Development of a Natural and Social Sciences Teaching Module Oriented Towards Local Wisdom of Bebubus Lombok to Enhance Students' Critical Thinking Skills
Development of a Natural and Social Sciences Teaching Module Oriented Towards Local Wisdom of Bebubus Lombok to Enhance Students' Critical Thinking Skills

Summary/Abstract: Background. The integration of culturally responsive pedagogy into elementary education is crucial for contextualizing learning and strengthening students’ cognitive engagement. However, Indonesian elementary curricula still lack structured modules that incorporate local wisdom. This study aimed to develop and validate a Natural and Social Sciences (IPAS) teaching module based on the Bebubus tradition of East Lombok to enhance fourth-grade students’ critical thinking skills. Materials/methods. The module was developed using the ADDIE model, which includes five sequential stages: Analysis, to identify learning needs and cultural relevance; Design, to formulate learning objectives and structure the module content; Development, to create teaching materials and activities; Implementation, involving pilot testing in three elementary schools; and Evaluation, using expert validation and pre–post assessments to measure practicality and effectiveness. Validation was conducted by subject-matter, media, and language experts, while effectiveness was assessed by improvements in students’ critical thinking scores. Results. Expert validation indicated high levels of feasibility, with content validity at 90.7%, media design validity at 93.4%, and language suitability at 88.2%. Practicality tests across SDN 2 Tebaban, SDN 1 Kembang Sari, and SDN 3 Pancor demonstrated strong usability, with average scores exceeding the 63-point threshold. Effectiveness testing revealed an increase in critical thinking, with pre-test and post-test averages improving from 47.8 to 74.9, corresponding to an N-Gain score of 0.57 (56.63%), categorized as moderately effective. Conclusion. The IPAS module integrating Bebubus local wisdom is valid, practical, and moderately effective in fostering students’ critical thinking. Embedding indigenous knowledge into formal education enhances cultural relevance, supports contextual understanding, and contributes to educational equity. This framework offers a replicable model for integrating local traditions into science curricula.

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