Needs Analysis of Cultural Diversity-Based E-Modules Using ATLAS.ti to Enhance Elementary School Students’ Critical Thinking

Abstract

Critical thinking skills are one of the essential 21st-century competencies that need to be developed from the elementary education level. However, preliminary studies indicate that science learning in elementary schools still focuses on memorization and the delivery of information, so activities that foster students’ critical thinking have not been optimally developed. This study aims to identify the needs and characteristics of cultural diversity-based e-modules that can enhance elementary school students’ critical thinking skills. This study employed a descriptive qualitative approach, involving teachers and students as data sources. Data were collected through observation and interviews and were analyzed using data reduction, data display, and conclusion drawing. The findings reveal that e-modules designed to promote critical thinking should incorporate a problem-based approach, include interactive activities, and provide opportunities for students to reflect and explore ideas. In addition, the e-modules should be contextually aligned with students’ real-life experiences, use communicative language, and guide students to analyze, evaluate, and make decisions based on evidence. Therefore, well-designed cultural diversity-based e-modules have the potential to effectively enhance elementary school students’ critical thinking skills.