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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Green Learning JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Yonwilad, Wannatida
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Education Mathematics

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Improving students’ geometric mathematical problems through the GeoGebra-Assisted "5E" Learning Cycle Pingpor, Piyathida; Yonwilad, Wannatida
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 8 Issue 2 April 2023
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v8i2.1635

Abstract

This study aims to investigate the effectiveness of the GeoGebra-assisted 5E learning cycle toward students’ understanding of mathematical concepts. This study was a quasi-experiment with a pre-test and post-test control group design. The cluster random sampling technique was used to select samples from each group, which included 25 seventh-grade students. The data collected in this study were students’ mathematical prior knowledge obtained by giving objective tests before starting the learning process and students' mathematical conceptual understanding obtained by giving an essay test at the end of the learning process. The hypotheses were tested using a t-test. The findings revealed that the GeoGebra-assisted 5E learning cycle has an advantageous effect on students' comprehension of mathematical concepts, where t = 16.50* and p = 0.0001. The findings of this research implied that the GeoGebra-assisted 5E learning cycle model can be used as an alternative learning model to improve students' understanding of mathematical concepts.
Developing problem-solving skills in ratios and scales for grade 6 students using cooperative learning with TGT and graphic organizer techniques Phomlao, Tanakron; Yonwilad, Wannatida
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.v5i1.601

Abstract

This research aimed to develop problem-solving skills in ratios and scale by employing cooperative learning through the Team-Games-Tournaments (TGT) technique in conjunction with the graphic organizer. Students often struggle to understand the relationship between quantities, leading to difficulties in applying ratios and scale accurately. method for sixth-grade elementary school students. The study focused on a target group of 39 sixth-grade students from a medium-sized school in Somdej District, Kalasin Province, during the first semester of the 2024 academic year. The researchers selected participants using purposive random sampling. The research tools included eight lesson plans designed with the TGT technique and graphic organizer methods and a test to evaluate problem-solving skills in ratios and scale. The study adopted an Action Research approach, organized into two action cycles. The first cycle implemented lesson plans 1-4 and included a test featuring five open-ended problems on ratios. Action Cycle 2 utilized lesson plans 5–8 and included a test with five subjective issues on the scale. Statistical tools for data analysis included mean, percentage, and standard deviation. The results indicated that students' problem-solving skills in ratios and scale improved, with an average score of 62.62% in Action Cycle 1 and 74.26% in Action Cycle 2. The second cycle exceeded the 70% criterion with statistical significance at the .50 level. 
Enhancing students' mathematical problem-solving proficiency: A synergistic approach of the bar model and butterfly method Buttrama, Supaporn; Yonwilad, Wannatida
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.v3i2.328

Abstract

The objective of this study is to enhance students' mathematical problem-solving by using a synergistic approach employing the bar model and butterfly method. The sample for this study was 62 seventh-grade students from Kantho Wittayakarn school in Tha Kantho district, Kalasin province during the first semester of the academic year 2022. The research tools consisted of  learning management strategy using the bar model and the butterfly method, test for fractal problem solving, and  interviewing form for learning activities using the bar model and the butterfly method. The study consistently demonstrated a noteworthy enhancement in seventh-grade students' mathematical problem-solving, particularly in the after-school sessions. Statistical analysis revealed a significant increase in learning achievement levels, surpassing the performance observed before school, with a statistical significance level of .05. The findings consistently suggest that the utilization of the bar model and butterfly method within a learning cycle model can serve as a reliable and effective alternative for advancing students' comprehension of mathematical concepts. The results underscore the consistent positive impact of this synergistic instructional approach on students' mathematical problem-solving.
Prototype development of an AI-powered conversational coaching system for graduate research supervision Sinlapaninman, Unyaparn; Yonwilad, Wannatida
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37032

Abstract

This study developed a prototype of an AI-powered conversational coaching system to address recurring challenges in graduate research supervision. Using a design-based research approach integrated with design thinking, the study engaged 49 stakeholders—comprising students, faculty, and alumni—to pinpoint critical pain points and pedagogical requirements. These insights were distilled into a robust design framework centered on three core dimensions: problems, contexts, and learner needs (P-Q-R), integrated with the goal, reality, options, will (GROW) coaching model to facilitate goal setting and reflective practice. Expert evaluations underscored the system’s high utility, pedagogical relevance, and adaptability for resource-constrained academic environments. Beyond technical implementation, this study contributes empirically grounded design principles for AI-supported graduate supervision and offers a scalable evaluation framework for early-stage educational AI interventions.
Co-Authors Buttrama, Supaporn Phomlao, Tanakron Pingpor, Piyathida Sinlapaninman, Unyaparn