DEVELOPMENT OF LEARNING ACHIEVEMENT AND GROUP WORKING ABILITY BY INQUIRY-BASED LEARNING MANAGEMENT WITH COOPERATIVE LEARNING IN GEOGRAPHY OF GRADE 6 STUDENTS

Abstract

     This research aimed to: 1) compare the learning achievement in geography of grade 6 students before and after learning by inquiry-based learning management with cooperative learning; 2) compare the learning achievement in geography according to the guidelines of the National Institute of Educational Testing Service (Public Organization) after learning by inquiry-based learning management and cooperative learning with the set criteria; and 3) study the development of group working ability of grade 6 students by using inquiry-based learning management with cooperative learning. The research sample was 1 class of 19 grade 6 students at Bantungtakaew School, studying in the second semester of the academic year 2019, derived by cluster random sampling. The research instruments for data collection were: 1) 13 learning management plans based on inquiry-based learning management with cooperative learning of 5 learning units, 2) a learning achievement test in geography, 3) a learning achievement test in geography according to the guidelines of the National Institute of Educational Testing Service (Public Organization) of the academic year 2015 and 2016, and 4) a group working ability test. Data were analyzed with mean, standard deviation, and the t-test.

     The research results were: 1) the learning achievement in geography of grade 6 students after learning using inquiry-based learning management with cooperative learning was higher than before with statistical significance at .05 level; 2) the learning achievement in geography according to the guidelines of the National Institute of Educational Testing Service (Public Organization) after learning using inquiry-based learning management with cooperative learning was higher than the set criteria of 60% with statistical significance at .05 level; 3) the group working ability of grade 6 students after the 5^th learning using inquiry-based learning management with cooperative learning was higher than before learning and higher than after the 1^st, 2^nd, 3^rd, and 4^th learning with statistical significance at .05 level, respectively.