The Development of Scientific Problem-Solving Abilities Through Community-Based Integrated Learning Using a Five-Step Collaborative Learning Process for Grade 5th Students

Abstract

This study aimed to: (1) develop lesson plans based on community-based integrated learning combined with a five-step collaborative learning process for Grade 5 students to meet the efficiency criterion of 75/75; (2) compare students’ scientific problem-solving ability with the 70% criterion; (3) compare students’ learning achievement before and after the learning activities; and (4) examine students’ satisfaction with the learning activities. The study employed a quasi-experimental one-group pretest–posttest design. The sample consisted of 35 Grade 5/2 students from Na Chaluai (KRP Klang Upatham) School, selected through cluster sampling. The research instruments included 12 lesson plans, a scientific problem-solving ability test, a learning achievement test, and a student satisfaction questionnaire. Data were analyzed using mean, standard deviation, percentage, and t-test statistics.

The findings revealed that: (1) the lesson plans based on community-based integrated learning combined with the five-step collaborative learning process achieved an efficiency of 87.98/75.57, exceeding the predetermined criterion; (2) students attained an average post-learning scientific problem-solving score of 78.98%, which was significantly higher than the 70% criterion at the .05 level; (3) the mean post-learning achievement score was 15.11, significantly higher than the pre-learning mean score of 9.63 at the .05 level; and (4) students’ overall satisfaction with the learning activities was at the highest level (=4.74, S.D.=0.08). The findings indicate that integrating community contexts and resources with a structured collaborative learning process can promote meaningful learning and support the development of students’ scientific problem-solving ability and learning achievement in a practical and concrete manner.