A Design-Based Research Study on Hybrid Problem-Based Learning and Case Method Integration in Indonesian Teacher Education

Abstract

Critical thinking development remains a persistent challenge in teacher education programs, particularly in developing contexts where traditional lecture-based approaches dominate instructional practices. This study employed a design-based research (DBR) methodology to develop and evaluate the Problem-Based Learning and Case Method (PBLCAMET) instructional model, which systematically integrates pedagogies within Indonesian language education for pre-service primary teachers. Thirty-two third-year undergraduate students participated in a six-week intervention at the Muhammadiyah University of West Sumatra (UMSB), Faculty of Islamic Studies, during the 2024–2025 academic year. Data collection employed mixed methods including pre- and post-critical thinking assessments, expert validation surveys, focus group discussions (FGDs), learning journals, and classroom observations. Quantitative analysis revealed significant improvements across all critical thinking dimensions (Cohen’s d = 2.05, p < 0.001), with particularly strong gains in analysis (d = 1.96) and evaluation skills (d = 1.86). Expert validation yielded high content validity scores (M = 3.78/4.0), while student assessments indicated strong model practicality (M = 3.64/4.0) and effectiveness (M = 3.69/4.0). Qualitative findings demonstrated progressive development from superficial to sophisticated analytical reasoning through collaborative problem-solving and structured case analysis. The study contributes to the instructional design literature by providing empirical evidence for hybrid pedagogical model effectiveness while demonstrating successful cultural adaptation of Western educational approaches to Southeast Asian contexts. The PBLCAMET model offers a viable framework for teacher education reform seeking to enhance critical thinking while maintaining cultural relevance and implementation feasibility.