The Effects of Learning Management Using Problem Based Learning to Promote Analytical Thinking Subject Computer Programming

Abstract

The purposes of this research were: (1) develop and evaluate the effectiveness of a learning management using problem-based learning to promote analytical thinking among undergraduate students in the subject of computer programming criteria 75/75, (2)compare academic achievement of students who studied using a problem-based learning management plan to promote analytical thinking among undergraduate students in the subject of computer programming and (3) study the satisfaction of learners with the problem-based learning management plan to promote analytical thinking among undergraduate students in the subject of computer programming. The sample size consisted of 46 first-year civil engineering students from the Faculty of Engineering and Technology who were enrolled in the first semester of the academic year 2565. The research instruments were used included a problem-based learning management plan for the subject of computer programming, a 4-choice achievement test with 30 questions, and a satisfaction assessment form for problem-based learning using an approximate value ratio scale (Rating Scale) at 5 levels. The statistics used in data analysis were percentage, mean, and standard deviation.

The results were as follows:

1. The problem-based learning management plan to promote analytical thinking among undergraduate students in the subject of computer programming was effective, with a score of 75.14/76.96, meeting the established criteria 75/75
2. To compare academic achievement of students who studied using a problem-based learning management plan to promote analytical thinking among undergraduate students in the subject of computer programming had a higher average after studying than before studying.
3. The satisfaction of students with the problem-based learning management plan was high, with an average value of 4.02 and S.D 0.69