Development of a Learning Model Using Phenomenon-Based Learning to Enhance Critical Thinking in Social Values within Thai Literature Competency for Teacher Vocational Students

Abstract

This Mixed Methods research aimed to 1) develop and determine the quality of using Phenomenon-based learning to enhance critical thinking in social values within Thai literature competency for teacher vocational students (TVSs) and 2) examine the effectiveness of the use of the learning model in two issues: 2.1) to compare the TVSs’s critical thinking competency, before and after using learning model; 2.2) the TVSs’s satisfaction level toward the use of the learning model. The process used were Research and Development (R&D). 50 TVSs were chosen by Purposive Sampling as sample group. Research tools used included 1) the Phenomenon-based Learning Model 2) handbook of Using the Phenomenon-based Learning Model 3) lesson plan using Phenomenon-based learning 4) two forms, before and after the use of learning model, of TVSs’s Critical Thinking Competency Evaluation and 5) Satisfaction Questionnaire of TVSs. Analyzed research data was reported using mean, standard deviation, and t-Test Dependent. The following general findings were formulated:

1. 1. The Phenomenon-based Learning Model cosists of 5 components: 1) principles; 2) objectives; 3) two supportive factors; lecturer and students; 4) O2PSG Learning management process; consist of 5 steps as follows 4.1) Observation 4.2) Pre-expalanation 4.3) Persuit of Knowledges 4.4) Synthesis and Conclusion and 4.5) Giving Reasons; and 5) measurement and evaluation


2. The Effectiveness of the use of learning model was found that 1) After the use of the model, TVSs’s competency of critical thinking become statistically and significantly higher than before using the model at .05 level and 2) TVS’s satisfaction with the use of the model is in the highest level (M=4.73, SD.=0.32).