Journal of Innovation and Learning Sciences

The Development of History Learning Management Model for the Social Studies, Religion, and Culture Learning Area to Enhance Analytical Thinking for Mathayomsuksa 2 Students

Mali Testham — 2025-08-06

This research aimed to: 1) study the current and desirable conditions, 2) create and develop, 3) implement, and 4) evaluate a history learning management model in the Social Studies, Religion, and Culture learning area to enhance analytical thinking for Mathayomsuksa 2 students. The sample consisted of 27 Mathayomsuksa 2 students from class 2/1 at Wiangsa-Ardpittayakhom School during the first semester of the 2024 academic year, selected through cluster random sampling. The research instruments included: 1) learning management plans, 2) an analytical thinking ability assessment, and 3) a satisfaction questionnaire. Results: 1) Analysis of the current learning management conditions revealed an overall low level, while the desirable conditions were at the highest level.2) The developed learning management model comprised five components: (1) Principles, (2) Objectives, (3) Learning management process consisting of six stages—Stage 1: Activate Prior Knowledge (A), Stage 2: Problem Situation (P), Stage 3: Action (A), Stage 4: Construction (C), Stage 5: Evaluation (E), and Stage 6: Feedback (F), collectively known as the APACEF Model, (4) Measurement and evaluation, and (5) Feedback. 3) Implementation results of the history learning management model for enhancing analytical thinking among Mathayomsuksa 2 students showed that (1) The model's efficiency was 81.71/80.75, with an effectiveness index of 0.7226. (2) The evaluation of learning management plans indicated the highest level of appropriateness. (3) Student satisfaction with the model was at the highest level. 4) The evaluation and validation of the model demonstrated the highest level of appropriateness.

Development of Science Learning Model Based on Constructivist Theory Integrated with Inquiry Approach Using Digital Technology to Enhance Problem-Solving Ability and Scientific Process Skills.

Chattiporn Rattanamalee — 2025-08-06

In the era of transition to a digital society and Thailand 4.0, the development of science education, particularly chemistry, plays a crucial role in enhancing analytical thinking and problem-solving skills. However, current learning outcomes remain unsatisfactory, necessitating improvements in instructional models through the integration of constructivist theory, inquiry-based learning, and digital technology. This research aimed to study the current and desired conditions, develop, implement, and evaluate an instructional model for science education based on constructivist theory combined with inquiry-based learning through digital technology to enhance problem-solving abilities and scientific process skills.

The research employed a four-phase research and development methodology aligned with its objectives. The target group consisted of 27 purposively selected eleventh-grade students (Grade 5/1) from Loei Provincial Administrative Organization School 1. The instruments included questionnaires, evaluation forms, and various assessment tools. Data were analyzed using a mixed-methods approach combining both quantitative and qualitative analyses. Results revealed that the current educational conditions were at a moderate level (mean = 3.20), while the desired conditions were at the highest level (mean = 4.77). The developed instructional model, "APACIEF-DAS Model," was evaluated as highly appropriate, demonstrating an efficiency of 81.94/81.85 and an effectiveness index of 0.7201. Furthermore, 85.19% of students achieved learning outcomes, problem-solving abilities, and scientific process skills above the 80% criterion threshold, with satisfaction rated at the highest level. The APACIEF-DAS Model represents an innovative instructional approach that systematically integrates digital technology with constructivist theory and inquiry-based learning. This model effectively develops essential 21st-century skills in learners, particularly analytical thinking and problem-solving capabilities, and aligns with Thailand 4.0 policy and the transition toward a digital society.

Development of a Problem-Based Learning Model in Science Education to Enhance Problem-Solving Abilities, Academic Achievement, and Attitudes toward Science Learning in Additional Chemistry : Electrochemistry for Matthayomsuksa 5 Students

Auraiwan Boonsrithum — 2025-08-06

This investigation aimed to: 1) examine current and desirable conditions, 2) develop and validate a problem-based learning model in science education designed to enhance problem-solving abilities, academic achievement, and attitudes toward science learning in Additional Chemistry: Electrochemistry for Matthayomsuksa 5 students, 3) implement the instructional model, and 4) evaluate and validate the efficacy of the model. The study employed Research and Development (R&D) methodology. The sample comprised 30 Matthayomsuksa 5/1 students from Na Kha Wittayakhom School during the second semester of academic year 2024, selected through purposive sampling. Research instruments consisted of instructional plans, academic achievement assessments, problem-solving ability measures, and attitudinal questionnaires. Quantitative data analysis utilized descriptive statistics, arithmetic means, standard deviations, and t-test analyses, while qualitative data underwent document analysis procedures. The findings indicated that: 1) Baseline data revealed current conditions at moderate levels, while desirable conditions registered at the highest level. 2) The developed instructional model incorporated theoretical principles, operational objectives, and a five-phase instructional process: Define the Problem (D), Understand the Problem (U), Experiment (E), Synthesis of Knowledge (S), and Summary & Evaluation (S), supplemented by assessment protocols—designated as the "DUESS Model." 3) Implementation outcomes demonstrated an efficiency coefficient of 81.27/82.18 and an effectiveness index of 0.7249. Students exhibited statistically significant improvements in problem-solving capabilities and academic achievement at the .05 significance level, with attitudinal measures toward the instructional model reaching the highest positive rating. 4) The evaluation and validation assessment of the model yielded highest-level appropriateness ratings.

The Effects of Skill-Based Exercises for Developing Foundational Mathematical Skills Among Early Childhood Learners in Second-Year Kindergarten

สมปอง ไชยเทพา — 2025-08-06

This research aimed to: (1) develop skill-based exercises for developing foundational mathematical skills among early childhood learners in second-year kindergarten with efficiency meeting the 80/80 criterion; (2) examine the effectiveness index of the skill-based exercises for developing foundational mathematical skills among early childhood learners in second-year kindergarten; and (3) investigate the satisfaction levels of early childhood learners in second-year kindergarten toward learning through skill-based exercises for developing foundational mathematical skills. The target population comprised early childhood learners in second-year kindergarten enrolled in the second semester of the 2024 academic year at Ban Na Pang Early Childhood Development Center under Na Kha Subdistrict Administrative Organization, totaling 11 students from one classroom, selected through purposive sampling. The research instruments included: (1) experience-based learning plans; (2) skill-based exercises for developing foundational mathematical skills; (3) foundational mathematical skills assessment tests; and (4) satisfaction measurement scales for early childhood learners in second-year kindergarten. The statistical methods employed for data analysis were percentage, mean, and standard deviation. The research findings revealed that: 1) the efficiency of the skill-based exercises for developing foundational mathematical skills was 84.80/84.38, which exceeded the established criterion; 2) the effectiveness index of the skill-based exercises for developing foundational mathematical skills was 0.7340, equivalent to 73.40 percent; and 3) early childhood learners in second-year kindergarten demonstrated high levels of overall satisfaction.

Development of Learning Management Model Using Practical Skills with Practical skills sets in Career Subject to Enhance Work Skills and Teamwork for Matthayom Suksa 2 Students

สมศักดิ์ ผิวผ่อง — 2025-08-06

This research aimed to: 1) study the current conditions and desirable conditions in learning management for Career subjects.; 2) construct and develop Learning Management Model Using Practical Skills with Practical skills sets in Career Subject to Enhance Work Skills and Teamwork for Matthayom Suksa 2 Students ; 3) implement the model; and 4) evaluate and validate the learning management model. The target group is 15 students Matthayom Suksa 2 from one classroom at Buengsai Phittayakom School, selected through purposive sampling in the second semester of the 2024 academic year. The findings revealed that: 1) The current conditions were at a moderate level, while the desirable conditions were at the highest level. 2) The developed learning management model consisted of five components: principles, objectives, learning management procedures, measurement and evaluation, and feedback. The learning management procedures encompassed seven steps: Step 1 Perception (P), Step 2 Preparedness (P), Step 3 Planning (P), Step 4 Execution (E), Step 5 Development (D), Step 6 Inventive (I), and Step 7 Presentation (P), known as the "3P-EDIP MODEL." The implementation results demonstrated an efficiency ratio (E₁/E₂) of 83.19/82.81 with an effectiveness index of 0.7027. Twelve students achieved above the 80% criterion in practical skills assessment, while thirteen students surpassed the same threshold in work skills and teamwork measurement. Student satisfaction with the learning model was at the highest level. 4) The evaluation and validation of the learning management model indicated appropriateness at the highest level.