The Development of Sociology Teaching Materials Based on Articulate Storyline to Improve Students' Critical Thinking Skill

Abstract

This research purpose to develop the Sociology teaching materials based on articulate storyline and test the effectiveness of its use to improve students' critical thinking skills. This research and development used the Borg and Gall model. The development stage was simplified to the sixth stage, such as: 1) research and information collection, 2) planning, 3) develop preliminary form of product, 4) preliminary field testing, 5) main product revision, and 6) main field testing. The subjects of preliminary field testing consisted of material experts, media experts, linguists, and users (individuals, small groups, and medium groups). Main field testing was conducted on students of class XI IPS 4 shift A as the experimental group. The effectiveness of using articulate storyline-based Sociology teaching materials to improve students' critical thinking skills was known by comparing the critical thinking skills of students in class XI IPS 4, shift A as the experimental group and shift B as a control group. Data about product feasibility were collected by using a questionnaire technique, while data on critical thinking skills were collected by using a test technique and analysed quantitatively by using the gain normality test. The results showed that: 1) the articulate storyline-based sociology teaching materials that was developed by using the Borg and Gall model were declared suitable for use in sociology learning. 2) The use of articulate storyline-based sociology teaching materials is quite effective in improving students' critical thinking skills with a normalized gain value of 60.30%.

Training on the Preparation of Culturally Responsif Teaching-Based Teaching Materials in Sociology Subject

“…Good teaching resources are available for the concepts, values, and attitudes found in senior high school sociology textbooks. Sociology lessons can benefit from the usage of storyline-based teaching resources, which can help students develop their critical thinking abilities (Sudiasih et al, 2022). However, these materials are not applicable to the real-world situations in which sociology is taught, which makes both teachers and students feel alienated (Erianjoni et al, 2023).…”