THE DEVELOPMENT OF MATHEMATICS LEARNING MANAGEMENT PLANS ON SEQUENCES USING THE INNOVATIVE C-GPAS & THINKING TOOLS MODEL TO ENHANCE LEARNING ACHIEVEMENT AND ANALYTICAL THINKING SKILLS FOR 11TH GRADE STUDENTS

Abstract

This research article aims to: 1) develop and determine the efficiency of the mathematics learning management plan on Sequences using the C-GPAS & Thinking Tools Model based on the 80/80 criteria; 2) compare students' learning achievement and analytical thinking skills before and after the intervention; 3) compare students' post-learning achievement and analytical thinking skills with the 80% criterion; 4) determine the effectiveness index (E.I.) of the learning management; and 5) study students' satisfaction towards learning through the innovative C-GPAS & Thinking Tools Model. The research procedure consisted of 3 steps: 1) studying basic information and analyzing the needs for developing analytical thinking skills; 2) constructing and determining the efficiency of the learning management plans integrated with thinking tools; and 3) implementing and evaluating the learning management with the target group. The sample group consisted of forty 11th-grade students (Room 2) at Piriyalai School Phrae during the second semester of the 2025 academic year. The learning achievement, analytical thinking skills, and student satisfaction were analyzed using basic statistics, including mean, standard deviation, percentage, and hypothesis testing (t-test) to concretely confirm that the innovative C-GPAS & Thinking Tools Model can effectively develop learners according to the standard criteria.

The research findings revealed that: 1) the efficiency (/) of the mathematics learning management plan on Sequences using the C-GPAS & Thinking Tools Model was 93.70/85.20, which was higher than the specified 80/80 criteria; 2) the students' learning achievement and analytical thinking skills after learning were higher than before learning at the.01 level of significance; 3) The students' learning achievement and analytical thinking skills after learning were significantly higher than the 80% criterion; 4) The effectiveness index (E.I.) of the learning management for the learning achievement was 0.7161, and for the analytical thinking skills was 0.7012, indicating that the students' development increased by 71.61% and 70.12%, respectively; and 5) The students' overall analytical thinking skills were at an excellent level (83.67%), and their satisfaction towards the learning management was at the highest level.