Development of Problem-based Active Learning Activities to Promote Science Learning Achievement of Grade 6 Students

Abstract

Background and Aims: Science is of great importance to humanity. It helps develop cognitive abilities, logical reasoning, creativity, analytical thinking, knowledge-seeking skills, and the ability to solve problems systematically. It also promotes the rational application of scientific and technological knowledge, fosters an understanding of fundamental principles and theories, and recognizes the limitations of science. The ultimate goal is to develop learners into good, intelligent, and happy individuals who have the potential for further education and can apply their knowledge beneficially. This research aims to 1) Study the efficiency of active learning activities for Grade 6 students to be effective according to the criteria of 80/80 2) To compare the learning achievement in the science and technology subject group of Grade 6 students by organizing active learning activities before and after studying and 3) Study of students' satisfaction with the organization of problem-based active learning activities. The sample group was 34 students in Grade 6

Methodology: The sample group used in this research consisted of Grade 6/7 students from Kalasin Kindergarten School, under the jurisdiction of the Office of Kalasin Primary Educational Service Area 1, during the second semester of the 2024 academic year. The sample included one classroom with a total of 34 students, selected through cluster random sampling, using classrooms as the unit of selection by drawing lots. Research instruments: 1) Lesson Plans – Six lesson plans totaling 12 hours were designed using problem-based active learning activities under the topic “Substances Around Us” from the Science Learning Area for Grade 6 students.2) Achievement Test – A 20-item multiple-choice test (with four options per item) was developed to measure students’ science learning achievement on the topic “Substances Around Us,” aligned with the Science and Technology Learning Area for Grade 6. 3) Student Satisfaction Questionnaire – A 10-item 5-point Likert scale questionnaire was used to assess students’ satisfaction with the problem-based active learning activities.

Results: 1) The effectiveness of the problem-based active learning activities designed to enhance the science learning achievement of Grade 6 students is 90.15/89.55, which meets the established criteria. The set criterion is 80/80.2) The science learning achievement of students who participated in the problem-based active learning activities significantly increased after the learning, compared to before the learning, with statistical significance at the .05 level.3) Students' satisfaction with the problem-based active learning activities, overall, is at the highest level.

Conclusion: The development of problem-based active learning activities that effectively promote science learning achievement of grade 6 students and can also be used to develop higher-level learners.