Developing Analytical Thinking Skills Through the Application of Online Learning Management Based on STEM Education in the Topic of Work and Energy for Grade 8 Students

Abstract

This action research aimed to develop the analytical thinking ability of Grade 8 students to meet the 75% criterion through the application of online learning management based on STEM education on the topic of work and energy. The target group consisted of 40 Grade 8 students enrolled in the first semester of the 2025 academic year at Nong Phok Wittayalai School, selected through purposive sampling. Data were collected using three instruments: STEM-based online science lesson plans for Grade 8 students on the topic of work and energy, an analytical thinking ability test, and a student interview form. Data were analyzed using percentage, mean, and standard deviation. The findings showed that, through the STEM-based online learning management on work and energy, the target students' analytical thinking ability progressively met the 75% criterion across three action research cycles. In Cycle 1, 30 of the 40 students (75.00%) passed the criterion, while 10 students (25.00%) did not. In Cycle 2, which involved the 10 students who had not yet passed, 9 students (90.00%) subsequently met the criterion, while 1 student (10.00%) did not. In Cycle 3, which involved the remaining student, the criterion was met (100.00%). By the end of the third cycle, all 40 students had successfully achieved the 75% analytical thinking criterion. These findings suggest that the cyclical, reflective structure of action research—combined with STEM-based online learning management—provides an effective and adaptive approach for developing students' analytical thinking ability, allowing instruction to be progressively refined to support students who require additional reinforcement.