THE DEVELOPMENT OF COLLABORATIVE PROBLEM-SOLVING COMPETENCY AND ANALYTICAL THINKING ABILITY THROUGH PROBLEM-BASED LEARNING ON THE TOPIC OF SOLUTIONS FOR GRADE 8 STUDENTS AT SAINAMPEUNG SCHOOL

Abstract

The purposes of this action research were 1) to study best practices in Problem-Based Learning (PBL) on the topic of Solutions that enhance Collaborative Problem-Solving (CPS) competency and Analytical Thinking (AT) ability. 2) to develop CPS competency and AT ability of Grade 8 at Sainampeung School through Problem-Based Learning. The target group consisted of 38 grade 8 students selected by purposive sampling. The research instruments included problem-based learning lesson plans, a CPS competency test, an AT ability test, a CPS competency assessment form, a reflective journals and activity worksheets. Qualitative data were analyzed using content analysis while quantitative data were analyzed using frequency and percentage. The research results revealed that: 1) the best practices included (1) having students read the problem situation, identify key issues, and writie an individual conclusion before sharing in groups, which promoted problem identification aligned with the situation; (2) using guiding questions related to required knowledge and summarize them in a fishbone diagram, which enhanced problem understanding and led to effective problem-solving design; (3) using guiding questions and providing feedback along with writing summaries on the board during problem-solving design process, which supported students in planning appropriate actions to solve the problem; and (4) exchanging learning outcomes by recording problem-solving results in a table instead of presenting in front of the class, which facilitated which facilitated the synthesis of problem-solving conclusions. 2) The results of developing CPS competency and AT skills indicated positive improvement in both skills, as evidenced by pre- and post-tests. After the implementation of problem-based learning, 26.32% of students demonstrated a high level of collaborative problem-solving competence, whereas no students were found at this level prior to the intervention. When considering each competency (Establishing and Maintaining Shared Understanding, Taking Appropriate Action to Solve the Problem and Establishing and Maintaining Team Organization) the number of students at the high level increased in all areas. In addition, students’ analytical thinking ability showed a marked improvement, with 81.58% of students reaching a high level after the intervention. Analysis of each component (importance, relationships and principles) revealed that students achieved a high level of analytical thinking across all components.