EFFECTS OF UTILIZING THE RIDPA MODEL IN INSTRUCTIONAL DESIGN TO DEVELOP INNOVATIVE THINKING COMPETENCY IN SOCIAL STUDIES, RELIGION, AND CULTURE AMONG GRADE 6 STUDENTS IN SCHOOLS UNDER LOCAL ADMINISTRATIVE ORGANIZATIONS IN SONGKHLA PROVINCE

Abstract

     This study aimed to: 1) investigate the background information and needs for developing an instructional design model to enhance innovative thinking competency; 2) develop the RIDPA Model; and 3) examine the effects of using the RIDPA Model with Grade 6 students. The study employed a research and development approach integrated with an exploratory sequential mixed-methods design and was conducted in three phases: investigating background information and needs from 15 teachers; developing and validating the model by experts; and implementing the model with 29 Grade 6 students selected through multi-stage random sampling. The research instruments consisted of a semi-structured interview, the RIDPA Model, lesson plans, an innovative thinking competency test, and a satisfaction questionnaire. Data were analyzed using content analysis, mean, standard deviation, and one-way repeated measures ANOVA.

The findings revealed that:

1. Learning activities should emphasize active participation and connections with community contexts.


2. The RIDPA Model consisted of five stages: Realize (R), Instructional Objective (I), Design (D), Prototyping (P), and Assessment (A), and was rated at the highest level of appropriateness.


3. Students’ innovative thinking competency increased continuously from the pre-learning to during-learning and post-learning phases, with statistically significant differences (p < .001). Pairwise comparisons also revealed statistically significant differences between all measurement phases. In addition, students’ overall satisfaction with learning through the RIDPA Model was at the highest level.