Article Per Year (5 Year)
p-Index From 2021 - 2026
2.534
P-Index
This Author published in this journals
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

Published : 19 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 19 Documents
Search

 1   2 
Developing students motive achievement through Torrance concept in conjunction with gamification Duanyai, Punyawee; Nuangchalerm, Prasart
Journal of Advanced Sciences and Mathematics Education Vol 4, No 2 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i2.381

Abstract

Background: Motive achievement plays a crucial role in students academic success and personal development. To enhance this, the study integrates Torrance future problem-solving framework with gamification strategies.Aim: This classroom action research aims to improve the motive achievement of 11th-grade students by implementing structured, problem-solving-oriented learning activities that foster motivation and engagement.Method: The study involved 20 Grade 11 students and utilized lesson plans incorporating Torrance’s framework and gamification. Data was collected through motive achievement tests, observations, and interviews, and analyzed using means, percentages, and standard deviations over three cycles.Results: The findings demonstrated a steady increase in the percentage of students meeting the success criteria: 25 percent in cycle 1, 55 percent  in cycle 2, and 75 percent  in cycle 3. This indicates a significant improvement in motive achievement through the integration of Torrance concept and gamification.Conclusion: The study concludes that this innovative approach effectively enhances motive achievement and can be a valuable instructional strategy in science classrooms. Future research could explore its application in other subjects or educational levels to validate and extend its impact.
Development of grade 10 students’ modelling skills on circulatory system through model-based learning Manee, Kullasatree; Nuangchalerm, Prasart
Journal of Advanced Sciences and Mathematics Education Vol 3, No 2 (2023): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v3i2.321

Abstract

Aim: This study aims to elevate the modelling skills of Grade 10 students in understanding the circulatory system, using model-based learning, to a level where they can achieve at least a 70% passing score on a relevant unit test.Method: The study involved 23 students and implemented a model-based learning approach. Research tools included a design for model-based learning, assessments of the modelling process, a modelling ability exam, structural interviews, and student diaries. Data analysis was conducted using percentages and averages, and the action research was structured into two iterative rounds.Results: Initial findings from the first cycle revealed an average modelling ability score of 18.21 out of 24 (75.87%), with 14 students surpassing the 70% threshold. The second cycle showed marked improvement, with an average score of 19.94 out of 24, translating to an 83.09% success rate. Notably, all 23 students exceeded the 70% benchmark in this cycle.Conclusion: The implementation of model-based learning significantly enhanced the students' modelling skills in understanding the circulatory system. The method proved effective in not only achieving but surpassing the targeted 70% success threshold, demonstrating its potential as a valuable educational tool in biology.
Academic achievement and students’ satisfaction towards inquiry-based learning and gamification of grade 7 students Khotphat, Pawanrat; Nuangchalerm, Prasart; Saregar, Antomi
Journal of Advanced Sciences and Mathematics Education Vol 5, No 1 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i1.519

Abstract

Background: Effective science education should promote not only academic achievement but also student motivation and engagement. Integrating inquiry-based learning with gamification has been suggested as a promising approach to support these outcomes, especially in middle school contexts where students often face challenges in understanding abstract scientific concepts.Aim: This study aims to evaluate the academic achievement and satisfaction of Grade 7 students after learning thermal energy concepts through inquiry-based learning integrated with gamification. The target benchmark was set at 70% achievement to assess the effectiveness of the learning model.Method: A post-test only experimental design was employed with 39 Grade 7 students at Kalasin Pittayasan School. The intervention involved four learning sessions that applied inquiry-based strategies enhanced with gamified activities. Research instruments included lesson plans, a 10-item multiple-choice academic achievement test, and a student satisfaction questionnaire. Data were analyzed using descriptive statistics and one-sample t-tests.Results: Findings revealed that students' average achievement score (73.80%) significantly exceeded the 70% criterion (p 0.05). Students also reported high satisfaction with the learning experience, citing improved understanding, enjoyment, and motivation. Qualitative feedback highlighted a positive classroom environment, increased willingness to participate, and appreciation for game-based elements.Conclusion: The integration of gamification within inquiry-based learning can effectively enhance both academic performance and learner satisfaction in science education. This approach offers a meaningful instructional model for middle school science classes. Future research should explore its long-term impact and adaptability across different subjects and student populations.
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
Developing scientific explanation of grade 11 students through socio-scientific issues learning on respiratory system Phanchamlong, Kittiphong; Nuangchalerm, Prasart; Sari, Indah Juwita
Journal of Green Learning Vol 3, No 2 (2023)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jgl.v3i2.354

Abstract

This action research aims to develop the scientific explanation ability of grade 11 students to pass the good level up criterion using socio-scientific issues learning in biology on the topic respiratory system. The target group consisted of 17 students in grade 11 students. The research instrument were lesson plans of instrument using socio-scientific issues learning, scientific explanation test, student behavior observation, semi-structure interviews, and student journal. The data were analyzed by descriptive analysis. The results showed in the first cycle, 17 students score did not pass the good level, students received an average scientific explanation score of 3.82 out of a total of 12 points, representing 31.86%. In the second cycle, students received an average scientific explanation score of 7.47 out of a total of 12 points, representing 62.25%, 14 students score did pass the good level, 3 students score did not pass the good level. In the third cycle, students received an average scientific explanation score of 10.82 out of a total of 12 points, representing 90.20%, 17 students score did pass the good level.
Best practice of ordinary national educational testing use in basic education level: a multiple-case study Prommaboon, Treekom; Boongthong, Siriluck; Tochot, Prasong; Imboonta, Boontawee; Intakanok, Prachit; Prachagool, Veena; Nuangchalerm, Prasart
Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i3.20951

Abstract

This research employed a mixed-methods approach to explore the best practices of ordinary national educational testing (O-NET) to improve the quality of basic education. The methodology was divided into four phases, the first of which was a survey and analysis of the current situation at O-NET. The sample group was made up of representatives of the school under the office of the basic education commission (OBEC), primary education, comprising the school administrators and teachers teaching in four subjects. Phase 2, “multiple case study,” is qualitative research by selecting specific case studies for 10 primary schools based on criteria for selection and collecting data through in-depth interviews. A semi-structured interview form was completed by 30 key informants. Phase 3, the synthesis (draft) of best practices, and phase 4, the checking and proposing of best practices by 25 assessors. The results showed the best practices in using the test results of O-NET to improve the quality of basic education were 4 components: i) school management (16 practice guidelines); ii) learning management (10 practice guidelines); iii) student promotion (6 practice guidelines); and iv) parent communications (3 practice guidelines). The best practices were in accuracy, propriety, feasibility, and utilization; all were at the highest level.
Stoichiometry understanding of upper secondary students through active science learning Wannomai, Manassawee; Nuangchalerm, Prasart; Islami, R. Ahmad Zaky El
Journal of Education and Learning (EduLearn) Vol 18, No 4: November 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i4.20962

Abstract

The goals of the study were as follows: i) to design an active science learning activity on stoichiometry for grade 10 students, ii) to evaluate the academic achievement of grade 10 students after receiving an active science learning activity on stoichiometry, and iii) to investigate the perspectives of grade 10 students regarding an active science learning activity on stoichiometry. The research utilized a sample group consisting of 41 students who were enrolled in the tenth grade during the second semester of the academic year 2022. The research tools provided participants with active science learning lessons. A test of the kids’ academic prowess as well as their thoughts on the use of hands-on scientific learning activities will be administered. The mean, the standard deviation, and a one-sample t-test were the types of statistics that were utilized in the investigation. The following is an outline of what the research found: i) the appropriateness of the active science learning activities was judged to be the highest level, ii) the academic achievement of grade 10 students after receiving the active science learning activities on stoichiometry had an average score that was higher than the criteria of 70% with a statistical significance at the .05 level; and iii) the opinions of students on the implementation of active science learning activities on stoichiometry were in the agree level.
Plug and Unplugged Activities to Enhance Computational Thinking Self Efficacy of Pre-service Biology Teachers Sari*, Indah Juwita; El Islami, R. Ahmad Zaky; Fitriana, Desi Nur Eka; Ratnasari, Dwi; Rifqiawati, Ika; Wahyuni, Indria; Nuangchalerm, Prasart
Jurnal Pendidikan Sains Indonesia Vol 12, No 2 (2024): APRIL 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i2.37016

Abstract

Currently, plug-and-unplugged activities for learning statistics are needed to determine students' mindsets when solving statistical problems manually, using calculations without programming as an unplugged activity and for data analysis as a plug activity. This research analyzes computational thinking self-efficacy in pre-service biology teachers by implementing plug-and-unplugged activities in statistics learning. The research method used is a case study with a computational thinking self-efficacy questionnaire instrument. The sample used was 107 pre-service biology teachers at a university in Indonesia who received plug-and-unplugged activities in statistics learning for one semester. The programs used in plug activities are the R and SPSS applications. The research results show that 43% of pre-service biology teachers' computational thinking self-efficacy is in the good category, 26% is in the moderate category, 16% is in the very good category, 10% is in the low category, and the rest are very low. Meanwhile, if we look at each component of self-efficacy, computational thinking, decomposition, pattern recognition, abstraction, and algorithmic thinking are each in the moderate category. This indicates that plug-and-unplugged activities can initiate computational thinking skills in pre-service biology teachers. It is necessary to routinely provide activities or learning activities that can improve the computational thinking of pre-service biology teachers because of the need in this digital era
Science Attitude on Environmental Conservation of Thai and Indonesian Novice Science Teacher Students Nuangchalerm, Prasart; El Islami, R. Ahmad Zaky; Prasertsang, Parichart
International Journal of STEM Education for Sustainability Vol 2, No 2 (2022)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v2i2.62

Abstract

World is now rapidly changed by human activities that effect to environment and all of us. Process and product of science and technology transformed our knowledge and way of life to modern society. Local knowledge and scientific knowledge are related to means of co-learning space. Science education should play its importance roles and goals to use science and technology for sustainable development. The aim of this study was to compare Thai and Indonesian novice science teacher students in science attitude on environmental conservation based on local wisdom of Baduy’s society. The subjects were 95 of Thai and 71 of Indonesian novice science teacher students. They were asked indigenous knowledge for preserving natural resources and community practices. Attitude on environmental conservation is explored and explained through the scientific literacy test.  The results showed that mean score of Thai novice science teacher students had better than Indonesian movice science teacher students and significantly differences at .05 level of statistics. Need future studies which concern to improve science attitude and scientific literacy in the teacher education program.
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