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All Journal Cakrawala Pendidikan Journal of Advanced Sciences and Mathematics Education Unnes Science Education Journal ASEAN Journal for Science and Engineering in Materials ASEAN Journal of Educational Research and Technology
Kanyarat Cojorn
Mahasarakham university
Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Education Industrial & Manufacturing Engineering Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Social Sciences Other

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Enhancing the students problem-solving ability through situation-based learning with the six thinking hats technique Suriwan Wongsa; Kanyarat Cojorn
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.
Scientific Conceptual Understanding in Physics through Momentum and Material-Dependent Collisions Using the Dual Situated Learning Model: A Mixed Methods Action Research Study Chorphaka Kromkhan; Kanyarat Cojorn; Chaweewan Seesom
ASEAN Journal for Science and Engineering in Materials Vol 5, No 3 (2026): AJSEM: Volume 5, Issue 3, December 2026
Publisher : Bumi Publikasi Nusantara

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Abstract

From a materials science perspective, collision behavior depends on mass, velocity, and the mechanical responses of interacting materials, including elasticity, deformation, damping, and energy dissipation. This mixed-methods classroom action research examined the effectiveness of the Dual Situated Learning Model (DSLM) in improving students’ conceptual understanding of momentum and material-dependent collisions. Thirty-nine Grade 10 students from a secondary school in Thailand participated in three instructional cycles. Quantitative data were obtained from prerequisite and cycle-specific conceptual assessments, while qualitative data included worksheets, classroom observations, interviews, and reflection records. The results showed significant improvement in conceptual understanding, representational competence, and confidence in scientific explanations. Material-dependent collision contexts helped students distinguish momentum conservation from kinetic-energy dissipation and supported meaningful conceptual reconstruction in physics learning.
Developing a Mathematics Instructional Model to Enhance Computational Thinking Skills among Pre-service Mathematics Teachers in Support of the Sustainable Development Goals: A Bibliometric Analysis and Empirical Study Nitiphoom Adsawatithisakul; Kanyarat Cojorn
ASEAN Journal of Educational Research and Technology Vol 5, No 3 (2026): AJERT: VOLUME 5, ISSUE 3, December 2026
Publisher : Bumi Publikasi Nusantara

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Abstract

Computational thinking is essential for preparing future mathematics teachers to address complex problems in digital and sustainable education. This study developed and evaluated a mathematics instructional model for pre-service mathematics teachers using a descriptive bibliometric analysis and an empirical research-and-development approach. Scopus data showed rapid growth in publications on computational thinking from 1987 to 2025, confirming its increasing educational relevance. The model comprised six stages: situation presentation, analysis, association, synthesis, designing and arranging problem-solving procedures, and conclusion. 30 participants completed a one-group pretest-posttest implementation. Results showed significant improvements in decomposition, pattern recognition, abstraction, and algorithm design, supported by positive interview responses. The model provides a framework for computational thinking development and supports SDG-oriented quality teacher education.
Assessment of Science Process Skills in Physics Education: A Case Study on Electrostatics Among Grade 11 Students Pathomphong Boonpratham; Kanyarat Cojorn; Chanat Inkanok
Unnes Science Education Journal Vol. 15 No. 1 (2026): April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i1.30762

Abstract

Empirical evidence on students’ science process skills (SPS) proficiency within specific physics content areas remains limited in Thai secondary education, particularly in the context of electrostatics. This study is a survey research aimed at assessing the fundamental science process skills (SPS) of Grade 11 students in the context of electrostatics. A validated 30-item multiple-choice test covering eight SPS dimensions -observing, measuring, classifying, using space/time relationships, using numbers, organizing data and communicating, inferring, and predicting - was administered to 36 students enrolled in the Science-Mathematics-Technology-Environment (SMTE) Program at Sarakham Pittayakhom School Thailand, and analyzed using descriptive statistics and quartile distribution. The results revealed an overall mean score of 12.30 out of 30 (41.01%), reflecting a below-average level of SPS proficiency. Classifying was the strongest skill (mean = 2.53, 63.19%), with the majority of students reaching the third quartile (Q3), while using numbers (mean = 0.64, 21.30%) and predicting (mean = 0.97, 24.31%) were the weakest, with most students falling in the first quartile (Q1). The five remaining skills - observing, measuring, using space/time relationships, organizing data and communicating, and inferring-clustered at a moderate level in the second quartile (Q2). The pronounced difficulty in numerical and predictive skills is attributed not solely to general mathematical weakness, but to the abstract and invisible nature of electrostatic phenomena, which requires students to simultaneously apply scientific notation, interpret charge signs, and execute multi-step proportional reasoning without the support of direct sensory experience. These findings suggest that targeted instructional interventions-including problem-based learning, predict-observe-explain strategies, digital simulations, and adaptive learning technologies-are needed to explicitly scaffold the integration of quantitative procedures with conceptual understanding in electrostatics instruction. 
Igniting research competency: Empowering pre-service teachers through communities of practice plus lesson study Kanyarat Cojorn; Chaweewan Seesom
Jurnal Cakrawala Pendidikan Vol. 45 No. 1 (2026): Cakrawala Pendidikan (February 2026)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v45i1.91392

Abstract

The establishment of Communities of Practice (CoP) is recognized as a powerful means of fostering collaborative learning. CoP provides members with a platform to collectively develop their potential, exchange ideas, and engage in creative problem-solving. Similarly, LS is a well-established instructional improvement process that supports the holistic development of learners’ knowledge and skills. In this study, a learning approach that integrates CoP principles with the LS framework was utilized to create a shared learning space for pre-service science teachers. The primary aim is to investigate the implementation and effectiveness of activities that combine CoP and LS approaches in enhancing research competence among pre-service teachers. Specifically, the study evaluates the development of three key components of research competence: research knowledge, research skills, and research attributes. The findings indicate that the integrated use of CoP and LS significantly enhanced the research competencies of pre-service teachers. Participants demonstrated the ability to adjust their strategies to align with the expectations of the CoP. Additionally, they exhibited improved self-regulation, enabling them to independently design, plan, and complete research projects. Increased self-efficacy was also observed, as the pre-service teachers reported greater confidence in their research competency.
Co-Authors Chanat Inkanok Chaweewan Seesom Chaweewan Seesom Chorphaka Kromkhan Nitiphoom Adsawatithisakul Pathomphong Boonpratham Suriwan Wongsa