THE EFFECT OF AUTHENTIC LEARNING USING HISTORICAL METHOD TO PROMOTE THE CRITICAL THINKING ABILITY OF GRADE 8 STUDENTS

Abstract

This research aimed 1) to study the critical thinking ability after learning with authentic learning by historical method to promote the critical thinking ability of grade 8 students, and 2) to compare the ability of critical thinking ability after learning with authentic learning using historical method to promote the critical thinking ability of grade 8 students with standard level of average 75%. The sample used in this research was 30 of grade 8 students from Tin-Opart School, Phrae Secondary Educational Service Area Office 1, who were studying in second semester, academic year 2015, derived from sample random sampling. The study lasted 17 hours. The research instruments were 1) The lesson of authentic learning using historical method, and 2) The critical thinking ability test. Data was statistically analyzed by percentage, mean, standard deviation, and t-test. The research findings were as follow; 1) The critical thinking ability level after learning with authentic learning using historical method to promote the critical thinking ability of grade 8 students was at the level of “much” (80.18%), and 2) The critical thinking ability after learning with authentic learning using historical method to promote the critical thinking ability of grade 8 students was significantly higher than the criterion of 75% at the level of .05.