Organizing learning activities using the online GPAS 5 Steps learning process to develop creative writing abilities for Teaching profession students of Rajabhat Rajanagarindra University

Abstract

The objectives of this research were 1) to create and develop learning activities using the GPAS 5 Steps online learning process to develop creative writing abilities. For teaching profession students of Rajabhat Rajanagarindra University 2) to study the creative writing ability of teaching professional students After participating in the learning activities using the GPAS 5 Steps online learning process 3) To study the satisfaction of teaching profession students After participating in the learning activities using the online GPAS 5 Steps learning process which was a quasi-experimental research, there was a one-group posttest only design, which collected collect information from a total of 30 first-year students in the Department of General Science, Faculty of Education, Rajabhat Rajanagarindra University, year of study 2021 were obtained from cluster sampling using classrooms which are characteristic of the discipline as random units. The tools used in this research are: An online learning activity model using GPAS 5 Steps learning process, Creative Writing Ability Assessment Form and the satisfaction assessment form for participating in the activities. The statistics used in the research were Index of Item Objective Congruence (IOC), Percent, Mean, and Standard Deviation.

          The results showed that:

1. The process of organizing learning activities using the GPAS 5 Steps online learning process consists of 3 phases, totaling 16 hours: Phase 1, Knowledge of Creative Writing (4 hours). Phase 2 Practicing Creative Writing with GPAS 5 Steps (10 hours) and Phase 3 Lesson Summary (2 hours) The Objective Compliance Index (IOC) was 1.00.

2. The creative writing ability of teacher-professional students after participating in the learning activities using the GPAS 5 Steps online learning process found that the majority of students, 56 percent, had a level of creative writing ability at good level followed by 30% at very good level and 13.33% at moderate level.

3. Satisfaction of teaching professional students After participating in learning activities Using online learning process GPAS 5 Steps found that overall satisfaction with learning activities was at a high level (M = 4.01, S.D.= 0.85) with satisfaction in each aspect. The level of learning activities was at the highest level of satisfaction (M = 4.51, S.D. = 0.86) followed by the learning atmosphere at the highest level of satisfaction (M = 3.82, S.D.= 0.72) and the learning benefits were at high levels of satisfaction (M = 3.82, S.D.= 0.72) respectively.