Work

Differentiated Hypermedia E-Module for Social Studies (EduHYPE-IPS): Enhancing Creative Thinking Skills of Elementary School Students

Year: 2025

Type: article

Abstract: Background: century education, creative thinking is a key competency required to navigate complex and rapidly changing global challenges. However, in the digital era, students' creative thinking skills are often insufficiently developed due to the lack of attention to learning profiles, interests, and readiness. In social studies learning, this issue limits students' opportunities to explore and express creative ideas. Methods: This study aimed to design and implement a hypermedia e-module based on differentiated learning, called EduHYPE-IPS, to enhance elementary school students' creative thinking skills. The research employed a Research and Development (R&D) with ten stages the Borg and Gall model. The participants were fifth-grade students from six elementary schools in Majalengka and Yogyakarta, selected purposively. Data were collected through creative thinking tests and response questionnaires from students and teachers, and analyzed using descriptive and comparative statistics to determine validity, practicality, and effectiveness. Results: The developed e-module achieved a high level of validity, with an average expert validation score of 92.45% across media, content, and language aspects. Field trials demonstrated an improvement in students' creative thinking, with an average N-Gain of 22.46% in the control class and 51.81% in the experimental class. Both students and teachers responded very positively, indicating that EduHYPE-IPS was engaging, user-friendly, and effective in supporting differentiated learning. Conclusions: The findings confirm that the hypermedia e-module meets the criteria of being valid, practical, and effective. EduHYPE-IPS can serve as an innovative digital learning resource to foster creativity in primary education and as a practical tool for teachers to design engaging, student-centered lessons integrating technology with differentiated teaching strategies.

Source: F1000Research

DOI: 10.12688/f1000research.171479.1