Introduction. Formative feedback is widely acknowledged for enhancing student learning outcomes, yet its implementation through LMS-integrated technology to support critical thinking remains under-researched. This study examines the efficacy of H5P, an interactive content tool within a Moodle-based LMS, in enhancing the critical thinking skills of prospective science teachers in a Fundamentals of Science course.
Research methods and participants. This quantitative study employed a one-group pretest–posttest design with three replications. The participants consisted of 403 prospective science teachers from a state university in East Java, Indonesia, selected through purposive random sampling. They were divided into three classes: 29 students in Class A, 32 in Class B, and 27 in Class C. Critical thinking skills were measured using the Facione test instrument administered before and after the intervention. Data analysis involved N-Gain scores, paired sample t-tests, and One-Way ANOVA. Additionally, two types of questionnaires were used to assess student responses.
Results. The integration of formative feedback through H5P within a Moodle-based LMS significantly enhanced the critical thinking skills of prospective science teachers enrolled in the Basics of Science course. N-Gain scores varied across classes: Class A (moderate, 0.448), Class B (high, 0.721), and Class C (moderate, 0.304). A paired t-test confirmed significant pre-post improvements, while a One-Way ANOVA indicated notable differences across groups. Pedagogically, the intervention draws on the principles of activity-based and reflective learning embedded in the ALLR model, where H5P’s interactive feedback mechanisms provided timely, individualized responses that fostered student reflection and deeper cognitive engagement. This formative, feedback-driven approach aligns with constructivist learning theories, emphasizing learner autonomy and iterative knowledge building. Over 70% of students reported high satisfaction, affirming the relevance and effectiveness of the digital content. These results suggest that the integration of structured reflection, active learning tasks, and real-time digital feedback creates a pedagogically sound environment that effectively cultivates critical thinking and engagement in teacher education.
Conclusion. This study demonstrated that the use of formative feedback, enhanced through H5P within a Moodle-based LMS, effectively improved the critical thinking skills of prospective science teachers in the Basics of Science course. Additionally, students responded positively to both the quality of the learning media and the overall learning experience.
Keywords: critical thinking, formative feedback, H5P, prospective science teachers
For Citation: Widodo, W., Rosidana, L., Sari, D. A. P., & Hendratmoko A. F. (2025). Enhancing Critical Thinking of Prospective Science Teachers Through H5P-based Formative Feedback in the ALLR Model. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (6), 188–202. https://doi.org/10.32744/pse.2025.6.12
Authors:
Wahono Widodo (Indonesia, Surabaya) — Professor, Doctor of Education, Department of Science Education. Universitas Negeri Surabaya. E-mail: wahonowidodo@unesa.ac.id
Laily Rosdiana (Indonesia, Surabaya) — Associate Professor, Department of Science Education. Universitas Negeri Surabaya. E-mail: lailyrosdiana@unesa.ac.id
Dhita Ayu Permata Sari (Indonesia, Surabaya) — Assistant Professor, Department of Science Education. Universitas Negeri Surabaya. E-mail: dhitasari@unesa.ac.id
Ahmad Fauzi Hendratmoko (Indonesia, Surabaya) — Doctor of Education, Assistant Professor, Department of Science Education. Universitas Negeri Surabaya. E-mail: ahmadhendratmoko@unesa.ac.id
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