Development of a Self-Efficacy-Integrated Problem-Based Learning Model for Social Studies Instruction to Enhance the Critical Thinking Skills of Prospective Elementary School Teachers

Abstract

Abstract   This study aims to develop a Problem-Based Learning (PBL) model integrated with self-efficacy in Social Studies education to enhance the critical thinking skills of prospective elementary school teachers. The study is motivated by the demands of 21st-century education, which emphasize the mastery of critical thinking skills, while the learning process in higher education continues to be dominated by conventional approaches that have not optimally fostered students' analytical abilities and self-confidence. This research employed a Research and Development (R&D) method based on the Tjeerd Plomp development model using a mixed-methods approach. The participants consisted of 60 students enrolled in the Elementary School Teacher Education Program at Universitas Iskandar Muda. The research stages included preliminary investigation, design, construction, testing, evaluation, revision, and implementation. The findings indicate that the developed model met the criteria of validity, practicality, and effectiveness, as evidenced by expert validation and field implementation. The implementation of the model resulted in significant improvements in students' critical thinking skills, particularly in the aspects of analysis, evaluation, argumentation, and logical conclusion drawing. In addition, students' self-efficacy improved, especially in terms of confidence in completing academic tasks, perseverance in overcoming challenges, and active participation in the learning process. This study concludes that integrating self-efficacy into the Problem-Based Learning model provides an effective instructional innovation for preparing prospective elementary school teachers who are critical, reflective, and adaptable to the demands of 21st-century education.