The Results of the Experimental Manual for Project-based Learning Activities with Digital Technology to Encourage Analytical Thinking The Results of the Experimental Manual for Project-based Learning Activities with Digital Technology to Encourage Analytical Thinking

Abstract

This research aims to 1) develop a project-based learning activity manual using digital technology to encourage analytical thinking, 2) evaluate the appropriateness of the project-based learning activity manual with digital technology to encourage analytical thinking, and 3) study the results of an experiment using a project-based learning activity manual with digital technology to encourage analytical thinking. The target group for the research was nine experts in evaluating the appropriateness of manuals and high school students, Young Inventors Club, Kamalasai School, Kamalasai District, Kalasin Province, 20 people. The tools used in the research were learning activity manuals, evaluation forms, learning activity manuals, knowledge tests, and analytical thinking skills tests. The statistics used in data analysis are mean and standard deviation.

            The results of the research found that 1) Project-based learning activity manual with digital technology to encourage analytical thinking consists of 3 steps of activities: (1) pre-class test, (2) learning according to the five steps of the project, ( 2.1) Learn from the situation, (2.2) Integrate knowledge into planning, (2.3) Follow the work plan, (2.4) Write a report with determination, and (2.5) Present the work creatively, and (3) Post-test. 2) Evaluation of Appropriateness of the learning activity manual by experts. Overall, it is appropriate at the highest level. The student manual and the lecturer and mentor manuals are at the most appropriate level. 3) The results of the experiment using the learning activity manual of the model found that the target group has (1) The mean scores on the pre-study and post-study knowledge tests are significantly different at the .01 level and (2) The mean scores of the pre-study and post-study analytical thinking tests are significantly different at the .01 level.