Development and effectiveness of ADDIE-based case-based learning model enhancing motivation, critical thinking, and outcomes
DOI:
https://doi.org/10.35816/jiksh.v15i2.327Keywords:
ADDIE, case-based learning, critical thinking, learning outcomes, motivationAbstract
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.
Downloads
References
Ahn, J., Kim, J., Park, Y., Jeong, H., & Choi, H. (2025). The effectiveness of immersive virtual reality simulation in psychiatric nursing education: A systematic review. Archives of Psychiatric Nursing, 57, 151932. https://doi.org/10.1016/j.apnu.2025.151932
Branch, R. M., & Varank, İ. (2009). Instructional design: The ADDIE approach (Vol. 722). Springer.
Chen, H., Hu, Q., Li, S., Cao, H., Xu, K., Wang, C., & Jiang, Y. (2026). Usability assessment for a cave automatic virtual environment-based immersive education system on novice nurses and nursing students: A mixed methods study. Nurse Education Today, 158, 106945. https://doi.org/10.1016/j.nedt.2025.106945
Cho, I. Y., & Yun, J. Y. (2025). Development and effectiveness of the META-CARES program in enhancing nursing students’ pediatric patient safety competency: A quasi-experimental study. Nurse Education Today, 153, 106824. https://doi.org/10.1016/j.nedt.2025.106824
Fang, X., & Chiu, T. K. F. (2024). Enhancing business education through video: A conceptual model and research directions based on a systematic review. The International Journal of Management Education, 22(2), 100959. https://doi.org/10.1016/j.ijme.2024.100959
Fonseca, X., Spangenberger, P., Baer, M., Schmidt, R., & Söbke, H. (2025). Location-based augmented reality in education: A systematic literature review. Computers and Education Open, 9, 100277. https://doi.org/10.1016/j.caeo.2025.100277
Funa, A. A. (2026). Effectiveness of integrated STEM and problem-based learning in improving students’ conceptual understanding in science. Social Sciences & Humanities Open, 13, 102599. https://doi.org/10.1016/j.ssaho.2026.102599
Hasani, L. M., Nuzulismah, R. S., Santoso, H. B., Junus, K., & Hardianto, D. (2024). Designing an online course using an EXD model: A case of Human–Computer Interaction undergraduate course. Heliyon, 10(12), e33254. https://doi.org/10.1016/j.heliyon.2024.e33254
Hashimoto, M., Nakamura, N., & Sato, N. (2025). Development Process of a Learning Program to Improve Health Literacy in Social Eating Situations for Adolescents With Food Allergies. Journal of Pediatric Health Care, 39(5), 750–761. https://doi.org/10.1016/j.pedhc.2025.02.005
Jeon, H. G., & Jeong, H. W. (2025). Development and application of an immersive 360° video-based VR simulation program for pressure injury management for new nurses: A mixed methods study. Nurse Education in Practice, 87, 104481. https://doi.org/10.1016/j.nepr.2025.104481
Kim, H. Y., Myung, S. H., & Cho, I. Y. (2025). Enhancing nurse-parent partnership for NICU nurses by investigating multi-modal learning with a hybrid simulation approach that integrates metaverses and real-world training. Nurse Education in Practice, 84, 104294. https://doi.org/10.1016/j.nepr.2025.104294
Leiviska, E., Pezaro, S., Kneafsey, R., Morini, L., & DeWinter, A. (2025). Teaching and interconnecting research and evidence-based practice in midwifery and nursing education: A mixed methods systematic review. Nurse Education Today, 150, 106701. https://doi.org/10.1016/j.nedt.2025.106701
Lepp, M., Luik, P., & Palts, T. (2026). Computer programming MOOC for young technology creators: Developmental research. Thinking Skills and Creativity, 59, 102002. https://doi.org/10.1016/j.tsc.2025.102002
Liu, Z., Qi, W., & Wei, S. (2026). Mapping evidence-based XR experiences in archaeology education: A systematic review. Computers & Education: X Reality, 8, 100142. https://doi.org/10.1016/j.cexr.2026.100142
Martínez-González, C. L., Camargo Fajardo, M. C. C., Martínez-Ortiz, E. J., & Segura-Medina, P. (2024). A soft systems approach of asthma management in children based on therapeutic education and e-learning. Respiratory Medicine, 230, 107691. https://doi.org/10.1016/j.rmed.2024.107691
Melani, M., Sutedja, E., Irianti, S., Herawati, D. M. D., & Pramatirta, A. Y. (2025). Development of a website-based E-module for midwifery care for neonates, infants, and toddlers: A mixed-method study. Social Sciences & Humanities Open, 12, 101993. https://doi.org/10.1016/j.ssaho.2025.101993
Palmera, O. M., & Rincón, L. C. (2025). Development of MOOCs: Methodology based on gamification and m-learning techniques and m-learning for the training of university teachers. Procedia Computer Science, 265, 707–715. https://doi.org/10.1016/j.procs.2025.07.243
Pears, M., Antoniou, P., Schiza, E., Matsangidou, M., Pattichis, C. S., Bamidis, P. D., & Konstantinidis, S. T. (2025). Enhancing creativity and cognitive skills in healthcare curricula: Recommendations from a modified delphi study on virtual reality integration. Thinking Skills and Creativity, 57, 101810. https://doi.org/10.1016/j.tsc.2025.101810
Peršolja, M. (2025). Teaching evidence-based practice to non-native english-speaking undergraduate nursing students: An integrative literature review. Nurse Education in Practice, 87, 104496. https://doi.org/10.1016/j.nepr.2025.104496
Pimdee, P., Sukkamart, A., Nantha, C., Kantathanawat, T., & Leekitchwatana, P. (2024). Enhancing Thai student-teacher problem-solving skills and academic achievement through a blended problem-based learning approach in online flipped classrooms. Heliyon, 10(7), e29172. https://doi.org/10.1016/j.heliyon.2024.e29172
Purwanto, Hamdan, A., Putra, A. K., Aripriharta, Tan, I., & Farihah, S. N. (2024). Geo-Virtual Reality (GVR): The creative materials to construct spatial thinking skills using virtual learning based metaverse technology. Thinking Skills and Creativity, 54, 101664. https://doi.org/10.1016/j.tsc.2024.101664
Safitri, D., Marini, A., Irwansyah, P., & Sudrajat, A. (2025). Transforming environmental education with augmented reality: A model for learning outcome. Social Sciences & Humanities Open, 12, 101796. https://doi.org/10.1016/j.ssaho.2025.101796
Seo, Y. K., Kang, C. M., Kim, K. H., & Jeong, I. S. (2024). Effects of gamification on academic motivation and confidence of undergraduate nursing students: A systematic review and meta-analysis. Nurse Education Today, 143, 106388. https://doi.org/10.1016/j.nedt.2024.106388
Sugiyono, M. (2015). penelitian & pengembangan (Research and Development/R&D). Bandung: Penerbit Alfabeta, 1(2), 49–55.
Suprapto, S., Andi Latif, S., Nurhanifah, D., Yunus, M., & Ajeng Wijayanti, L. (2025). How is Quality in Homecare Services Created? A Qualitative Study of Health Professional Perspectives. Jurnal Kesehatan Masyarakat, 21(2), 485–496. https://doi.org/10.15294/kemas.v21i2.31257
Tan, L. Y., Hu, S., Yeo, D. J., & Cheong, K. H. (2025). Artificial intelligence-enabled adaptive learning platforms: A review. Computers and Education: Artificial Intelligence, 9, 100429. https://doi.org/10.1016/j.caeai.2025.100429
Vieira, I., Baelo, R., & Peres, P. (2026). Analysis of current didactic models in digital education: A systematic literature review. International Journal of Educational Research Open, 10, 100540. https://doi.org/10.1016/j.ijedro.2025.100540
Yu, S., Li, Y., Yao, C., & Wang, C. (2025). Promoting primary students’ critical thinking via an optimized SDOA model: A cross-cultural study in China and Thailand. Acta Psychologica, 260, 105635. https://doi.org/10.1016/j.actpsy.2025.105635
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Hardin Hardin, Hairuddin Safaat, Lestari Lorna Lolo
This work is licensed under a Creative Commons Attribution 4.0 International License.
Statement:
The authors retain the copyright of this work and grant Jurnal Ilmiah Kesehatan Sandi Husada the right of first publication. The work is simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits use, distribution, and reproduction in any medium, provided the original author(s) and the initial publication in this journal are properly credited.
The authors are permitted to copy and redistribute the published version of the work, including posting it to an institutional repository or including it in a book, with acknowledgment of its initial publication in Jurnal Ilmiah Kesehatan Sandi Husada.
