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All Journal Pedagogi: Jurnal Ilmu Pendidikan Journal of Green Learning International Journal of STEM Education for Sustainability International Journal of Biology Education Towards Sustainable Development
Polyiem, Titiworada
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Education Social Sciences

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Journal : Journal of Green Learning

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The development of problem-solving of grade 11 students using problem-based learning integrated with questioning strategies Chomsriharat, Siriphit; Polyiem, Titiworada
Journal of Green Learning Vol 4, No 2 (2024)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jgl.v4i2.414

Abstract

This study examined the effects of problem-based learning (PBL) integrated with questioning strategies on the problem-solving of 19 grade 11 students in the Thai educational context. Participants were selected using a purposive sampling method. The study was developed in an action research. It involved three learning cycles, each encompassing the stages of planning, action, observation, and reflection. The instruments used in the study included a learning management plan designed with PBL and questioning strategies, a problem-solving thinking test, interviews, and observation forms.The data were analyzed using percentage, mean score, and standard deviation. The results indicated that the instructional method had positive effects on the participants' knowledge, thinking skills, and attitudes toward science learning. The findings suggest that integrating PBL with questioning strategies can effectively enhance student engagement and cognitive abilities in science education.
The development of critical thinking in grade 11 biology students through problem-based learning with forensic science issues Meesamran, Nontawat; Polyiem, Titiworada
Journal of Green Learning Vol 4, No 2 (2024)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jgl.v4i2.415

Abstract

Critical thinking is crucial for biology education and requires an instructional method that allow learners to acquire the skill through hand-on experiences with content related to learners’ lives. This action research aimed to enhance the critical thinking skills of Grade 11 students using problem-based learning (PBL) integrated with forensic science issues in a biology course on the circulatory system. The study was developed in an action research design. The study involved 12 students from a public school in the Thai educational context. The research instruments included a PBL learning management plan, a critical thinking assessment, and an interview form. Data analysis showed that in the first cycle, the average critical thinking score was 67.08%, with 58.33% of students meeting the 70% threshold. After revising the learning activities, the second cycle showed an average score increase to 83.75%, with all students surpassing the 70% threshold. These findings contribute to the research area by demonstrating the effectiveness of integrating PBL with forensic science to enhance critical thinking skills in biology education. The implementation of PBL with forensic science issues should be more investigated in other topics.
Learning outcomes of an integrated inquiry-based and problem-based learnings for grade 8 science students Khonkla, Jiratchaya; Thumsiriwat, Jutatip; Supakesorn, Bongkotkorn; Polyiem, Titiworada; Prasertsang, Parichart
Journal of Green Learning Vol 4, No 1 (2024)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jgl.v4i1.366

Abstract

The purpose of this study aims to investigate the effects of integrated inquiry-based learning and problem-based learning for improving grade 8 student science learning achievement of force and motion, and to study students’ satisfaction with the learning management plan designed using the integration of integrated inquiry-based learning and problem-based learning. The participants were 39 of grade 8 students from a public school in Thailand. The instruments were a learning management plan designed using the integration of integrated inquiry-based learning and problem-based learning, a 4-multiple choice learning achievement test, and a satisfaction questionnaire. The results of the study showed that there was an improvement in the participants' science learning achievement on the concept of force and motion after implementing the learning management plan. Additionally, the integration of inquiry-based learning and problem-based learning led to increased learning satisfaction among the participants. These findings suggest that the integration of inquiry-based learning and problem-based learning can be an effective approach to teaching science concepts, particularly force and motion, and can lead to improved student learning outcomes and satisfaction.
Co-Authors Camara, Jun S. Charoensuk, Kamonphop Chomsriharat, Siriphit Dewi, Siska Agustin Fatonatullaillah, Indah Khonkla, Jiratchaya Matchimo, Puchong Meesamran, Nontawat Mila Ermila Hendriyani, Mila Ermila Nugroho, Nur Azizah Haffaf Prasart Nuangchalerm, Prasart Prasertsang, Parichart rubino, rubino Supakesorn, Bongkotkorn Thumsiriwat, Jutatip