The Development of an Instructional Model to Enhancing Concept Thinking Ability Based on Mediated Learning Experience Approach for Early Childhood Education Students

Abstract

The purpose of this research was to develop an instructional model to enhance concept thinking ability based through mediated learning experience approach for early childhood education students. The samples for this research were early childhood education students northern college. in the first semester of the 2019 academic year. This samples were drawn by mans of simple random sampling. The research instrument were the conceptual competence test and the curriculum development an achievement test. The statistics used for data analysis were mean, standard deviation, t – test dependent and one sample t – test.  The results were as follows, Instructional model consisted of five components including principle, objective, content, instructional process, and assessment and evaluation. Instruction management of mediated leaning experience consisted of six steps including 1) attention; teacher arranges media and asks questions from media to make students interested in understanding and connecting knowledge gained with their previous experiences. 2) explore data ; teacher asked for identify differences and recognize reasons  for differences. 3) recall; teacher asks students to see overall similarities of what they perceive. and summarize as a method, principle, definition or definition. 4) practice; teacher guides practice aske students to present their ideas about what they perceive. 5) interpreting data; teacher reviews questions to students to do exercises and teacher helped supplement information to draw conclusions. 6) evaluation; teacher tests the ability to think individually about academic curriculum development. The quality of the model checked by experts was good. The results of pilot study showed that the instructional model could be used in real classroom. The result of the implementation of the model found that students had the ability to concept thinking. Post trial score was higher than pretrial score; and higher than 70 percent, statistically significant at the .01 level. Achievement in curriculum development, post trial score was higher than pretrial score statistically significant at the .01 level.