The Development of An Integrated Learning Management Modelby Situational-based with Collaborative Learning Aimed at Improving Students’ Academic Achievement and Enhancing their Competencies in The Chemistry Curriculum on the topic of Chemistry Bonding of Math

Abstract

The objectives of this research were to 1) develop an integrated learning management model. and 2) to study the results of the learning management model experiment as follows: 2.1) to compare the learning achievements in chemistry courses before and after school; 2.2) to study the results of promoting core competencies. After learning chemistry course and 2.3) to study the level of satisfaction towards the learning management model. The population used in the research were 9 chemistry teachers and 647 Mathayomsuksa 4 students in the first semester of the academic year 2021. The experimental group used in the research consisted of 1 Mathayomsuksa 4 students in 1 room 30. Cluster random sampling. Research tools consisted of 1) a learning management plan, 2) an achievement test before and after school, 3) an assessment of core competency promotion before and after school, and 4) a questionnaire on the level of satisfaction towards learning management model The statistics used in the data analysis were percentage, mean, standard deviation. and hypothesis testing using t-test (Dependent Samples).
The results of the research showed that 1) the model of learning management There are 7 components of the learning management model: (1) the model’s principle, (2) the model’s objectives, (3) concepts and theories in model development, (4) the learning management process consists of 6 steps: 1 presenting the problem situation, step 2 planning, step 3 problem solving, step 4 reflecting, step 5 conceptualization, and step 6 evaluation (5) measurement and evaluation (6) teacher and student roles, and (7) Support system 2) The experimental results using the learning management model found that (1) the students in the experimental group had a statistically significantly higher score on learning achievement after school than before at the.05 level; (2) the students The experimental group had a 45.53% increase in the developmental scores of the two core competencies, and (3) The students’ satisfaction with the learning management style had an average of 4.31, meaning that the students in the experimental group had a high level of satisfaction.