DEVELOPMENT OF CITIZENSHIP TEACHING USING A SCENARIO-BASED LEARNING TO BUILD CRITICAL THINKING SKILLS OF HIGH SCHOOL STUDENTS

Abstract

This study sought to achieve 2 primary objectives: to assess the efficacy of scenario-based learning in enhancing the critical thinking abilities of 12 grade students in the subject of citizenship, and to devise a lesson plan for Civics utilizing scenario-based learning as a means to cultivate critical thinking skills. The research sample comprised 30 students from Srinakharinwirot University Prasarnmit Demonstration School (Secondary), Semester 2, academic year 2023, selected via a simple random sampling technique. The study employed a lesson management plan in Civics that integrated scenario-based learning to foster critical thinking skills, alongside a corresponding assessment tool for measuring these skills. The findings revealed a statistically significant increase in critical thinking skills among students following the implementation of Civics instruction using scenario-based learning, as evidenced by a comparison of pre- and post-lesson assessments at a significance level of .01. Moreover, the outcomes of the lesson management plan indicated a comprehensive enhancement in students' critical thinking abilities, as evaluated through the developmental interaction scale. The development of learning management plans with a focus on encouraging students to think critically fosters a collaborative exchange between students and teachers within a contextually relevant framework. Such an approach is congruent with the developmental stage of the learners and aligns with their interests, thereby facilitating the cultivation of critical thinking skills in accordance with their age and cognitive capacities.