The development of life and family curriculum according to theory of reasoned action in association with active learning concept
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This research aimed to 1) study the actual state and the desirable state preparing for the development of life and family curriculum, 2) develop life and family curriculum according to theory of reasoned action in association with active learning concept, and 3) study the implementation results. Instruments used in this research were questionnaires, lesson plans, evaluation form, and an achievement test. Data were analyzed by percentage, mean, standard deviation, and content analysis. Results of the research were found that most of informants agreed for curriculum development of life and family curriculum for lower secondary school students. There were 16 lesson plans that consisted of learning management activities, active learning management, and theory of reasoned action. Moreover, it was indicated that the curriculum efficiency was overall at 85.20/77.52 passing the determined criteria 70/70. After implementing life and family curriculum, the average scores after learning were higher than the average scores before learning life and family curriculum for lower secondary school level; 581 lower secondary school students were satisfied with learning management at a high level in the learning atmosphere, learning management activities, and the benefits; and 3 health education teachers were satisfied with the components of the developed curriculum in overall at a high level.
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