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Enhancing Scientific Problem-Solving and Learning Achievement of Lower Secondary Students through Active Learning Management

Jurnal Pendidikan IPA Indonesia · Vol. 13 No. 1 (2024) · pp. 172–181

DOI
10.15294/jpii.v13i1.47672
ISSN
2089-4392, 2339-1286
Published
2024-03-29
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

Active learning is an essential part of good science education. It engages students in the learning process, allowing them to get a better comprehension of scientific subjects. This research aims to enhance scientific problem-solving and also learning achievement of eighth-grade students through active learning organization. This study employed a pre-experimental design. The target group was 30 eighth-grade students from one school in Thailand. Three-hour learning management plans provided 15 hours of active learning organization. The result indicated that active learning encourages students to solve scientific problems. Students actively engage in defining and improving the learning process based on their own interests. As a result, students’ academic achievement and problem-solving in science were improved. Furthermore, when comparing the academic achievement and scientific problem-solving scores between after experiment and criterion. Additionally, students expressed a high level of satisfaction with the active science learning activities, as these activities contributed to their academic achievement and problem-solving in the field of science. It can be concluded that active learning is very useful and engage students to science classroom.

Keywords

Collaboration network of the authors

4 authors · 3 co-authorship links · 1 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Mahasarakham University
  • Roi et Rajabhat University
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Co-authorOrganisationJoint articles
Saksri SuebsingRoi et Rajabhat University1
Veena PrachagoolMahasarakham University1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Enhancing Scientific Problem-Solving and Learning Achievement of Lower Secondary Students through Active Learning Management</dc:title>
	<dc:creator>Kanphukiew, S.</dc:creator>
	<dc:creator>Nuangchalerm, P.</dc:creator>
	<dc:subject xml:lang="en-US">achievement; active learning; problem-solving; science teaching</dc:subject>
	<dc:description xml:lang="en-US">Active learning is an essential part of good science education. It engages students in the learning process, allowing them to get a better comprehension of scientific subjects. This research aims to enhance scientific problem-solving and also learning achievement of eighth-grade students through active learning organization. This study employed a pre-experimental design. The target group was 30 eighth-grade students from one school in Thailand. Three-hour learning management plans provided 15 hours of active learning organization. The result indicated that active learning encourages students to solve scientific problems. Students actively engage in defining and improving the learning process based on their own interests. As a result, students’ academic achievement and problem-solving in science were improved. Furthermore, when comparing the academic achievement and scientific problem-solving scores between after experiment and criterion. Additionally, students expressed a high level of satisfaction with the active science learning activities, as these activities contributed to their academic achievement and problem-solving in the field of science. It can be concluded that active learning is very useful and engage students to science classroom.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
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	<dc:date>2024-03-29</dc:date>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/47672</dc:identifier>
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	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 13, No 1 (2024): March 2024; 172-181</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v13i1</dc:source>
	<dc:language>eng</dc:language>
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	<dc:rights xml:lang="en-US">Copyright (c) 2024 Jurnal Pendidikan IPA Indonesia</dc:rights>
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