THE DESIGN OF LEARNING ACTIVITIES USING DESIGN-BASED LEARNING TO DEVELOP STUDENTS’ DESIGN THINKING SKILLS
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Abstract
This research aimed to: (1) design learning activities based on the Design-Based Learning (DBL) approach; (2) compare students’ design thinking skills before and after participating in the learning activities in the Scientific Toys course; and (3) evaluate students’ satisfaction with the learning activities. The sample comprised 36 Grade 7 students from Samakkhi Witthayakhom School enrolled in the Scientific Toys course. Data were analyzed using percentage, mean, standard deviation, and a dependent-samples t-test.
The results revealed that: (1) the learning management plans based on the DBL approach were successfully developed and were deemed appropriate for implementation, with Index of Item-Objective Congruence (IOC) values ranging from 0.67 to 1.00, exceeding the acceptable criterion of 0.50; (2) students’ post-learning design thinking skills were significantly higher than their pre-learning skills across all six dimensions; and (3) students’ satisfaction with the DBL-based learning activities was at a high level, with an overall satisfaction rate of 86.86%.
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