Memuat jurnal…
Learning should provide students with opportunities to actively construct knowledge through their own cognitive processes. To achieve meaningful understanding and application, students should be encouraged to engage in problem solving, make independent discoveries, and develop their own ideas. This study aimed to develop a pesantren-based ethnopedagogical learning model that is valid, practical, and effective in improving university students’ critical thinking skills and learning independence. The study employed a Research and Development (R&D) approach using the Four-D (4D) model consisting of the define, design, develop, and disseminate stages. Data were analyzed using descriptive quantitative and qualitative techniques. The results indicated that the developed model achieved very high validity, including content validity (3.86), construct validity (3.87), Semester Learning Plan validity (3.86), teaching material validity (3.83), Student Worksheet validity (3.91), and critical thinking assessment validity (3.83). These findings demonstrate that the pesantren-based ethnopedagogical learning model is highly feasible for implementation and has strong potential to foster students’ critical thinking skills and learning independence within Islamic higher education contexts
Learning should provide students with opportunities to actively construct knowledge through their own cognitive processes. To achieve meaningful understanding and application, students should be encouraged to engage in problem solving, make independent discoveries, and develop their own ideas. This study aimed to develop a pesantren-based ethnopedagogical learning model that is valid, practical, and effective in improving university students’ critical thinking skills and learning independence. The study employed a Research and Development (R&D) approach using the Four-D (4D) model consisting of the define, design, develop, and disseminate stages. Data were analyzed using descriptive quantitative and qualitative techniques. The results indicated that the developed model achieved very high validity, including content validity (3.86), construct validity (3.87), Semester Learning Plan validity (3.86), teaching material validity (3.83), Student Worksheet validity (3.91), and critical thinking assessment validity (3.83). These findings demonstrate that the pesantren-based ethnopedagogical learning model is highly feasible for implementation and has strong potential to foster students’ critical thinking skills and learning independence within Islamic higher education contexts
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