Development of the Discovery Nano Learning (DNL) Model in Science Education to Enhance Students’ Critical Thinking Skills in Elementary School

Abstract

This study aimed to develop the Discovery Nano Learning (DNL) model in Science and Social Studies (IPAS) learning to improve elementary school students’ critical thinking skills. The study was motivated by the low level of students’ critical thinking skills, as indicated by low learning mastery achievement, the dominance of conventional teaching methods, limited exploratory learning activities, and the suboptimal use of digital technology in learning. The study employed a Research and Development (R&D) method comprising needs analysis, model design, product development, expert validation, formative evaluation, and effectiveness testing, using a quasi-experimental design. Formative evaluation was conducted through one-to-one and small-group evaluations and a field trial. The research subjects were fourth-grade students at Walantaka 1 Public Elementary School, Serang City, Banten Province. The research instruments included questionnaires, observation sheets, interviews, and tests of critical thinking skills. The findings revealed that the Discovery Nano Learning (DNL) model integrates discovery-based learning with the nano learning concept by presenting learning materials in small, simple, and structured units on social media platforms. Expert validation results indicated that the model was categorized as highly valid, with validation percentages of 91.67% for the learning model, 92.22% for instructional design, 96.92% for media, 86.67% for learning materials, and 93.33% for language aspects. The feasibility test results showed an average percentage of 96.9%, categorized as very good. Furthermore, the effectiveness test results showed that the experimental class's average posttest score was 96.67, higher than the control class's 66.79. The N-Gain score of 0.80 was categorized as high, while the effect size score of 6.48 indicated a very strong effect. Therefore, the Discovery Nano Learning (DNL) model was proven to be valid, feasible, and effective in improving elementary school students’ critical thinking skills in Science and Social Studies (IPAS) learning.