DEVELOPMENT OF A LEARNING MANAGEMENT MODEL BASED ON ACTIVE LEARNING IN PHYSICS ON THE PHYSICAL PROPERTIES OF MATTER GRADE 11, USING THE METHOD OF SOLVING PHYSICS PROBLEMS ACCORDING TO THE TECHNIQUE OF POLYA

Abstract

The objectives of this research are 1) to develop a learning management model based on Active Learning in the physics subject. About the physical properties of matter Mathayom 5 level using physics problem solving methods according to Polya's technique. Effective according to the criteria of 80/80 2) To find the index of effectiveness of the learning management model according to Active Learning in the subject Physics. About the physical properties of matter Mathayom 5 level using physics problem solving methods according to Polya's technique and 3) to compare academic achievement. Before and after using the Active Learning model in the Physics subject. About the physical properties of matter Mathayom 5 level using physics problem solving methods according to Polya's technique. The sample group in this research is Mathayom 5 students at Chulabhorn Science School, Chonburi, who are studying in the first semester of the 2018 academic year, 3 classrooms, totaling 72 people, that the researcher is responsible for teaching. The tools used in the study were 1) 12 learning plans, 2) a test to measure academic achievement. The statistics used were percentage, mean, standard deviation, Z-test, One group type, and C-value test. (Z-test) not independent from each other (Dependent). The results of the study found that 1) Development of a learning management model according to Active Learning in the subject Physics. About the physical properties of matter Mathayom 5 level using physics problem solving methods according to Polya's technique. Efficiency according to the criteria is 86.30/84.49, which is in accordance with the specified criteria, which is 80/80. 2) The effectiveness index is equal to 0.6925, which indicates that learners have increased their knowledge by 0. 6925, or equivalent to 69.25 percent, and 3) The results of comparing academic achievement scores after studying were higher than before studying. Statistically significant at the .01 level.