The Development of a Learning Management Model for Student Teachers to Promote Critical Reading Skills among Secondary School Students

Abstract

This research article aimed to: (1) study the context, current conditions, and needs for developing a learning management model for student teachers; (2) design and develop a learning management model for student teachers; (3) implement the learning management model; and (4) evaluate and improve the model to promote critical reading skills in secondary students. The research method was Research and Development (R&D). The sample group consisted of 38 student teachers currently undergoing their teaching practicum and 120 lower secondary school students (Grades 7–9) in the first semester of the 2024 academic year. The research tools include document analysis, questionnaires and Interview form. The statistics used are mean and standard deviation.

The research found that:

1. The instructional management should be learner-centered, take into account individual differences, and promote analytical and critical thinking skills. It should also support critical reading, integrate modern technologies and instructional media, and encourage students to apply knowledge effectively in real-world contexts.
2. The developed learning management model and its training manual were evaluated as highly consistent and appropriate, with an average score of 4.21 and a standard deviation of 0.62.
3. The results of implementing the learning management model indicated that the critical reading ability of secondary school students significantly improved after the training (p < .05).
4. The evaluation of the model showed that the overall level of opinion was high, with an average score of 4.41 and a standard deviation of 0.69.