A Qualitative Content Analysis of the Grade 4 Learning Modules and Lesson Plan on Energy based on the Three-Dimensional Learning Model: Policy Recommendations Tri Lestari (a*), Iwan Pranoto (b), Anita Lie (c)
a) Department of Physics Education, Widya Mandala Surabaya Catholic University
Jl. Kalijudan 37 Surabaya, Indonesia
*trilestari[at]ukwms.ac.id
b) Faculty of Mathematics and Natural Sciences, Bandung Institute of Technology
Jl. Ganesha No. 10, Bandung, Indonesia
c) English Language Education Study Program, Widya Mandala Surabaya Catholic University
Jl. Kalijudan 37 Surabaya, Indonesia
Abstract
To respond to the unprecedented school closure caused by the Covid-19 pandemic, the Indonesian Ministry of Education, Culture, Research, and Technology created online learning platforms and resources, including digital modules and the Teachers Learn Teachers Share website. This study analyzed the learning modules and a sample lesson plan from the platforms based on the three-dimensional learning framework. It examined to what extent the 3-dimensional learning framework is incorporated into the Grade 4 learning modules and lesson plan on Energy. The methodology to analyze the sufficiency of disciplinary core ideas, scientific practices, and crosscutting concepts is a qualitative content analysis. Findings show that the Disciplinary Core Ideas dimension is the most sufficiently covered of all three dimensions while the Practices dimension is only partially covered as some of the points are mostly inferred, and the Crosscutting Concepts dimension still shows much room for improvement. Elementary school teachers and schools^ curriculum development units should enrich the learning modules by incorporating the STEM-based education corpus of knowledge and expanding the discussions on the module coverage with crosscutting concepts.
Keywords: Three-dimensional learning model- Learning modules- Lesson plan- Science- Energy
