Moral Game–Based Active Learning Management to Promote Good Citizenship of Elementary School Students

Abstract

The research article consisted of the following objectives: 1) to develop the active learning with the use of moral games to promote good citizenship in elementary school students; and 2) to investigate the results of active learning management with the use of moral games to promote citizenship in elementary school students. The population for the study consisted of 45 elementary school students from class 5/9 at the Prince Royal's College in Chiang Mai Province, who were selected by purposive sampling. The research instruments included 7 active learning management plans with the use of moral games to promote good citizenship in elementary school students over the course of 20 hours, as well as a 5-question test measuring good citizenship. The data were analyzed using content analysis and presented using the descriptive approach. The Item Objective Congruence (IOC) was used to assess the congruence of experts’ opinions while the data of pretest and posttest were used to find mean, standard deviation, and t-test dependent.

            From the study, the following results are found: 1) The learning results of 7 active learning management plans, totaling 20 hours, including: learning management plan 1 on sufficiency economy, learning management plan 2 on modesty, learning management plan 3 on rationality, learning management plan 4 on good immunity, learning management plan 5 on knowledge condition, learning management plan 6 on moral conditions, and learning management plan on 7 on the application of sufficiency economy. All of which are congruent with experts at the 0.79 – 0.87 level, indicating a high level of propriety. 2) The management of active learning with the use of moral games to promote good citizenship of elementary school students from all 7 learning management plans discovered that the posttest is higher than the pretest with a statistical significance of 0.05.