Development and effectiveness of ADDIE-based case-based learning model enhancing motivation, critical thinking, and outcomes

Hardin Hardin; Hairuddin Safaat; Lestari  Lorna Lolo

doi:10.35816/jiksh.v15i2.327

Authors

Hardin Hardin Sekolah Tinggi Ilmu Kesehatan Kamus Arunika, Palopo, South Sulawesi
Hairuddin Safaat Sekolah Tinggi Ilmu Kesehatan Kamus Arunika, Palopo, South Sulawesi
Lestari Lorna Lolo Universitas Kurnia Jaya Persada, Palopo, South Sulawesi https://orcid.org/0000-0001-6904-1925

DOI:

https://doi.org/10.35816/jiksh.v15i2.327

Keywords:

ADDIE, case-based learning, critical thinking, learning outcomes, motivation

Abstract

Introduction: Psychiatric nursing education remains largely teacher-centered, resulting in low student motivation, limited engagement, and suboptimal critical thinking. Innovative, student-centered approaches are needed. This study aimed to develop and evaluate the effectiveness of an ADDIE-based Case-Based Learning (CBL) model in improving learning motivation, critical thinking, and cognitive learning outcomes among nursing students.

Research Methodology: This study employed a Research and Development design using the ADDIE framework (Analysis, Design, Development, Implementation, Evaluation). A total of 38 fifth-semester nursing students participated. Instruments included an ARCS-based motivation questionnaire, case-based essay tests for critical thinking, and multiple-choice tests for cognitive learning outcomes. Data were analyzed using descriptive statistics and paired-samples t-tests with α = 0.05.

Results: Significant improvements were observed across all variables. Learning motivation increased from 64.00 to 70.98 (mean difference = 6.98; t (37) = 14.96; p < 0.001). Critical thinking scores improved from 59.61 to 67.45 (mean difference = 7.84; t (37) = 12.58; p < 0.001). Cognitive learning outcomes increased from 62.72 to 72.32 (mean difference = 9.60; t (37) = 13.55; p < 0.001). These results indicate statistically significant improvements following the implementation of the ADDIE-based CBL model.

Conclusion: The ADDIE-based CBL model is valid, practical, and effective in enhancing student motivation, critical thinking, and learning outcomes in psychiatric nursing education. This model supports the adoption of student-centered learning strategies to improve educational quality and readiness for clinical competency.

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