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All Journal Pedagogi: Jurnal Ilmu Pendidikan Journal of Education and Learning (EduLearn) JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Jurnal Pendidikan Biologi Indonesia Jurnal Pendidikan Islam Munaddhomah: Jurnal Manajemen Pendidikan Islam Journal of Green Learning International Journal of STEM Education for Sustainability Journal of Advanced Sciences and Mathematics Education Online Learning in Educational Research Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) International Journal of Research in STEM Education Journal of Education and Teacher Training Innovation (JETTI) MUDARRISA: Jurnal Kajian Pendidikan Islam
Prasart Nuangchalerm, Prasart
Mahasarakham University
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Environmental Science Library & Information Science Mathematics Physics Social Sciences Other

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Journal : Online Learning in Educational Research

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Developing Tenth-Grade Students' Problem-Solving Skills in Chemistry through Deductive Learning with the DAPIC Approach Duangsopa, Haruethai; Nuangchalerm, Prasart
Online Learning In Educational Research (OLER) Vol 4, No 1 (2024): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v4i1.360

Abstract

The authentic science classroom requires students to think and solve problems through hands-on activity. This research aims to enhance problem-solving skills in chemistry of grade 10 students through deductive learning with the DAPIC approach, with a passing criterion of 70% or higher of the total score. This research employed action research. The target group consists of 22 students from the model school of Mahasarakham University in the second semester of the academic year 2023. The data collection instruments included nine lesson plans, three sets of essay-type problem-solving tests (each comprising three questions), student interview questionnaires regarding their opinions on learning management, and observational data on problem-solving behavior in chemistry. The research findings indicated that the target group improved their problem-solving skills after learning through deductive learning with the DAPIC approach. In the first cycle, 50% of students (11 out of 22) met the passing criterion of 70%. In the second cycle, 81.82% of students (18 out of 22) passed, and in the third cycle, 95.45% of students (21 out of 22) achieved the passing criterion. It can be concluded that deductive learning with the DAPIC approach can also enhance students' problem-solving in the science classroom.
Bringing Science to Life: STEM-Based Instructional Strategies for Primary Students in Thailand Nitae, Kuaemilia; Nuangchalerm, Prasart; Safkolam, Roswanna
Online Learning In Educational Research (OLER) Vol 5, No 1 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i1.570

Abstract

Many students in Grade 5 struggle to make sense of science lessons, especially when the material feels abstract and far from their everyday experience. Although science holds an important place in Thailand’s education system as one of the eight main subjects, young learners often find it difficult to stay engaged or fully grasp the concepts. STEM education, a contemporary and productive instruction to science.This study aimed to investigate the implementation of STEM-based science learning activities for Grade 5 students in terms of learning outcomes and student satisfaction. The one group pre-test and post-test design was employed. This study involved eight Grade 5 students who were chosen through purposive sampling. They took part in a series of STEM-based science lessons, with data gathered through lesson plans, achievement tests, and a student satisfaction questionnaire. The results showed a significant improvement in post-test scores compared to pre-test scores, and student satisfaction was rated at the highest level (M = 4.79, SD = 0.34). These findings highlight the potential of STEM-based instruction to improve learning outcomes and engagement in primary science education
Co-Authors Abdurahman Abdurrahman Agus Suyatna Alimuddin, A. Antomi Saregar Boongthong, Siriluck Duangrawa, Asanlaya Duangsopa, Haruethai Duanphol, Natnicha Duanyai, Punyawee Dwi Ratnasari Fachry Abda El Rahman Fitriana, Desi Nur Eka Ika Rifqiawati, Ika Imboonta, Boontawee Indah Juwita Sari Intakanok, Prachit Irma Saraswati Juhji, Juhji Khotphat, Pawanrat Listiana Listiana Mamat Rahmatullah Manee, Kullasatree Mansur Mansur Matchimo, Puchong Nitae, Kuaemilia Noor, Wahyudin Phanchamlong, Kittiphong Polyiem, Titiworada Prachagool, Veena Prasertsang, Parichart Prommaboon, Treekom R. Ahmad Zaky El Islami Rida Oktorida Khastini Rismawati , Nita Safkolam, Roswanna Saleah, Phurkhonni Sari*, Indah Juwita Tochot, Prasong Wahyuni, Indria Wahyuni Wannomai, Manassawee Zaky El Islami, R. Ahmad Zuhri, Saefudin