Discovery Learning Model with Flipbook-interactive Media on Critical Thinking Ability and Desire to Know

Abstract

This investigation was motivated by the low levels of critical thinking and desire to know among elementary school pupils. This study describes the disparities in fourth-grade students' comprehension of square and rectangular shapes before and after using the Flipbook-interactive media. The method of investigation employed is quantitative research. This study employs a Pre-test and Post-test design with a control group. This study employed assessments, questionnaires, observations, and documentation for data collection. Statistical analysis consisting of normality tests, homogeneity tests, paired sample t-tests, independent sample t-tests, and ANOVA tests was used to perform data analysis techniques. The study results showed that students' critical thinking skills obtained a sig. of 0.000 > 0.05, Ha is accepted, and Ho is rejected, so students' critical thinking after using the Flipbook-interactive media is better than before using it. In the discovery learning paradigm with Flipbook-interactive media, students have a more inquisitive disposition than before. Meanwhile, critical thinking skills and a desire to know obtained F 2.916 with a sig. equal to 0.000 > 0.05, then Ha is accepted and Ho is rejected, so critical thinking skills and desire to know are better after using the Flipbook-interactive media than the cooperative model with visual media.