Gregorius Ari Nugrahanta, Hilary Relita Vertikasari Sekarningrum, Eusebius Aditya

Designing a PjBL-Based Textbook on Lamp Civilization for Children's Self-Regulation Character Development

Introduction

Designing a pjbl-based textbook on lamp civilization for children's self-regulation character development. PjBL-based textbook on lamp civilization developed to boost elementary students' self-regulation character. Expert-rated excellent, it significantly improves self-regulation skills.

Abstract

Background - Limited self-regulation skills among elementary students pose a significant educational challenge, necessitating structured interventions. Current efforts are often sporadic and minimally integrated into learning. Self-regulation involves managing cognition, emotions, and behavior to achieve goals. Purpose - This study develops a Project-Based Learning (PjBL)-based textbook on lamp civilization to enhance self-regulation Method - Using the ADDIE model within a Research and Development (R&D) framework, the study followed five stages: analysis, design, development, implementation, and evaluation. Implementation involved 23 elementary students selected via convenient sampling. Findings - Findings indicate that: 1) The textbook was successfully developed within the ADDIE model, ensuring structured learning. 2) Expert evaluations rated the textbook as excellent (3.84/4), confirming high quality. 3) Implementation significantly improved self-regulation (p < 0.05), with a large effect size (r = 0.9796, 95.96%) and a high N-Gain Score (96.19%). Conclusion - These results underscore the effectiveness of structured pedagogical materials in fostering self-regulation. The genetic approach within a PjBL framework provides an innovative model for integrating historical and technological literacy. Future research should examine its long-term impact, broader applicability, and employ randomized trials for enhanced generalizability. Novelty/Originality/Value - Novelty employing a genetic approach as its novelty that traces lamp development from its origins to modern advancements. This method fosters inquiry, problem-solving, historical reasoning, technological literacy, and character development.

Review

This study presents a timely and relevant effort to address the critical educational challenge of limited self-regulation skills in elementary students through the development of an innovative Project-Based Learning (PjBL)-based textbook. The paper outlines the systematic design, development, and initial implementation of a "lamp civilization" curriculum aimed at fostering character development. Utilizing the robust ADDIE model within a Research and Development framework, the authors detail a structured approach to creating pedagogical materials. The initial findings, indicating successful textbook development, strong expert validation, and a significant positive impact on self-regulation, underscore the potential of this structured intervention to bridge a significant gap in current educational practices. A key strength of this work lies in its novel pedagogical approach. The "genetic approach," which traces the historical and technological evolution of lamps, is a highly creative and interdisciplinary strategy. This method not only embeds historical reasoning and technological literacy but also actively promotes inquiry, problem-solving, and character development, making the learning experience multifaceted and engaging for children. The rigorous ADDIE model ensures a systematic development process, further bolstered by an excellent expert evaluation (3.84/4). Furthermore, the reported empirical results are compelling, demonstrating a statistically significant improvement in self-regulation (p < 0.05) with a notably large effect size (r = 0.9796) and a high N-Gain score (96.19%), providing strong initial evidence for the textbook's effectiveness. While the preliminary findings are highly promising, the study's generalizability is currently limited by the convenient sampling of 23 elementary students. Future research, as rightly acknowledged by the authors, should prioritize expanding the sample size and employing randomized controlled trials to enhance the robustness and external validity of these initial results. Investigating the long-term impact of the textbook on self-regulation and exploring its applicability across diverse educational settings and demographics will be crucial. Despite these current limitations, this study provides a valuable model for integrating historical and technological content within a PjBL framework to cultivate essential character traits, marking a significant step towards developing more effective and engaging educational interventions for children.

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