Quality of Inquiry-Based Teaching Modules Integrating Deep Learning Developed by Pre-Service Elementary Teachers
DOI:
https://doi.org/10.59247/ijase.v5i1.182Keywords:
STEM, Inquiry, Learning, Modules, TeachersAbstract
The integration of inquiry-based learning and pedagogical deep learning in teaching modules is important for supporting meaningful and student-centered science learning in elementary schools. However, evidence remains limited regarding how consistently these approaches are represented together in teaching modules developed by pre-service elementary teachers. This study examined the quality of inquiry-based teaching modules integrating pedagogical deep learning developed by pre-service elementary teachers at Yogyakarta State University, Indonesia. A qualitative document analysis approach was employed to examine 15 teaching modules selected purposively from a population of 39 modules developed in a science education course. The analysis was guided by six stages of inquiry-based learning and three dimensions of pedagogical deep learning: meaningful, mindful, and joyful learning. The findings showed that five modules (33.3%) were classified as high quality, seven (46.7%) as medium quality, and three (20%) as needing improvement. Orientation, data collection, and conclusion-drawing activities were generally well represented, whereas problem formulation and hypothesis formulation were less consistently incorporated. Meaningful learning was the most frequently represented dimension, while mindful learning was absent from 10 of the 15 modules. These findings provide evidence of variation in how inquiry-based learning and pedagogical deep learning are incorporated into teaching modules. The study contributes an integrated analytical perspective for identifying strengths and areas for improvement in pre-service teachers’ module design. The findings may inform teacher education activities aimed at strengthening the design of inquiry-based and pedagogically deep learning-oriented materials. However, because the study examined written modules from a purposively selected sample, it does not directly establish pre-service teachers’ readiness to implement STEM learning in classrooms.
References
H. Jiao, T. Wang, D. Libaers, J. Yang, and L. Hu, “The relationship between digital technologies and innovation: A review, critique, and research agenda,” J. Innov. Knowl., vol. 10, no. 1, p. 100638, 2025, https://doi.org/10.1016/j.jik.2024.100638.
L. Amalida and L. Halimah, “Tantangan Pembelajaran Abad-21: Pengembangan Media Pembelajaran Interaktif Berbasis Power Point Untuk Meningkatkan Hasil Belajar Siswa,” J. Ilm. PENDAS Prim. Educ. J., vol. 4, no. 1, pp. 54–60, 2023, https://doi.org/10.29303/pendas.v4i1.2082.
S. Makridakis, “The forthcoming Artificial Intelligence (AI) revolution: Its impact on society and firms,” Futures, vol. 90, pp. 46–60, 2017, https://doi.org/10.1016/j.futures.2017.03.006.
A. Haleem, M. Javaid, M. A. Qadri, and R. Suman, “Understanding the role of digital technologies in education: A review,” Sustain. Oper. Comput., vol. 3, pp. 275–285, 2022, https://doi.org/10.1016/j.susoc.2022.05.004.
Q. Sa’adah, “Pesatnya Perkembangan Sains dan Teknologi: Relevansi dan Tantangan Pendidikan Islam Indonesia Perspektif Integrasi Interkoneksi,” Sosaintek J. Ilmu Sos. Sains Dan Teknol., vol. 1, no. 1, pp. 23–36, 2024, https://doi.org/10.46306/jpee.v1i2.19.
L. Makhafola, M. J. van Deventer, M. A. Holmner, and B. Van Wyk, “A scoping review of digital literacy, digital competence, digital fluency and digital dexterity in academic libraries’ context,” J. Acad. Librariansh., vol. 51, no. 3, p. 103053, 2025, https://doi.org/10.1016/j.acalib.2025.103053.
S. Sabaruddin, “Pendidikan Indonesia dalam menghadapi era 4.0,” J. Pembang. Pendidik. Fondasi Dan Apl., vol. 10, no. 1, pp. 43–49, 2022, https://doi.org/10.21831/jppfa.v10i1.29347.
S. N. Sholikha and D. Fitrayati, “Integrasi Keterampilan 4C dalam Buku Teks Ekonomi SMA/MA,” Edukatif J. Ilmu Pendidik., vol. 3, no. 5, pp. 2402–2418, 2021, https://doi.org/10.31004/edukatif.v3i5.
B. Thornhill-Miller et al., “Creativity, critical thinking, communication, and collaboration: Assessment, certification, and promotion of 21st century skills for the future of work and education,” J. Intell., vol. 11, no. 3, p. 54, 2023, https://doi.org/10.3390/jintelligence11030054.
N. Oktapiani and G. Hamdu, “Desain pembelajaran STEM berdasarkan kemampuan 4C di sekolah dasar,” J. Ilm. Pendidik. Dasar UNISSULA, vol. 7, no. 2, pp. 99–108, 2020, https://doi.org/10.30659/pendas.7.2.99-108.
I. G. Astawan, I. M. Suarjana, B. R. Werang, S. I. Asaloei, M. Sianturi, and E. C. Elele, “STEM-Based Scientific Learning and Its Impact on Students’ Critical and Creative Thinking Skills: An Empirical Study,” J. Pendidik. IPA Indones., vol. 12, no. 3, pp. 482–492, 2023, https://doi.org/10.15294/jpii.v12i3.
K. Kusyanto, E. Irwan, and I. Yazid, “Implementasi pendekatan STEM untuk meningkatkan kemampuan berpikir kritis, berpikir kreatif dan self–efficacy,” Pas. J. Math. Educ. J. Pendidik. Mat., vol. 12, no. 2, pp. 1–16, 2022, https://doi.org/10.23969/pjme.v12i2.5438.
L. Mustofiyah, F. P. Rahmawati, and A. Ghufron, “Pengembangan kurikulum berbasis stem untuk meningkatkan kompetensi siswa di era digital: tinjauan systematic literature review,” Pendas J. Ilm. Pendidik. Dasar, vol. 9, no. 03, pp. 1–22, 2024, https://journal.unpas.ac.id/index.php/pendas/article/view/16679.
T. Tang, V. Vezzani, and V. Eriksson, “Developing critical thinking, collective creativity skills and problem solving through playful design jams,” Think. Ski. Creat., vol. 37, p. 100696, 2020, https://doi.org/10.1016/j.tsc.2020.100696.
T. Handayani, “Pengembangan Media Komik Digital Berbasis STEM untuk Meningkatkan Literasi Sains Siswa Sekolah Dasar,” J. Didakt. Pendidik. Dasar, vol. 5, no. 3, pp. 737–756, 2021, https://doi.org/10.26811/didaktika.v5i3.343.
B. Nuragnia and H. Usman, “Pembelajaran STEAM di sekolah dasar: Implementasi dan tantangan,” J. Pendidik. Dan Kebud., vol. 6, no. 2, pp. 187–197, 2021, https://doi.org/10.24832/jpnk.v6i2.2388.
R. Nasrikin, K. Komalasari, and M. Ruhimat, “Pengaruh literasi media internet terhadap kemampuan berpikir kritis siswa dalam pembelajaran ilmu pengetahuan sosial di era COVID-19,” J. Civ. Huk., vol. 8, no. 1, 2023, https://doi.org/10.22219/jch.v8i1.23605
A. Angga, Y. Abidin, and S. Iskandar, “Penerapan Pendidikan Karakter dengan Model Pembelajaran Berbasis Keterampilan Abad 21,” J. Basicedu, vol. 6, no. 1, pp. 1046–1054, 2022, https://doi.org/10.31004/basicedu.v6i1.2084.
A. B. Semma, M. Ali, and M. I. Helmy, “Multi-dimensional challenges in the Indonesian social science information technology-based learning: A systematic literature review,” Heliyon, vol. 10, no. 7, 2024, https://doi.org/10.1016/j.heliyon.2024.e28706.
S. Subaini, I. Irvan, and M. D. Nasution, “Pengaruh model pembelajaran berbasis masalah terhadap kemampuan berpikir kritis matematis siswa,” J. MathEducation Nusant., vol. 5, no. 2, pp. 16–20, 2022, https://doi.org/10.54314/jmn.v5i2.231.
L. Rahmatiani, C. Darmawan, and K. Komalasari, “21st Century Competencies (4C) on Improving Students’ Social Skills,” J. Ilm. Pendidik. Profesi Guru, vol. 7, no. 2, pp. 382–392, 2024, https://doi.org/10.23887/jippg.v7i2.84876.
R. H. Mardhiyah, S. N. F. Aldriani, F. Chitta, and M. R. Zulfikar, “Pentingnya keterampilan belajar di abad 21 sebagai tuntutan dalam pengembangan sumber daya manusia,” Lect. J. Pendidik., vol. 12, no. 1, pp. 29–40, 2021, https://doi.org/10.31849/lectura.v12i1.5813.
C. Amanova and K. Brynteson, “Activities with tadpoles, rockets, and many more: How do teachers reflect on integrating STEM into their Classroom?,” Int. J. Educ. Res., vol. 131, p. 102591, 2025, https://doi.org/10.1016/j.ijer.2025.102591.
H. Sa’diyah, R. Islamiah, and L. E. W. Fajari, “Meningkatkan Keterampilan Berpikir Kritis Siswa Melalui Metode Diskusi Kelompok: Literature Review,” J. Prof. Elem. Educ., vol. 1, no. 2, pp. 148–157, 2022, https://doi.org/10.46306/jpee.v1i2.19.
H. Herlinawati, M. Marwa, N. Ismail, L. O. Liza, and D. D. B. Situmorang, “The integration of 21st century skills in the curriculum of education,” Heliyon, vol. 10, no. 15, 2024, https://doi.org/10.1016/j.heliyon.2024.e35148.
M. Novandi, G. Serani, T. Djudin, and D. Suratman, “Keterampilan Berpikir Kritis dan Pengajarannya di Sekolah Dasar,” J. Pendidik. Dasar Perkhasa J. Penelit. Pendidik. Dasar, vol. 11, no. 1, pp. 649–669, 2025, https://doi.org/10.31932/jpdp.v11i1.4509.
I. Naila, M. Ridlwan, and M. A. Haq, “Literasi digital bagi guru dan siswa sekolah dasar: Analisis konten dalam pembelajaran,” J. Rev. Pendidik. Dasar J. Kaji. Pendidik. Dan Has. Penelit., vol. 7, no. 2, pp. 122–166, 2021, https://doi.org/10.26740/jrpd.v7n2.p166-122.
M. Cáceres, M. Nussbaum, and J. Ortiz, “Integrating critical thinking into the classroom: A teacher’s perspective,” Think. Ski. Creat., vol. 37, p. 100674, 2020, https://doi.org/10.1016/j.tsc.2020.100674.
T. S. Monika, J. Julia, and D. Nugraha, “Peran dan problematika guru mengembangkan keterampilan 4C abad 21 masa pandemi di sekolah dasar,” J. Cakrawala Pendas, vol. 8, no. 3, pp. 884–897, 2022, https://doi.org/10.31949/jcp.v8i3.2672.
H. A. Rigianti, “Tantangan Profesionalisme Guru di Era Teknologi Masa Kini,” Pedagog. J. Pendidik. Dasar, vol. 12, no. 1, pp. 8–26, 2024, https://doi.org/10.23960/pedagogi.vol.12i.1.695.
T. H. Bui, “English teachers’ integration of digital technologies in the classroom,” Int. J. Educ. Res. Open, vol. 3, p. 100204, 2022, https://doi.org/10.1016/j.ijedro.2022.100204
S. Khodijah, “Telaah kompetensi guru di era digital dalam memenuhi tuntutan pendidikan abad ke-21,” J. Islam. Educ. Policy, vol. 3, no. 1, pp. 67–78, 2018, https://doi.org/10.30984/j.v3i1.860.
M. P. Osiesi and S. Blignaut, “Impact of the teacher education curriculum on the development of 21st-Century skills: Pre-service teachers’ perceptions,” Soc. Sci. Humanit. Open, vol. 11, p. 101317, 2025, https://doi.org/10.1016/j.ssaho.2025.101317.
L. Sumardi, A. Rohman, and D. Wahyudiati, “Does the Teaching and Learning Process in Primary Schools Correspond to the Characteristics of the 21st Century Learning?.,” Int. J. Instr., vol. 13, no. 3, pp. 357–370, 2020, https://doi.org/10.29333/iji.2020.13325a.
W. Nurlinawati and T. Ningsih, “Peran Guru Dalam Menumbuhkan Keterampilan Berpikir Kritis Pada Pembelajaran Ipas di Sdn 2 Bajong Purbalingga,” Pendas J. Ilm. Pendidik. Dasar, vol. 10, no. 02, pp. 221–234, 2025, https://doi.org/10.23969/jp.v10i02.
D. W. Nurharyanto, “Analisis Kualitatif Kemampuan Mahasiswa PGSD Dalam Mengembangkan Modul Ajar Kurikulum Merdeka,” J. Pedagog., vol. 11, pp. 13–20, 2023, https://doi.org/10.33387/pedagogik.v11i1.6446.
S. Suparti, M. Milawati, and A. Kholiq, “Dynamic Assessment as a Strategy to Enhance Deep Learning in Narrative Writing for Elementary School Students.,” Educ. Process Int. J., vol. 17, p. e2025385, 2025, https://doi.org/10.22521/edupij.2025.17.385.
F. Nurrisa and D. Hermina, “Pendekatan kualitatif dalam penelitian: Strategi, tahapan, dan analisis data,” J. Teknol. Pendidik. Dan Pembelajaran| E-ISSN 3026-6629, vol. 2, no. 3, pp. 793–800, 2025, https://jurnal.kopusindo.com/index.php/jtpp/article/view/581.
I. M. Candiasa, “Application of Instructional Design Models by Prospective Teacher Students,” J. Pendidik. Dan Pengajaran, vol. 55, no. 3, pp. 640–652, 2022, https://doi.org/10.23887/jpp.v55i3.54946.
I. Nuraini and H. Nindiasari, “Analisis Kemampuan Mahasiswa Calon Guru Matematika dalam Menyusun Kegiatan Pembelajaran pada Modul Ajar berbasis Kurikulum Merdeka,” Prox. J. Penelit. Mat. dan Pendidik. Mat., vol. 6, no. 2, pp. 120–131, 2023, https://doi.org/10.30605/proximal.v6i2.2716.
C. K. Y. Chan and K. K. W. Lee, “Reflection literacy: A multilevel perspective on the challenges of using reflections in higher education through a comprehensive literature review,” Educ. Res. Rev., vol. 32, p. 100376, 2021, https://doi.org/10.1016/j.edurev.2020.100376.
F. Ochtaulia and D. Safitri, “Strategi pembelajaran kontekstual dalam meningkatkan pemahaman konsep siswa pada mata pelajaran IPS,” JIMAD J. Ilm. Mutiara Pendidik., vol. 3, no. 1, pp. 85–97, 2025, https://doi.org/10.61404/jimad.v3i1.411.
M. Muslih, R. M. T. Supriyanto, and M. G. Sembiring, “The Effect of Teacher Pedagogic Competence and Discipline on the Performance of Elementary School Teachers during the Covid-19 Pandemic,” Edunesia J. Ilm. Pendidik., vol. 4, no. 2, pp. 543–559, 2023, https://doi.org/10.51276/edu.v4i2.387.
S. Murniyati, “Transformasi pendidikan: Kebutuhan dan tantangan kompetensi guru dalam menghadapi era digital abad-21,” Janacitta, vol. 8, no. 2, pp. 359–367, 2025, https://doi.org/10.35473/janacitta.v8i2.4197.
N. M. Winursiti, B. Robandi, and H. Uyun, “Kompetensi pedagogik guru sekolah dasar dalam pembelajaran abad 21: Menjawab tantangan dan kesenjangan,” Pendas J. Ilm. Pendidik. Dasar, vol. 9, no. 04, pp. 102–111, 2024, https://doi.org/10.23969/jp.v9i04.19744.
