Development of Deep Learning- and Professional Learning Community (PLC)-Based Digital Science and Social Studies Teaching Materials: An Implementation Study among Elementary School Teachers

Abstract

The integration of digital teaching materials, Deep Learning-oriented instruction, and teacher collaboration offers a potential approach to improving the quality of elementary science and social studies (IPAS) learning. This study aimed to develop and evaluate digital IPAS teaching materials integrating Deep Learning and Professional Learning Community (PLC) in elementary schools. The study employed a research and development approach involving needs analysis, product development, expert validation, practicality testing, and preliminary effectiveness testing. Product validation involved two media experts and two subject-matter experts, while practicality testing involved eight teachers from four elementary schools. Preliminary effectiveness testing was conducted with 60 students from four elementary schools using a one-group pretest–posttest design. The product was rated highly valid by media experts (89.70%) and subject-matter experts (86.00%) and highly practical by teachers (M = 4.22). Students’ mean learning-outcome score increased from 70.00 to 79.25, with an overall N-Gain of 0.37, categorized as moderate. The reported paired-samples test also indicated a statistically significant pretest–posttest difference (t = 15.004, p = .015). These findings provide preliminary evidence that the developed materials are valid, practical, and potentially beneficial for supporting IPAS learning. Further controlled studies are required to establish their effectiveness across broader educational contexts.