The Development of Instructional Activities Based on Cognitive Guided Instruction (CGI) with Online Learning Titled Three Dimensional Geometry on Mathematics Learning Achievement and The Mathematical Reasoning Ability for Grade 6 Students

Abstract

The research objectives were 1) to develop learning activities based on the Cognitive Guided Instruction (CGI) model with online learning on three-dimensional geometry of grade 6 students were effective according to the criteria 70/70 2) to compare mathematics learning achievement on the subject of the three-dimensional geometry of students after receiving the learning activities based on the Cognitive Guided Instruction (CGI) model with online learning with a 70 percent threshold. 3) A study of mathematical reasoning ability on three-dimensional geometry of students after receiving the learning activities based on the Cognitive Guided Instruction (CGI) model with online learning. The samples were students in grade 6 graduates at Donwairathbamrung School, kalasin Primary Education Service Area Office 1, second semester, the academic year 2021, which 9 students obtained through clustering random sampling. Research tools include 1) Cognitive Guided Instruction (CGI) lesson plan with online learning, 2) an online lesson, 3) The achievement test, and 4) the Mathematical reasoning test. The statistics used in the research were mean, percentage, standard deviation, and Wilcoxon Signed Rank Test. Learning activities based on the Cognitive Guided Instruction (CGI) model with online learning on three-dimensional geometry had an efficiency (E1/E2) equal to 80.81/77.78, whatever higher than the specified criteria. The sixth-grade students received learning activities based on the Cognitive Guided Instruction (CGI) model with online learning on three-dimensional geometry has academic achievement higher than the 70 percent threshold that statistically has a significance level of .05, with an average score of 15.55, representing 77.78% The sixth-grade students received learning activities based on the Cognitive Guided Instruction (CGI) models with online learning on three-dimensional geometry have a mathematical reasoning ability above the minimum required by the department of academic affairs. The Ministry of Education has set it to be 50 percent of the total test score with an average score of 37.33, representing 69.14% The research objectives were 1) to develop learning activities based on the Cognitive Guided Instruction (CGI) model with online learning according to the criteria 75/75 2) to compare mathematics learning achievement after receiving the learning activities based on the Cognitive Guided Instruction (CGI) model with online learning with a 70 percent threshold. 3) A study of mathematical reasoning ability after receiving the learning activities based on the Cognitive Guided Instruction (CGI) model with online learning. The samples were students in grade 6 graduates at Donwairathbamrung School, which 9 students obtained through clustering random sampling. Research tools include 1) Cognitive Guided Instruction (CGI) lesson plan with online learning, 2) an online lesson, 3) The achievement test, and 4) the Mathematical reasoning test. The statistics used in the research were mean, percentage, standard deviation, and Wilcoxon Signed Rank Test. 1) Learning activities based on the Cognitive Guided Instruction (CGI) model with online learning had an efficiency (E1/ E2) equal to 80.81/77.78 according to the specified criteria. 2) The sixth-grade students received learning activities based on the Cognitive Guided Instruction (CGI) model with online learning has academic achievement higher than the 70 percent threshold that statistically has a significance level of .05, with an average score of 15.55, representing 77.78% 3) The sixth-grade students received learning activities based on the Cognitive Guided Instruction (CGI) models with online learning have a mathematical reasoning ability above the minimum required by the department of academic affairs. The Ministry of Education has set it to be 50 percent of the total test score with an average score of 37.33, representing 69.14%