Developing Deep Learning-Based Worksheets to Improve Higher-Order Thinking Skills in Elementary Social Studies

Jatmiko Ananda  Chosya; Takiddin Takiddin

Authors

Jatmiko Ananda Chosya Faculty of Educational Sciences, UIN Syarif Hidayatullah Jakarta
Indonesia
Takiddin Takiddin Faculty of Educational Sciences, UIN Syarif Hidayatullah Jakarta
Indonesia

Keywords:

deep learning, differentiated learning, higher-order thinking skills, instructional design, social studies, student worksheet

Abstract

This study aims to develop and evaluate a student worksheet (LKPD) based on deep learning principles to enhance Higher-Order Thinking Skills (HOTS) among fourth-grade students in a madrasah Social Studies context. Employing a Research and Development (R&D) approach with the ADDIE model, the study proceeded through five systematic stages: Analysis, Design, Development, Implementation, and Evaluation. The LKPD was validated by experts in content, language, and media, resulting in an overall validity score of 84.6%, indicating high feasibility for classroom use. In the implementation phase, 30 students participated in pretest and posttest activities. Statistical analysis showed a significant improvement in student learning outcomes, with a t-test significance value of 0.000 and an average N-Gain score of 0.32, classified as moderate. Pedagogical features such as differentiated learning strategies, comic-based apperception, and audio-visual integration through QR codes were embedded in the LKPD to target HOTS domains of analysis, evaluation, and creation. Compared to previous studies, this research extends the application of HOTS-based learning materials into the context of Islamic primary education and demonstrates the pedagogical potential of deep learning in fostering critical and creative thinking. These findings support the broader adoption of multimodal, student-centered instructional designs to meet the demands of 21st-century education.

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