DEVELOPMENT OF AN ENRICHMENT CURRICULUM TO ENHANCE CREATIVITY AND INNOVATION SKILLS IN MATHEMATICS BASED ON CONSTRUCTIONISM THEORY WITH THE GEOMETER’S SKETCHPAD FOR JUNIOR HIGH SCHOOL STUDENTS

Abstract

This study was a research and development (R&D) the purposes of this research were to 1) Develop and determine the effectiveness of the curriculum based on the 80/80 criterion, 2) Compare students’ creativity and innovation skills in mathematics after learning with the 75 percent criterion, 3) Compare students’ learning achievement before and after learning, 4) Compare students’ attitudes toward mathematics before and after learning, and 5) Investigate students’ satisfaction with the instruction. The sample consisted of 48 lower secondary school students from Ban Dong Bang School, under the Bueng Kan Primary Educational Service Area Office, in the first semester of the 2024 academic year. The sample was obtained using stratified random sampling. The research instruments were: 1) The enrichment curriculum, 2) The creativity and innovation skills assessment form, 3) The learning achievement test, 4) The attitude toward mathematics scale, and 5) The student satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, dependent samples t-test, and one sample t-test. The research findings revealed that: 1) The developed curriculum had an efficiency of 82.34/86.53, higher than the 80/80 criterion, 2) Students’ mathematical creativity and innovation skills after learning were significantly higher than the 75% criterion at the .01 level, 3) Students’ post-learning achievement scores were significantly higher than pre-learning scores at the .01 level, 4) Students’ attitudes toward mathematics after learning were significantly higher than before learning at the .01 level, and 5) Students’ overall satisfaction with the instructional management was at the highest level ( = 4.51, S.D. = 0.54).