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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Ilmu Pendidikan Pedagogi: Jurnal Ilmu Pendidikan Journal of Education and Learning (EduLearn) Journal of Green Learning Journal of Advanced Sciences and Mathematics Education Jurnal Pendidikan IPA Indonesia
Cojorn, Kanyarat
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Humanities Chemistry Education Library & Information Science Mathematics Physics Social Sciences Other

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Enhancing pre-service teachers’ TPACK through the integrating of community of practice and lesson study Cojorn, Kanyarat; Seesom, Chaweewan
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29240

Abstract

This study explores the impact of a combined community of practice (CoP) and lesson study (LS) approach on fostering technology pedagogical content knowledge (TPACK) in student teachers. TPACK encompasses various knowledge areas, including technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technology content knowledge (TCK), and technology pedagogical knowledge (TPK). The study employs combined CoP-LS practices in two distinct CoPs: CoP A characterized by varied experiences, and CoP B comprising members with comparable experiences. Data gathered through questionnaires and group discussions. The findings reveal that the CoP-LS activities effectively enhance TPACK among student teachers, leading to improved confidence in designing learning activities. Both CoP A and CoP B show overall enhancements in TPACK, with CoP A exhibiting superior development across all dimensions. Further analysis demonstrates that CoP A exhibits greater advancements in PK and PCK, transitioning from the adapting level to the advancing level. Moreover, TCK and TPK demonstrate progress from the exploring level to the advancing level within CoP A. In contrast, CoP B showcases advancements in TK from the exploring level to the advancing level, while no notable changes are observed in CK, PK, PCK, TCK, and TPK.
Enhancing Stoichiometry Problem-Solving Skills through 5E Inquiry-Based Learning Combined with the FOPS Strategy Sudchanham, Kamolsiri; Cojorn, Kanyarat
Jurnal Ilmu Pendidikan Vol 31, No 1 (2025): June
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v31i1p%p

Abstract

This classroom action research aimed to improve the chemistry problem-solving abilities of Grade 10 students using the 5E Inquiry-Based Learning model combined with the FOPS Strategy, with the goal of achieving a 70 percent success criterion. The target group consisted of 25 Grade 10 students from Sarakhampittayakhom School, Thailand. The research instruments included (1) lesson plans incorporating the 5E Inquiry-Based Learning model and the FOPS Strategy, (2) a chemistry problem-solving ability test, (3) a behavioral observation checklist for assessing problem-solving abilities, and (4) student interviews. Quantitative data were analyzed using statistics such as mean, percentage, and standard deviation, while qualitative data were analyzed using content analysis. The results showed that in the first cycle, 10 students (40.00 percent) achieved the 70 percent criterion. In the second cycle, the number increased to 17 students (68.00 percent). By the third cycle, 23 students (92.00 percent) met the criterion, demonstrating significant improvement in problem-solving abilities.
Flipped classroom activities cooperated with graphic organizer technique to enhance grade 11 students’ conceptual understanding of circular and lymphatic systems Srisa, Supanna; Cojorn, Kanyarat
Journal of Green Learning Vol 5, No 1 (2025)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jgl.v5i1.530

Abstract

The purpose of the study was to examine the effectiveness of flipped classroom activities cooperated with graphic organizer technique as principles of a learning lesson plan to develop grade 11 students’ conceptual understanding of circular and lymphatic system. The participants were 40 grade 11 students from a suburban school in northeastern Thailand, participants were sampled by cluster sampling. The instruments included a flipped classroom activities cooperated with graphic organizer technique a learning achievement test, and a conceptual understanding test. Data were analyzed using the effectiveness test and a rubric for conceptual understanding. The results indicated that the flipped classroom activities cooperated with graphic organizer technique effectively improved students’ conceptual understanding of circular and lymphatic system, with most students demonstrating sound understanding of the concept. This study contributes to the field by proving that the flipped classroom activities is beneficial for older students, even within the thai educational context. it also confirmed that flipped classroom activities is particularly effective in teaching complex concepts in sceine education.
Developing systems thinking of Thai grade 11 students through model-based learning with concept mapping Kongped, Tanakon; Cojorn, Kanyarat
Journal of Green Learning Vol 5, No 1 (2025)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jgl.v5i1.557

Abstract

This action research aimed to develop systems thinking skills of Thai grade 11 students through model-based learning with concept mapping. The research was designed using an action research approach, focusing on students who faced challenges with the subject matter. Participants included 32 grade 11 students from a public high school in northeastern Thailand. The study utilized a learning management plan that incorporated nine sub-lessons, structured into three learning cycles. The instruments included the model-based learning with concept map learning management plan, a systems thinking assessment, a systems thinking rubric, and a classroom behavior observation form. Results indicated a continuous improvement in students’ systems thinking skills from learning cycle 1 to 3, with an increasing number of students meeting the performance threshold. When examining each aspect, it was found that in cycles 1 and 3, the highest average scores were in root cause analysis, while the lowest were in the feedback. In cycle 2, the highest average scores were also in root cause analysis, while the lowest were in causal loop. The model-based approach provided students with a mechanism to develop a better understanding, while the concept maps helped them connect the content and reinforce what they had learned. This study contributes to the field of science education by providing evidence that supports the use of model-based learning and concept mapping to enhance systems thinking among high school students.
Enhancing the students problem-solving ability through situation-based learning with the six thinking hats technique Wongsa, Suriwan; Cojorn, Kanyarat
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.v4i2.447

Abstract

Background: Problem-solving ability is essential in learning, particularly in addressing complex situations that require multi-perspective analysis. Many students face difficulties in systematic thinking, leading to ineffective problem-solving. Enhancing this skill is crucial for overcoming daily challenges.Aims: This research aims to improve the problem-solving ability of Grade 11 students in Electrochemistry, targeting a minimum criterion of 70 percent proficiency, through the integration of Situation-Based Learning and the Six Thinking Hats technique.Methods: Employing action research, this study was conducted in three cycles with 31 Grade 11 students from Sarakhampittayakhom School, Thailand. Research instruments included: (1) lesson plans based on Situation-Based Learning and the Six Thinking Hats technique, (2) problem-solving ability tests, (3) observation sheets for problem-solving behaviors, and (4) student interview guides. Quantitative data were analyzed using averages and percentages, while qualitative data were evaluated through content analysis.Results: The findings indicate a significant improvement in students' problem-solving ability over the three cycles. In the first cycle, 13 students achieved the 70 percent  criterion, increasing to 20 students in the second cycle, and 28 students in the third cycle. This progression highlights the effectiveness of the proposed technique in enhancing problem-solving skills by fostering independent thinking, exploring diverse perspectives, and evaluating solutions comprehensively.Conclusion: Students receiving Situation-Based learning with the Six Thinking Hats technique show increased problem-solving ability. Therefore, this approach can significantly enhance the problem-solving ability of the target group.
Exploring the Representational Competence of Eleventh-Grade Students on the Rates of Chemical Reactions Phajan, Thetipat; Cojorn, Kanyarat; Ton Nu Nha Dien
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 2 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i2.24509

Abstract

Representational competence is a key component in learning chemistry, allowing students to interpret and apply multiple forms of representations to explain scientific phenomena. This competence supports deeper understanding, improved communication, and enhanced problem-solving. This study aimed to examine eleventh-grade students’ representational competence on the topic of chemical reaction rates. Data were collected using a short answer question with five scenarios, assessing five: 1) interpreting the meanings of chemical representations; 2) translating between different representations at the same level; 3) translating between different representations across levels; 4) using representations to generate explanations; and 5) connecting between representations and concepts. Descriptive statistics (mean, percentage, and standard deviation) were used for analysis. The results revealed an overall average score of 11.97 out of 30 (39.91%), indicating a moderate level of competence. While 78.95% of students performed at a moderate level and 21.05% at a low level, none reached a high level. Average scores by component showed moderate levels for interpreting representations (60.96%), generating explanations (51.75%), translating across levels (41.23%), and within levels (33.33%). The lowest performance was in connecting representations with concepts (12.28%), categorized as low. The findings suggest that students struggle particularly with integrating representations and concepts. Therefore, educators should design learning activities that explicitly connect multiple representations to conceptual understanding. This study provides insight into specific areas of difficulty and highlights the need for instructional strategies that target representational competence in abstract chemical topics, offering a practical contribution to chemistry education.
A collaborative professional development and its impact on teachers' ability to foster higher order thinking Cojorn, Kanyarat; Sonsupap, kanyarat
Journal of Education and Learning (EduLearn) Vol 18, No 2: May 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i2.21182

Abstract

The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
A collaborative professional development on teachers' higher order thinking Cojorn, Kanyarat
Pedagogi: Jurnal Ilmu Pendidikan Vol 25 No 2 (2025): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v25i2.2662

Abstract

This study examines the effectiveness of collaborative professional development (CPD) programs in enhancing teachers’ ability to foster higher-order thinking skills (HOTS) among students. The research adopts a mixed-methods approach, integrating quantitative data from pre- and post-intervention assessments with qualitative insights from teacher interviews and classroom observations. Findings reveal that CPD significantly improved teachers’ pedagogical strategies, particularly in designing inquiry-based tasks, facilitating open-ended questioning, and promoting critical and creative thinking. Moreover, collaborative learning communities provided opportunities for peer feedback, reflective practice, and sustained professional dialogue, which contributed to teachers’ confidence and instructional adaptability. The study underscores the pivotal role of collaborative professional development in building teacher capacity for fostering HOTS and suggests that school systems should institutionalize CPD as a strategic tool for curriculum innovation and student-centered learning.
Co-Authors Kongped, Tanakon Phajan, Thetipat Seesom, Chaweewan Sonsupap, Kanyarat Srisa, Supanna Sudchanham, Kamolsiri Ton Nu Nha Dien Wongsa, Suriwan