The Development of a Learning Management Model Integrating Constructivist Theory with Phenomenon-Based Learning to Enhance Geo-Literacy among Grade 9 Students

Abstract

Background and Objectives: The purposes of this research were: (1) to The Development of a Learning Management Model Integrating Constructivist Theory with Phenomenon-Based Learning to Enhance Geo-Literacy among Grade 9 Students. (2) to investigate the outcomes of implementing the developed learning management model; and (3) to examine Grade 9 students’ attitudes toward geography learning. Research Methodology: This study employed research and development (R&D) design, consisting of three phases. Phase 1 involved the development of the learning management model. The participants included 461 Grade 9 students and 6 geography teachers. The instruments used were questionnaires and interviews, and the data were analyzed using content analysis. Phase 2 examined the outcomes of the learning management model implementation. The sample consisted of one Grade 9 class (41 students) in the 2024 academic year, selected by cluster random sampling. The research instrument was a geo-literacy test, and the data were analyzed using mean, standard deviation, t-test, and effect size. Phase 3 explored the attitudes of the 41 Grade 9 students toward geography learning using an attitude scale, with mean and standard deviation as statistical tools.

Research Findings: The Development of a Learning Management Model Integrating Constructivist Theory with Phenomenon-Based Learning to Enhance Geo-Literacy among Grade 9 Students. comprised five components: principles, objectives, learning management process, learning assessment and evaluation, and supporting factors.

The outcomes of the implementation showed that students’ geo-literacy, which consisted of three components (1) geographic capability, (2) geographic processes, and (3) geographic skills significantly improved at the statistical level of p < 0.001. The mean score increased from 26.25 to 47.25 out of 60, representing a 78.75% improvement.
The t-test value was 12.89, and the effect size (Cohen’s d) was 3.29, indicating a large effect. These results confirmed the high effectiveness of the developed model in enhancing students’ geo-literacy across all dimensions. Students’ attitudes toward geography learning were found to be at a high level overall.

Conclusion: The Development of a Learning Management Model Integrating Constructivist Theory with Phenomenon-Based Learning to Enhance Geo-Literacy among Grade 9 Students. was highly successful. The model was evaluated by experts as highly appropriate, effectively improved students’ geo-literacy in all components, and fostered positive attitudes toward geography learning. These findings highlight the potential of integrating multiple learning theories to create highly effective educational innovations.