THE RESULTS OF LEARNING MANAGEMENT USING INQUIRY CIRCLE METHOD (5ES) ON CLIMATE CHANGE PROCESS OF GRADE 7 STUDENTS

Abstract

In the academic year 2017-2020, the average science score of Grade 7 students of Benchama Maharat School was lower than the national average. In addition, it was found that the third subject, Substances and Properties of Substances, was a learning subject that should be urgently developed. From the above information, it is indicated that the quality of education in both academic and student characteristics is still not satisfactory in educational management. There must be the creation of skills and competencies for the nation's children and youth. Organizing learning that places too much emphasis on textual content Students become bored while studying, causing them to lack true understanding of scientific content and processes. From the above problem, the results of the learning management using the Inquiry Circle Method (5Es)  on the subject of the process of weather change for Grade 7 students are studied.

The objectives of this research were to 1) Study the effectiveness of science learning plans and compare the students’ Learning achievements on climate change process in the science of Grade 7 students before and after learning, and 2) Study satisfaction towords learning management. Samples consisted of 46 Grade 7/6 Benchama Maharat School, Academic Year 2022 students using cluster random sampling classroom as a random unit. The Instruments used for collecting data were 1) 5 Science Learning Management Plans with Inquiry Circle Method (5Es) To check the accuracy of the content and learning activities and to evaluate the appropriateness of the learning management plan using a 5-level Likert rating scale assessment, it was found that the learning management plan used in conjunction with the skill training model had an overall average of 4.53 and the average of each of the 5 plans ranged from 4.33-4.67, which was the most appropriate. 2) The multiple-choice achievement test has 4 options of 30 items use the evaluation of academic achievement tests by experts to find the congruence index using the IOC (Index of Item Objective Congruence) formula and select 30 questions with an IOC value of 0.5 or higher. The congruence index is between 0.67 - 1.00, and 3) The satisfaction questionnaire with learning management of 15 items . Statistics for data analysis were percentage, mean, standard deviation, and t-test  (Dependent Samples) use the expert assessment of academic achievement tests. Find the congruence index using the IOC (Index of Item Objective Congruence) formula and select 30 questions with an IOC value of 0.5 or higher. The congruence index is between 0.67-1.00. The obtained data is used to analyze the quality of the questionnaire regarding satisfaction with learning management. The obtained data is analyzed for the quality of the questionnaire on satisfaction with learning management, with the discrimination power of each item from 0.21 - 0.68. Using the Cronbach's Alpha Coefficient method, the value was equal to 0.81   

          The research findings were as follows :

1. The efficiency of Science Learning Management Plans of Grade 7 Students’ Learning about Climate Change Process through the Inquiry Circle Method (5Es) was 80.07/84.42, according to the students’ criteria.
2. The students’ achievement Learning of Grade 7 Students’ on Climate Change Process was higher than before learning at .05 level of statistical significance.
3. Satisfaction towords learning management were at a highest level. When considering each item individually, it was found that It is at the highest level in the first 3 orders as follows: Teachers accept students' opinions and provide opportunities for asking questions. Learning activities were consistent with the objectives and teachers prepared for teaching and organized the content appropriately, respectively. The last 3 items were at the high level as follows: Learning activities promoted group/team collaboration. Learning activities made it easy to understand the content. And organizing learning activities was appropriate for the time, respectively.