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Enhancing Junior High School Students’ Analytical Thinking and Science Learning Achievement Through Active Learning Based on the MACRO Model

Sirimas Thipjaroom(1), Prasart Nuangchalerm(2),


(1) Mahasarakham University
(2) Mahasarakham University
Corresponding Author

Abstract


This classroom action research aimed to enhance junior high school students’ analytical thinking ability and science learning achievement through active learning based on the MACRO Model. The participants were 32 students from Nikomsangtoneng Rayong 8 School, Thailand. The intervention consisted of ten lesson plans on Motion and Force, implemented over two learning cycles. Data were collected using analytical thinking tests, science achievement tests, and a learning behavior observation form. The data were analyzed using mean, percentage, and standard deviation. The findings showed improvements in analytical thinking ability and science learning achievement across the two cycles. Students also demonstrated positive learning behaviors during the active learning process. The results suggest that the MACRO Model can support science learning among junior high school students.

Keywords


Active learning; Analytical thinking; Junior high school students; MACRO Model; Science learning achievement

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