The Development of a Learning Model Using the DCP2C Problem-Solving Process to Enhance Academic Achievement and Problem-Solving Skills in Mathematics on the Topic of Conic Sections for Grade 10 Students

Abstract

This study aimed to investigate the current issues and learning management approaches, develop a learning management model using the DCP2C problem-solving process, and evaluate its application to enhance learning achievement and mathematical problem-solving abilities in conic sections among Grade 10 students. The sample consisted of 37 students from Ban Rai Wittaya School, selected through purposive sampling. The findings revealed that the traditional lecture-based teaching approach limited students' opportunities for hands-on activities and problem-solving skills development, necessitating the creation of a learning model focused on mathematical problem-solving processes. The developed model comprised five key components and a four-step learning process: preparation, problem-solving with DCP2C steps (Define, Collect, Plan, Carry out, Check), reflection, and summary. Experts rated the model's suitability at the highest level. The implementation of the DCP2C model showed high effectiveness, with a performance score of 84.65/85.61, exceeding the 80/80 benchmark. Post-learning achievement and problem-solving abilities significantly improved at a .05 statistical level. Additionally, students expressed the highest level of satisfaction with this learning approach. In conclusion, the DCP2C model proved to be highly effective and suitable for enhancing students' skills and learning outcomes in this topic.