Analyzing Teachers’ and Students’ Needs for an SSI-Based E-Module in Elementary IPAS Learning

Critical thinking is an essential competency in elementary education, yet its development requires contextual learning experiences and appropriate instructional resources. This study aimed to analyze teachers’ and students’ needs for a SSI-based e-module for Natural and Social Sciences (IPAS), focusing on food chains and food webs. A quantitative descriptive design was employed involving 10 fifth-grade teachers and 108 fifth-grade students from 10 elementary schools in Giritontro, Wonogiri, Central Java, Indonesia. Data were collected through needs-analysis questionnaires and classroom observations involving four teachers. The data were analyzed using descriptive percentage calculations. The findings revealed that 66.67% of teachers reported difficulties in facilitating critical thinking, while 60.00% indicated challenges concerning the adequacy of existing teaching materials. All participating teachers (100%) expressed a need for an SSI-based e-module. Among students, 53.40% of aggregate responses indicated learning difficulties, 71.60% reflected the availability of learning resources, 80.56% indicated preferences for more engaging and contextual materials, and 85.49% expressed a need for an IPAS e-module. Classroom observations also identified limitations in digital technology integration and critical-thinking-oriented learning activities. These findings provide an empirical basis for designing an SSI-based e-module that integrates contextual socio-scientific issues and interactive digital activities into elementary IPAS learning. Further development and effectiveness testing are required to establish its educational value.