The Development of Science Learning Activity Package on Force and Motion using the SSCS Model to Promote Problem Solving Skills for Secondary 2 Students

Abstract

This research consists purposes were 1. to determine the effectiveness of a science learning activity package on force and motion using the SSCS model on the 80/80 criterion 2. to compare students' problem-solving skills before and after the intervention and 3. to study students' attitudes towards science topics related to force and motion using the SSCS learning management model. This experimental quantitative research employed the following research instruments: six sets of learning activities six SSCS (Search, Solve, Create and Share) lesson plans, which were evaluated as being of the highest appropriate quality a problem-solving skills test with a mean IOC of 0.73, item difficulty indices ranging from 0.58 to 0.80, discrimination indices ranging from 0.30 to 0.47 and a reliability coefficient of 0.81 and a 5-point rating scale attitude toward science questionnaire with discrimination indices ranging from 0.35 to 0.78 and a reliability coefficient of 0.83. The sample consisted of 30 eighth-grade students (Matthayom 2) in the second semester of the 2024 academic year (B.E. 2567) at Wat Warundittharam School, Trat Province, selected through purposive sampling. The data collected were analyzed using descriptive statistics, including percentage, mean, and standard deviation, as well as the t-test and effect size analysis. The research results showed that 1) The science learning activity set on force and motion, using the SSCS learning model to promote problem-solving skills for 2nd-year secondary school students, was effective with a score of 81.72/80.89, which exceeded the set criterion of 80/80. 2) Students who learned using the learning activity set showed a statistically significant improvement in problem-solving skills after the intervention compared to before, at the .01 level. This is consistent with the hypothesis, with an effect size (Cohen’s d) of 2.20, indicating that this learning management had a very high impact on the development of students' problem-solving skills and 3) Students who learned using the SSCS learning activity package on the topic of force and motion had a high level of attitude towards science (x̅= 4.29, S.D. = 0.12)