Fostering Deep Learning in Elementary Science Education: Developing a Meaningful, Mindful, and Joyful Interactive Flipbook
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Abstract
This study aims to develop a deep learning-integrated flipbook for enhancing elementary students’ science learning outcomes. In this study, deep learning refers to a learning approach that promotes meaningful, mindful, and joyful learning experiences. The study was motivated by the need to transform surface-level learning into meaningful and reflective learning experiences in primary science education. This research employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The participants consisted of 20 fourth-grade students selected through purposive sampling. The developed flipbook integrated deep learning principles through meaningful learning activities, mindful reflection, and joyful learning experiences. Data were collected through expert validation sheets, learning outcome tests, and student response questionnaires. The research instruments were reviewed by experts to ensure their content validity and suitability for elementary science learning. Data analysis used descriptive statistics and N-Gain analysis. The results showed that the flipbook achieved a very valid category. The practicality evaluation showed a teacher response score and a student response in excellent category or very practical. Student learning outcomes improved significantly, as indicated high category. These findings indicate that the developed flipbook is valid, practical, and effective in supporting elementary science learning. This study contributes to elementary science education by providing an innovative digital learning media that integrates deep learning through meaningful, mindful, and joyful learning experiences to enhance students’ learning outcomes.
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References
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