The Implementation of Deep Learning Approach in the Teaching Learning Process to Assess Students’ Critical Thinking Skills

Abstract

Twenty-first-century education requires students to develop critical thinking skills, while memorization-oriented and teacher-centered learning may limit their development. This study aims to analyze the effect of a deep learning approach on the critical thinking skills of fifth-grade elementary school students. A quantitative approach with a quasi-experimental pretest-posttest control group design was employed involving 40 students divided into experimental and control groups. Data were analyzed using an independent samples t-test after meeting the assumptions of normality and homogeneity. The results showed that the experimental group achieved a higher mean posttest score (83.75) than the control group (75.50), with a significant difference (t(38) = 2.53; p = 0.016) and a Cohen’s d of 0.80. Thus, the deep learning approach has a positive effect on students’ critical thinking skills and can serve as an alternative instructional approach that promotes active engagement and higher-order thinking skills.