicate a significant increase in students'
Learning module development critical thinking abilities post-module learning, as measured by pre-test and
Research and development post-test instruments. Implications of these findings suggest that integrating
SETS integration SETS concepts into IPAS learning can be an effective strategy in enhancing
elementary students' critical thinking skills. These findings also offer
insights for educational practitioners in designing more interactive and
environmentally relevant learning materials.
This is an open access article under the CC BY-SA license.

Corresponding Author:
Dwi Yulianti
Department of Educational Technology, Faculty of Teacher Training and Education
University of Lampung
Prof. Dr. Ir. Sumantri Brojonegoro Street No.1, Gedong Meneng, Rajabasa District, Bandar Lampung
Lampung, Indonesia 35141
Email: [email protected]

1. INTRODUCTION
In an era marked by rapid connectivity and change, the importance of critical thinking skills in
education has increasingly become a primary focus. Defined as the ability to analyze, evaluate, and
synthesize information [1] critical thinking is recognized as an essential foundation for students to interact
effectively with the world around them. Facione [2] asserts that critical thinking is not only crucial in an
academic context but also in daily life, enabling individuals to make reasoned and critical decisions.
Research by Paul and Elderfurther [3] highlights how critical thinking skills can be enhanced through
structured reflective and analytical practices, a vital component in education.
Critical thinking encompasses high-level thinking skills, one of the components of 21st-century
literacy issues [4]. Incorporating critical thinking skills into the curriculum helps maintain an educated
citizenry; preparing students for college, future careers, and life situations [5]. Critical thinking is essential in
building students' knowledge to question, argue, and refute obtained information, stimulating students'

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J Edu & Learn ISSN: 2089-9823  1373

cognitive reasoning in knowledge acquisition [6]. Students require critical thinking as they develop ideas to
contemplate issues present in learning [7]. The role of information and communication technology (ICT) in
education has undergone significant transformation, particularly with the emergence of e-learning,
augmented reality (AR), and virtual reality (VR), offering more interactive and engaging learning approaches
[8]. These technologies, as described by Prensky [9] not only change how students learn but also challenge
educators to integrate teaching methods that facilitate critical thinking skills.
However, the emerging challenge is how to implement these technologies effectively in primary
education to enhance critical thinking skills. According to Voogt and Roblin [10] 21st-century education
requires the integration of skills such as critical thinking, creativity, and collaboration, which must be
combined with the use of ICT. Especially at the elementary level, where the foundation for learning and
critical thinking skills is laid, the role of technology becomes crucial [11]. As we recognize the pivotal role of
technology in fostering critical thinking at the elementary level, it becomes increasingly apparent that an
integrative approach is necessary-one that incorporates the interconnected realms of science, environment,
technology, and society (SETS). The importance of integrating SETS education in developing critical
thinking has also been explored in the literature. Astuti et al. [12] demonstrated that SETS approaches could
enhance student understanding and critical thinking skills. This aligns with Bybee [13] emphasizes the
significance of science, technology, engineering, and mathematics (STEM) education in preparing students to
face 21st-century challenges, it's important to recognize that SETS education, although distinct, complements
STEM by integrating environmental and societal perspectives with scientific and technological learning.
The use of technology and problem-oriented teaching methods proposed in SETS approaches
provides a rich learning context and supports the development of critical thinking skills [14]. In this context,
a SETS-based learning model emerges as a holistic approach that combines aspects of science, environment,
technology, and social in education [15]. The rationale for using this approach is for students to perceive
these elements integratively, gaining deeper understanding beyond mere knowledge acquisition [16]. The
SETS learning model develops concepts of green chemistry and environmental care; its nurturant effect is
enhancing critical thinking and higher-level thinking abilities [17]. The instructional effect aimed at is the
cognitive, affective, and psychomotor aspects [18], [19]. Astuti et al. [12] showed that employing SETS
approaches could improve student comprehension as well as critical thinking skills. This approach allows
students to view problems integratively and develop deeper understanding not just as knowledge but also as
part of practical problem-solving in daily life.
Education research has highlighted the importance of critical thinking skills within school curricula
[1], [2]. Despite this recognition, there is a gap in practical application and development of effective
curriculum materials to hone these skills at the elementary level [10]. Previous studies tend to focus on
enhancing critical thinking through traditional teaching methods or using technology, often without a
comprehensive integration of SETS aspects that could provide a richer learning context for students [8].
Furthermore, although the literature supports the use of SETS approaches in education [12], research
specifically targeting the development of SETS-based modules at the elementary level remains limited. There
is a gap in research examining the direct influence of SETS modules on enhancing students' critical thinking
skills at the basic level, particularly in grade four, where the foundation for these skills is being constructed.
This research aims to fill that gap by developing and implementing a SETS-based learning module
specifically for fourth-grade elementary students. The primary goal is to evaluate the extent to which this
SETS-based module can enhance students' critical thinking skills, given the importance of these skills in
21st-century education [11]. By integrating SETS concepts into the learning module, this research aims to
provide new insights into effective ways of integrating various learning aspects to facilitate the development
of critical thinking in elementary-age children.
Within this research framework, the primary research question focuses on the effectiveness of
SETS-based learning modules in enhancing critical thinking skills of fourth-grade elementary students. This
question seeks to explore the extent to which the developed learning module based on SETS principles can
contribute to improving students' critical thinking abilities. This research is conducted within the context of
primary education, taking into account cognitive, affective, and psychomotor aspects relevant to the learning
age in grade four. Critical thinking, as defined by Ennis [1], is a complex intellectual process that necessitates
the ability not only to comprehend information but also to analyze, evaluate, and synthesize it. This process
involves deep and reflective thinking, enabling individuals to make reasoned judgments and construct logical
arguments [2]. In this approach, critical thinking is viewed not just as a skill but also as an intellectual
attitude involving constructive skepticism and a quest for truth. Bloom et al. [20] educational taxonomy
classifies critical thinking as one of the highest forms of cognitive processes. This taxonomy categorizes
critical thinking within the realms of analysis, evaluation, and creation, indicating that this thought process
goes beyond basic recall and understanding, urging students to delve deeper into ideas, make connections,
and generate new insights.

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Paul and Elder [3] further developed this framework by emphasizing the importance of intellectual
discipline in critical thinking. They propose that critical thinking involves the ability to question assumptions,
analyze concepts, and critically evaluate contexts. This approach underscores the importance of developing
critical thinking skills to foster independent and reflective thought. Collectively, these theories underscore the
importance of critical thinking as a vital skill in education, providing students with tools to navigate a
complex and often ambiguous world. Learning modules are systematically organized and engaging teaching
materials that contain content, methods, and evaluations which students can use independently to achieve
desired competencies [21]. A module, as a standalone and self-contained unit of planned learning activities,
is designed to assist students in achieving well-defined objectives [8]. Critical thinking and learning
autonomy may be enhanced if educators pay greater attention to how learning models are applied and are
able to develop engaging and innovative devices [22].
SETS learning is an innovative approach that integrates various disciplinary aspects to provide
students with a more holistic understanding. As explained by Astuti et al. [12] the SETS approach blends
scientific concepts with their applications in society and the environment, allowing students to understand the
interrelationships among disciplines in a broader context. This approach facilitates a deeper and contextual
understanding of the subject matter, not just as theoretical knowledge but also as practical understanding
applicable in daily life. Freeman et al. [23] demonstrate that active teaching methods, such as those used in
SETS modules, significantly improve student performance in science, technology, and mathematics. This
research found that interactive and contextual approaches in learning enhance students' comprehension and
retention of material.
Bybee [13] emphasizes that the SETS approach allows students to see how science interacts with
various aspects of society and the environment. This broadens their understanding of science from merely an
academic subject to an important tool for addressing global and local issues. In this way, students can
develop the critical thinking skills necessary to evaluate information and make environmentally and socially
informed decisions. Paechter [24] underscores the importance of scientific literacy in education, aligning
with the goals of SETS learning. This research highlights how broader scientific literacy, encompassing
understanding of technology and environmental issues, is essential for 21st-century learning.
Bell [25] adds that the SETS approach enriches STEM learning by providing a rich context for
understanding scientific concepts. Through this approach, students learn not only scientific principles but
also understand their applications and impacts on the environment and society [26]. Zeidler and Nichols [27]
explore how contextual science education, similar to the SETS approach, affects students' moral and ethical
development. They found that integrating environmental and social issues into science learning enriches
students' understanding of scientific implications in real life and encourages the development of ethical
thinking [28]. This approach aids students in developing a deeper and applied understanding of scientific
concepts while honing their critical thinking skills [13]. The SETS approach provides a framework for
integrating interdisciplinary learning and offers opportunities for students to explore, discover, and
understand the world around them in a more comprehensive and meaningful way [29].
The SETS-based modules created by researchers aim to innovate in the development of SETS-based
modules that did not exist in previous learning. The content contained within these modules is based on topics
such as the water cycle. The stages involved in module development include identifying potential issues, data
collection, product design, design validation, design revision, product testing, and product revision.

2. METHOD
2.1. Research design
The research and development (R&D) design used in this study follows the model developed by
Borg and Gall [30]. The process starts with "research and information gathering" and moves to "Planning,"
which then leads to "product development." From there, the process goes through "initial field testing,"
followed by "revision of initial field test results." After the initial revision, "main field testing" takes place.
This is followed by an "operational product revision," which then leads to "operational field testing." The
product goes through "final product refinement" before the "dissemination and implementation" stage. There
is also a feedback loop from "dissemination and implementation" back to "final product refinement,"
suggesting that further refinements may be made after the product is disseminated based on additional
feedback or testing. The Borg and Gall model is a widely recognized framework for developing educational
products and interventions. This model emphasizes a systematic and methodical approach, starting from the
identification and analysis of initial needs to the evaluation of the final product. This approach aids
researchers in designing and developing learning modules that are not only theoretically robust but also
practical and relevant to student needs.

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In the context of this study, the Borg and Gall model allows researchers to systematically develop,
test, and evaluate the SETS learning module. The process begins with an in-depth needs analysis to
understand the critical aspects that must be integrated into the module, such as scientific concepts,
environmental issues, technology, and social aspects. This is followed by the design and development of the
module, involving the creation of learning materials that align with the needs and characteristics of
elementary school students. The evaluation of the final product, the developed module, is a crucial stage in
this model. Evaluation is conducted to ensure that the module is effective in enhancing students' critical
thinking skills. This evaluation method involves testing the module in a real classroom environment and
collecting feedback from students and teachers. This process allows for the refinement and adjustment of the
module based on feedback and test results [31]. The use of the Borg and Gall model in this study ensures that
the SETS learning module is developed with a comprehensive approach based on solid pedagogical
principles, aiming to enhance the critical thinking skills of elementary school students.

2.2. Sample and setting

This study was conducted on elementary school students, with a specific focus on fourth-grade
students, considering that at this age, students begin to develop more complex critical thinking abilities [32].
The initial testing phase was administered to 10 fourth-grade students, whereas the final main trial phase was
conducted with 24 students as the experimental group and 24 students as the control group. Sample selection
was based on specific criteria relevant to the study's objective, which is to test the effectiveness of the SETS-
based module in enhancing critical thinking skills. According to [33] appropriate sample selection is key to
obtaining accurate data representative of the target population. The research setting was arranged to ensure a
conducive environment for learning and assessment. A supportive learning environment is crucial for
facilitating an effective learning process, especially in the context of educational research [34]. This setting
includes suitable classrooms, relevant learning materials, and support from teachers and school staff.

2.3. Instruments
To measure critical thinking abilities, the researcher utilized a critical thinking instrument composed
of 15 items that assess four indicators: i) building basic skills, ii) drawing inferences, iii) providing further
explanation, and iv) organizing strategies and techniques. The importance of instrument validation and
reliability in educational research is emphasized by [35], states that validity determines the extent to which an
instrument measures what it is supposed to measure, while reliability refers to the consistency of
measurement results. Instrument validation involves experts in relevant fields to ensure that the content and
construction of the instrument meet academic standards and research objectives. This process also involves
assessment in terms of language and pedagogy to ensure that the instrument is well understood and
appropriate for the educational context [36].
The reliability of the instrument is measured using appropriate statistical techniques, such as test-
retest or internal consistency analysis, to ensure that the obtained results are reliable and free from
measurement errors [37]. In this study, the instrument has undergone a series of validation processes and
reliability tests to ensure that the evaluation tools used can accurately measure the effectiveness of the SETS
module in enhancing critical thinking skills. Based on the subject matter expert's assessment, the module's
conformity with SETS and the quality of the module's content received an average score of 0.92, categorizing
it as highly valid. In terms of media validation, the module achieved an average score of 0.87 for didactic
requirements, construction requirements, and technical requirements, which also placed it in the highly valid
category. In the language evaluation, the module scored an average of 0.90 for communicative clarity,
writing, and the use of terms and symbols, marking it as highly valid. Finally, from a pedagogical
perspective, the module was assessed on learning components, conformity with enhanced Indonesian spelling
system (EYD), ability to motivate students, and several other aspects, achieving an average score of 0.93,
also falling within the highly valid category. Overall, these validation results affirm that the developed
module meets standard process requirements and has undergone the research and development stages
according to the Borg and Gall method, thus considered valid and suitable for use in educational settings.

2.4. Procedures
The research procedures followed in this study include key steps for developing the SETS-based
module, conducting trials, and evaluating its effectiveness in enhancing the critical thinking skills of
elementary school students. The module development phase involves planning, design, and creation of the
SETS-based module, taking into consideration aspects of content, media, language, and pedagogy [30], [38].
This process includes need analysis, the creation of initial drafts, and adjustment of module content to current
educational standards.
The next step is module trials conducted in several stages, from small-scale tests to main field trials.
This stage is crucial for evaluating the practicality and effectiveness of the module in a real classroom
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context [39]. After the trials, researchers evaluate the module's effectiveness by collecting and analyzing data
from pretests and posttests to measure improvements in students' critical thinking abilities. Statistical
methods such as the independent t-test are used to determine the significance of differences between the
experimental and control groups [40], [41]. This analysis is conducted using the statistical package for the
social sciences (SPSS) program, which provides robust tools for managing and analyzing quantitative data.
SPSS enables researchers to perform a variety of statistical tests to assess data trends, relationships, and
patterns, ensuring the reliability and validity of the study's findings. Based on trial and evaluation results, the
module is refined, considering feedback from learners and educators. This revision ensures that the final
module has been optimized for effectiveness in learning [22].

2.5. Data analysis

Data were collected through pretests and posttests to measure students' critical thinking abilities
before and after the module implementation. These tests include questions designed to assess aspects of
critical thinking, such as analysis, evaluation, and synthesis of information [20]. The collected data were
analyzed using statistical methods, such as the independent t-test, to determine whether there is a significant
difference between the experimental and control groups [35]. This includes calculating N-gain scores to
assess improvements in critical thinking abilities.
Practicality is assessed through scores reflecting the material's quality, language clarity, and display
interest as perceived by the learners. The criteria for practicality are based on a Likert scale, where scores
nearing the maximum indicate higher practicality. The scores of 96 for material, 97 for language, and 94 for
display interest, with an average of 96, suggest that the module is considered highly practical by the learners.
These criteria and their interpretation are grounded in established educational research methodologies, which
have been documented in the literature [42]. This literature provides the framework for our practicality
assessment and supports the validity of our findings.
The analysis results are interpreted to understand the module's effectiveness. In this context,
effectiveness is measured using the N-gain value, which is a standard method for assessing the improvement
in students' conceptual understanding following an educational intervention. An N-gain value of 0.41 is
categorized as effective according to the criteria established by Hake [43] in his research on interactive
learning. These criteria have been widely used in educational research to evaluate changes in students'
conceptual understanding. This reference will be further elaborated in the data analysis section, providing
scientific justification for the claims of effectiveness of the developed module. For instance, a significant
increase in posttest scores or high N-gain values indicates the module's effectiveness in enhancing critical
thinking [40]. Results are analyzed in the context of existing literature and previous research to draw
meaningful conclusions about the module's effectiveness [41].

3. RESULTS
3.1. Initial information gathering
At the start of the study, the researcher identified the importance of science and social studies
subjects at primary school (SD) Negeri 5 Penengahan, particularly in the context of developing students'
abilities to solve everyday problems. To comprehend the challenges encountered in science learning, the
researcher conducted direct observations in a classroom of 29 fourth-grade students. These observations
revealed several key issues: i) Science learning was teacher-focused, leading to students being less
independent when the teacher was not present in the classroom; ii) It was observed that students were not
actively engaged in the learning process; iii) The learning methods used were not optimal; iv) The existing
learning modules did not support student activities and were not aligned with their needs; and v) The
modules used did not facilitate students to think critically in analyzing problems and seeking appropriate
solutions.
Next, the researcher conducted preliminary research that involved identifying learning processes and
collecting documents of learning outcomes in the fourth grade. The purpose of this step was to gather
empirical data that would serve as the foundation for developing the SETS-based module. This research also
included a literature review covering journal analysis, learning objectives, and the flow of learning
objectives. The results of this preliminary research were then taken into consideration in the design and
development of the natural and social sciences (IPAS) Module, ensuring that the developed module matched
the students' needs and profiles and the subjects studied.

3.2. Product planning

The planning of the product for the learning module is a pivotal step in this research, focusing on the
development of a module that is integrated with the SETS approach. The product planning phases included

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the creation of the module cover, module description, concept maps, and learning activities designed to
support the enhancement of students' critical thinking skills. The module cover was crafted to be visually
appealing to students, featuring images that resonate with their lives. The module's title and its purpose were
articulated clearly, offering an initial overview of the module's content and objectives. This section
introduces the module description and the SETS learning trajectory, beginning with the initiation stage,
progressing to exploration, application, and then to concept comprehension. It aids students in grasping the
learning structure and enables them to systematically follow the content flow. The subsequent section of the
module comprises concept maps for the lesson material alongside SETS concept maps, aimed at giving
students a lucid picture of what they will learn and how the material connects to the SETS concepts. In the
concept reinforcement part, students engage in direct observations through simple experiments, for instance,
concerning changes in substances. The explicit guidance provided in the module is anticipated to assist
students in independently discovering the concept of substances. The application phase offers examples of
the utilization of changes in states of matter in daily life, particularly within the realm of technology. This
detailed description aims to demonstrate the innovative aspects of the developed product, highlighting its
unique features and the specific, new approach it brings to SETS integrated learning.

3.3. Design development

The SETS module design development process involved product validation by experts in several
critical fields. The module's validity was obtained based on assessments by experts and practitioners for
content and constructiveness. The validation process, conducted by three validators and six educators as
practitioners aimed to validate the developed product to ensure it met the development requirements and was
valid for testing. The module was packaged following the SETS learning model syntax.
Research findings indicated that the designed SETS-based module had been tested "valid" for
application in fourth-grade IPAS learning, specifically on the water cycle topic. Content validation assessed
whether the module's content was in line with SETS principles and whether the quality of content met
educational standards. The assessment by the content expert resulted in an average score of 0.92, which falls
into the "highly valid" category, according to the specified criteria [44]. However, to enhance the method
section, it is necessary to define the validation criteria that associate specific scores with corresponding
validity categories or to provide reference sources that outline these validation criteria. This will clarify how
the score of 0.92 aligns with the "highly valid" classification and will substantiate the module's alignment
with SETS principles and its high-quality content.
The media components within the module underwent a rigorous validation process to assess their
didactic, constructional, and technical quality. This process yielded an average validation score of 0.87, also
categorizing it as "highly valid." according to the specified criteria [44]. This score suggests that the media
elements are well-crafted, enhance the learning experience, and effectively present the educational content.
The language component of the module underwent a validation process, focusing on the clarity,
communicativeness, appropriateness of writing, and the correct use of terms and symbols. This validation
used a scoring range on a 1-5 scale, with the language aspect receiving an average score of 0.90, which
places it in the "highly valid" category. This indicates that the module's language is clear, easily
understandable, and effectively facilitates communication with students. It is important to note this scoring
scale in the methods section of evaluation and data analysis to provide clarity on how the average scores were
derived. The same clarity should be applied when reporting average scores for other data sets.
The pedagogical aspect of the module was reviewed to assess the learning components, conformity
with Indonesian language rules, the module's ability to motivate learners, foster curiosity, problem
orientation, organizing learners for study, development and presentation of outcomes, evaluation, and the
application of the SETS model in the module. The result achieved an average score of 0.93, placing it in the
"highly valid" category. This indicates that the module has been designed considering important pedagogical
aspects to support an effective teaching and learning process.
Assessment validation was an important process in this research, aiming to ensure that the
instruments used to measure learners' critical thinking abilities met the expected standards. With a score of
0.81, the substance aspect indicates that the overall content of the instrument is valid. This means that the
questions in the instrument accurately reflect the aspects intended to be measured, namely students' critical
thinking. However, this score also indicates room for further improvement.
A score of 0.78 on the construction aspect indicates adequate validity in the way questions are
designed and structured. This is important to ensure that questions can be effectively answered by students
and that they clearly measure the desired aspect. With a score of 0.75, the language aspect indicates that the
language used in the instrument is sufficiently valid, but still requires improvement, particularly in terms of
readability and comprehension. The suggestion given is to pay attention to the writing rules with
conjunctions, which is important to ensure that the instrument is easily understood by students. Based on
these validation results, it can be concluded that the assessment instrument is in the valid classification with
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an average score of 0.78. However, there are some areas that need to be improved to enhance the quality of
the instrument, especially in terms of language and question construction.
The validation of the environmental love instrument was conducted to assess the extent to which the
instrument is capable of measuring attitudes of environmental love as a corollary effect of the use of the
SETS-based module. A score of 0.66 in this aspect indicates that the instrument is sufficiently valid in
measuring environmental love attitudes. This signifies that the questions in the instrument are valid enough in
assessing students' attitudes towards the environment. However, this score also indicates a need for further
refinement and sharpening of the instrument. Based on this validation, the environmental love instrument was
deemed sufficiently valid, with a score of 0.66. Similar to the assessment instrument, the suggestion given is
to pay attention to writing rules, including the use of conjunctions, which will improve the readability and
effectiveness of the instrument.
The comprehensive validation suggests that the developed SETS-based module contains high-
quality and relevant material, and supports the learning process. However, to claim effectiveness in
enhancing students' critical thinking skills, empirical evidence from actual classroom implementation is
required beyond expert and practitioner validation. Validation by experts is an important step to ensure that
the developed module meets high educational standards and is effective for use in the learning environment.
Based on all the validation results by experts, it is concluded that the developed module is in accordance with
the process standards and has gone through the development research stages according to the Borg and Gall
method, thus considered valid and suitable for use in learning [30]. After the validation process, the next
stage was the improvement and refinement of the module based on suggestions and comments given by the
validators. Data obtained from the validation results indicate that the product already meets the criteria of
being theoretically, thus it can be used by learners.

3.4. Initial small-scale group trial

The initial small-scale group trial is an important step in this research to assess the effectiveness of
the SETS-based module in enhancing learners' critical thinking abilities. This trial involved 10 fourth-grade
students from SD Negeri 5 Penengahan, selected based on their IPAS PAS scores, with representation from
high, medium, and low ability groups. This trial was designed to observe changes in learners' critical thinking
abilities after using the module. Learners were given a pretest before and a posttest after using the module.
Based on the pretest and posttest results, there was an increase in the average score from 47 to 64,
with an N-gain value of 0.41, indicating a "moderate" improvement in critical thinking skills. This suggests
that the SETS-based module is effective in enhancing critical thinking abilities in this small group. These
results provide a positive indication that the module can be used on a larger scale, with revisions and
adjustments based on field conditions and feedback from this trial.

3.4.1. Learner practicality test

The practicality test was conducted to determine the learners' response to the feasibility of the
developed module. This test involved 10 learners as the target for the teaching material needs survey. Data
were collected through questionnaires filled out by the learners and analyzed descriptively with a qualitative
approach using a Likert scale. The scores obtained showed very positive results for the material (96),
language (97), and display interest (94), with an average of 96, indicating that the module is highly practical
from the learners' perspective.

3.4.2. Practitioner’s test

The practitioner test was conducted to assess educators' response to the feasibility of the developed
module. This test involved 6 educators as the target for the teaching material needs survey. Similar to the
practicality test, data were collected through questionnaires filled out by the educators and analyzed
descriptively using a Likert scale. The practitioner assessment scores by educators yielded very positive values
for material aspects (90), language (90), module presentation (96), graphics (92), and proportional print margin
(93), with an average of 94, indicating that the module is highly practical from the educators' perspective.

3.5. Main product trial

After the SETS-based module was declared valid through the revision stage, a main product trial
was conducted in the field. This trial was held in class four A of SD Negeri 1 Penengahan with 25 learners.
As an initial step, the learners were given a pretest to assess their critical thinking skills before learning using
the module. After participating in the learning process, a posttest was conducted to measure changes in
critical thinking abilities. The main product trial aimed to evaluate the effectiveness of the SETS-based
module in enhancing learners' critical thinking skills. Evaluation was performed through the analysis of
pretest and posttest data and the calculation of N-gain values from 15 multiple-choice questions. The

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effectiveness of the module was tested by comparing the experimental and control groups using an
independent sample t-test.
Hypothesis testing was conducted using the Sig (2-tailed) criterion, with the alternative hypothesis
(Ha) being accepted if Sig is less than 0.05 and the null hypothesis (H0) being rejected if Sig is greater than
0.05. The hypothesis statements for the statistical tests used are as follows: for the independent sample t-test,
the null hypothesis (H0) posits that there is no significant improvement in critical thinking skills between the
pretest and posttest scores, while the alternative hypothesis (Ha) suggests that there is a significant
improvement. The normality test's null hypothesis (H0) assumes that the pretest and posttest data are not
normally distributed, whereas the alternative hypothesis (Ha) contends that they are normally distributed.
Lastly, for the homogeneity test, the null hypothesis (H0) states that the variances of posttest data are not
homogeneous, and the alternative hypothesis (Ha) indicates that they are homogeneous. These hypotheses are
integral in interpreting the results of the independent sample t-test, which showed a significant improvement
in critical thinking skills, as well as the normality and homogeneity tests.
The analysis of the students' critical thinking ability test in this study was conducted by comparing
the pretest and posttest results between the experimental (E) and control (K) classes. Table 1 indicates that
for the normality test, both for the pretest and posttest, the significance values (Sig.) for both classes were
greater than 0.05 (Sig. 0.199 for E and 0.058 for K in the pretest; Sig. 0.171 for E and 0.124 for K in the
posttest). This suggests that the distribution of critical thinking test scores in both the experimental and
control classes is normally distributed. Furthermore, in the homogeneity test for the posttest, the Sig. value is
0.144, which is greater than 0.05, indicating that the variance of data in both groups is homogeneous. Most
importantly, the results of the independent sample t-test on the posttest (Sig. 0.00) show a significant
difference between the experimental and control classes. This indicates that the use of the SETS-based
module in the experimental class had a significant impact on improving critical thinking abilities compared to
the control class that did not use the module.
Additionally, Table 2 presents the average N-gain scores for both groups. In the experimental class,
the average pretest score was 58.1, which increased to 86.4 in the posttest, resulting in an N-gain of 0.52,
which falls within the medium category An N-gain value of 0.52 is categorized as effective according to the
criteria established by Hake [43] in his research on interactive learning. Meanwhile, the control class had an
average pretest score of 57.5 and a posttest score of 64.7, with an N-gain of only 0.22. The stark difference in
N-gain between the two groups indicates that learning with the SETS-based module is significantly more
effective in enhancing critical thinking abilities compared to the conventional teaching methods applied in
the control class.

Table 1. Analysis of students' critical thinking ability test

Data Group Normality test Homogeneity test Independent sample t-test Note
Pretest Experiment Sig.0.199>0.05
Control Sig.0.058>0.05
Posttest Experiment Sig.0.171>0.05 Sig. 0.144>0.05 Sig. 00<0.05 Difference exists
Control Sig.0.124>0.05

Table 2. Average N-gain for experimental and control classe

No Pre experimental Post experimental Pre control Post control N gain experimental N gain control
Average 58.1 86.4 57.5 64.7 0.52 0.22

Thus, the results of the analysis demonstrate that the implementation of the SETS-based module in
the experimental class contributed significantly to the enhancement of the students' critical thinking abilities,
compared to the control class, which did not use the module. This provides strong evidence of the
effectiveness of the SETS-based module in improving critical thinking abilities in an elementary school
learning environment. The analysis of the effect size test was conducted to evaluate the magnitude of the
impact produced by the implementation of the SETS-based module on the critical thinking abilities of
students. From Table 3, it is evident that the effect size test involved two groups, namely the experimental
class and the control class, focusing on the comparison of the average pretest and posttest scores as well as their
respective standard deviations. The experimental class, which utilized the SETS-based module, exhibited a
significant increase from an average pretest score of 58 to a posttest score of 86, with the standard deviation
decreasing from 8 at the pretest to 7 at the posttest. This reduction in standard deviation indicates that the
posttest scores in the experimental class were more consistent compared to the pretest scores. Meanwhile, the
control class, which did not use the module, also showed an improvement, but to a lesser extent, from an

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average pretest score of 58 to a posttest score of 65, with the standard deviation decreasing from 9 to 8.
Although there was an increase, it was not as substantial as that observed in the experimental class.
An effect size of 0.8 is interpreted as indicating a large impact, according to Cohen's conventions
[45]. This significant effect size suggests that the implementation of the SETS-based module in the
experimental class has a substantial influence on enhancing students' critical thinking abilities. The
magnitude of this effect is further supported by the pronounced difference in score improvements between
the experimental and control classes. The criteria for interpreting effect sizes are as follows: 0.2 to 0.3 might
be considered a small effect, around 0.5 a medium effect, and 0.8 or higher a large effect [45].

Table 3. Analysis of effect size test

No Group Average Standard deviation Effect size result
Pretest Posttest Pretest Posttest 0.8
1 Experimental 58 86 8 7 High category
2 Control 58 65 9 8

In conclusion, the effect size test provides strong evidence that the use of the SETS-based module in
the experimental class is highly effective in improving the critical thinking abilities of students compared to
the teaching methods employed in the control class. These results affirm the importance of utilizing
innovative learning approaches, such as the SETS-based module, in enhancing the quality of education,
particularly in the aspect of critical thinking. The analysis of the critical thinking ability indicators of students
in this study was conducted by comparing the average scores of the experimental and control classes on
pretests and posttests. The four critical thinking indicators measured included establishing basic skills,
drawing conclusions, providing explanations, and organizing strategies Table 4.

Table 4. Results of the interpretation of critical thinking ability indicators

No. Critical thinking indicator Question number Average score experimental group Average score control group
Pretest Posttest % Pretest Posttest %
1 Building basic skills 2 and 13 56 88 57 56 69 23
2 Drawing conclusions 1, 3, 7, 9, 10, 11, 12, and 14 58 84 45 58 62 7
3 Providing explanation 4 and 5 65 79 70 58 63 9
4 Managing strategies 6, 8, 15 54 92 22 57 69 21
Average 58 86 48 58 64 10

The experimental group showed a significant improvement in building basic skills, with their
average score increasing from 56 to 88, indicating a 57% improvement after the intervention. In contrast, the
control group showed a smaller increase from 56 to 69, marking a 23% improvement. For the indicator of
drawing conclusions, the experimental group's average score rose from 58 to 84, which is a 45%
improvement. The control group experienced a minimal increase in their average score, going from 58 to 62,
equating to only a 7% improvement. In providing explanations, the experimental group's average score
increased from 65 to 79, showing a substantial 70% improvement. The control group, however, only
improved by 9%, from an average score of 58 to 63. The experimental group’s average score for managing
strategies significantly increased from 54 to 92, demonstrating a 22% improvement. The control group also
showed an improvement, with their average score increasing from 57 to 69, which is a 21% improvement.
The overall average scores across all indicators show that the experimental group had an average
improvement of 48%, improving from 58 to 86. The control group had a far less significant average
improvement of 10%, with scores increasing from 58 to 64. This data suggests that the intervention had a
notable positive impact on the experimental group's critical thinking abilities across all indicators, while the
control group showed much smaller improvements. The greatest improvements in the experimental group
were seen in providing explanations and managing strategies, while the least improvement was observed in
drawing conclusions. The control group’s improvements were modest across all indicators.

4. DISCUSSION
4.1. Preliminary study and module development
This research began by identifying the importance of science and social studies subjects at SD
Negeri 5 Penengahan, focusing on developing students' abilities to solve everyday problems. Direct
observations in a fourth-grade class revealed several key issues in science learning, including teacher-

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dominated instruction and a lack of student engagement, indicating a need for a more effective learning
approach [46]. Teacher-centered learning processes tend to impede student independence [47]. Moreover,
there was a deficiency in learning modules that did not support student activities and critical thinking,
consistent with literature findings that highlight the importance of learning modules supporting active student
engagement [48].
The subsequent step was preliminary research, including a literature review focused on journal
analysis, learning objectives, and the flow of learning goals. This research produced a strong empirical basis
for developing a SETS-based module, highlighting the importance of learning materials that match students'
needs and profiles [49].

4.2. Module planning and development process

In product planning, this research developed a module integrated with the SETS approach. This
approach was chosen due to its effectiveness in enhancing students' critical thinking abilities, consistent with
previous studies that underscored the importance of integrating SETS in education [13]. The creation of an
attractive module cover and a clear module description were designed to increase student interest and
facilitate their understanding of the material [50].

4.3. Module validation

The module validation process involved assessments by experts in various fields, including content,
media, language, and pedagogy. Validation results indicated that the module was highly consistent with
SETS principles and contained high-quality content supporting effective learning and was communicative
and clear in its use [51]. Validation of assessment and environmental love instruments also demonstrated
instrument effectiveness in measuring critical thinking and environmental love attitudes, consistent with high
educational standards [52].
Considering the validation results and expert recommendations, the SETS-based module developed
was deemed to meet process standards and suitable for use in learning, according to Borg and Gall's method
[30]. This indicates that the module has undergone adequate development research stages and is ready for
implementation in classroom learning. Based on a comprehensive development and validation process, the
module developed in this research has been proven to meet criteria for effectiveness and practicality and is
ready for field testing. This confirms that the approach used in this research has successfully produced a valid
learning module with potential for enhancing students' critical thinking skills.

4.4. Initial small-scale group trial

In this research, an initial small-scale group trial played a vital role in evaluating the effectiveness of
the SETS-based module on enhancing learners' critical thinking abilities. Involving 10 students from the
fourth grade of SD Negeri 5 Penengahan, this study highlighted representation from various ability groups.
An increase in average scores from 47 to 64, with an N-gain score of 0.41, significantly demonstrated the
module's effectiveness. This aligns with research indicating the importance of innovative learning approaches
in developing students' cognitive abilities [53], [54]. This finding suggests that the use of the module can be
expanded on a larger scale, consistent with literature emphasizing the importance of adapting teaching
materials to field conditions [49].
The practicality test, involving 9 learners, evaluated the feasibility of the module from the user's
point of view. Through a questionnaire analyzed descriptively and qualitatively using a Likert scale, very
positive results were obtained in the aspects of material, language, and display attractiveness. The average
score of 96 indicated that the module was very practical from the learners' perspective. Previous research has
shown that students' involvement in the learning process and their perception of the learning materials greatly
influence their learning outcomes [55].
The practitioner test, involving 6 educators, evaluated educators' responses to the module's
feasibility. Similar to the practicality test, the method used was a questionnaire with descriptive analysis and
a Likert scale. The results showed very positive scores for material, language, module presentation, graphics,
and proportional margin printing aspects, with an average of 94. This indicates that the module is also highly
practical from the educators' perspective. These findings are consistent with research by Guskey[56] which
emphasizes the importance of educators' opinions and responses in developing learning materials.
The initial trials and practicality evaluations conducted in this research demonstrate that the SETS-
based module is effective and practical, both from the learners' and educators' perspectives. These results
underscore the importance of developing learning modules designed to meet the specific needs of the
learning environment and focusing on enhancing students' cognitive abilities. This research contributes
significantly to the development of innovative and effective learning modules in the context of elementary
education.

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4.5. Main product trial

This study conducted a main product trial on the revised and validated SETS-based module. The
trial was carried out in fourth grade A of SD Negeri 1 Penengahan with 25 students. The evaluation process
involved pretests and posttests to measure the effectiveness of the module in enhancing critical thinking
skills. Analysis of pretest and posttest data, along with the calculation of N-gain from 15 multiple-choice
questions, allowed for the assessment of the module's impact on students' critical thinking abilities. The
effectiveness of this module was tested by comparing the experimental and control groups using an
independent sample t-test [45].
The results of the independent sample t-test indicated a significant improvement in students' critical
thinking abilities. Tests of normality and homogeneity confirmed that the pretest and posttest data were
normally distributed and homogeneous between both groups [35]. From the analysis, it was concluded that
the SETS-based module significantly impacted enhancing students' critical thinking abilities, as evidenced by
the increase in scores from pretest to posttest. An effect size analysis was conducted to evaluate the
magnitude of the impact of implementing the SETS-based module. The results showed a significant
difference between the experimental and control groups. The experimental class, which used the module,
experienced a greater increase compared to the control class that did not use the module, as seen from
changes in average scores and standard deviations. An effect size of 0.8, categorized as high [45] indicates
that the module has a significant influence on improving students' critical thinking skills.
Further discussion regarding critical thinking ability indicators showed significant improvements
across various aspects of critical thinking, including establishing basic skills, drawing conclusions, providing
explanations, and organizing strategies [20]. The greatest increase was observed in the indicator of
organizing strategies in the experimental class. These findings are consistent with previous research that
highlights the importance of innovative learning approaches in developing students' cognitive abilities [53].
This study demonstrates that the SETS-based module is effective in enhancing students' critical
thinking skills. This effectiveness is evident not only from the significant increase in N-gain scores in the
experimental class but also from the high effect size. The results of this study support the use of innovative
learning approaches in elementary education to improve critical thinking skills.

5. CONCLUSION
This research successfully developed a learning module integrating SETS concepts within the
context of elementary education in Indonesia. Designed to enhance fourth-grade students' critical thinking
skills, this module has demonstrated its effectiveness through a series of validations, preliminary trials, and
main product trials. Research findings show a significant improvement in students' critical thinking abilities
measured through pretests and posttests. This improvement is reflected in N-gain values indicating medium
effectiveness of the module. Effect size analysis further confirms the significant impact of this module's
implementation, with a notable difference between experimental and control groups. This indicates the
success of the SETS-based module in sharpening students' critical thinking skills, an essential skill for the
21st-century.
Moreover, the module also proved practical and appealing from both student and educator
perspectives based on practicality tests and practitioner assessments. This indicates that the module is well-
received and effective in real educational settings. In conclusion, this study succeeded in developing a
learning module that is not only theoretical and meets educational standards but is also practical, engaging,
and effective in improving elementary students' critical thinking skills. The module offers an innovative and
contextual approach to science education, supporting the development of essential critical thinking skills for
students to face future challenges.
This study, while successful in many respects, has several limitations that must be acknowledged.
First, it was limited to a sample of fourth-grade students from SD Negeri 1 Penengahan, which may not fully
represent the diversity of elementary school student populations in other areas. Therefore, its results may not
be generalizable to a broader educational context. Second, it used a learning module specifically designed for
a particular topic (the water cycle) within science and social studies subjects. This limits the scope of
research to evaluate the effectiveness of SETS modules in a broader context or other learning topics. Third,
the timing and duration of this research were also limited, which may affect the ability to fully assess the
long-term impact of SETS modules on students' development of critical thinking skills.
Based on these limitations, recommendations for future research include conducting similar studies
across different geographical locations and educational contexts to assess the effectiveness of SETS modules
among more diverse populations and in various educational settings. Developing and evaluating SETS
modules for different topics within science and social studies subjects, as well as applying them across
various elementary school grades, to gain a more comprehensive understanding of their effectiveness.

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Undertaking long-term studies to evaluate the sustained impact of SETS modules on the development of
critical thinking skills and overall student academic performance. Investigating further factors influencing the
effectiveness of SETS modules, including teachers' teaching styles, learning environments, and individual
student characteristics. Integrating technology and other innovative learning methods into SETS modules to
enhance student engagement and motivation and enrich their learning experiences.

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BIOGRAPHIES OF AUTHORS

Dwi Yulianti is a permanent lecturer at the home base of the Master of

Educational Technology study program at the Faculty of Teacher Training and Education,
University of Lampung. Currently he serves as Head of the Department of Primary School
Teacher Teaching Masters. She is a graduate of the Learning Technology Doctoral Degree
Program at Malang State University. She is an alumnus of chemistry education majoring in
Mathematics and Natural Sciences Education, Faculty of Teacher Training and Natural
Sciences, graduating in 1991. She’s research interests lie in 21st century teacher education,
learning and technology. She can be contacted at email: [email protected].

Hepratiwi is a permanent lecturer at the home base of the Master of Department

of Educational Technology, Faculty of Teacher Training and Education, University of
Lampung. Currently she serves as Chairman of the Senate of Lampung University. She is a
graduate of the Master's Program in Educational Technology, Sanata Dharma University,
graduated in 1998 and graduated from the Doctoral Program, graduated in 20087 at Jakarta
State University. Research interests Prof, she is lies in social science and educational
technology. She can be contacted at email: [email protected].

J Edu & Learn, Vol. 18, No. 4, November 2024: 1372-1384