DEVELOPMENT OF MATHEMATICS LEARNING ACHIEVEMENT ON LINEAR INEQUALITY WITH ONE VARIABLE FOR GRADE-9 STUDENTS FOLLOWING ACTIVE LEARNING TO MEET THE GPAS 5 STEPS

Abstract

The purposes of this research were to 1) create and determine quality of lesson plans on linear inequality with one variable by using Active Learning to meet the GPAS 5 Steps for grade-9 students , before and after learning to gain efficiency criteria at 80/80, 2) compare the learning achievement in mathematics on linear inequality with one variable by using Active Learning to meet the GPAS 5 Steps for grade-9 students with 70% criteria , and 3) compare the learning achievement in mathematics on linear inequality with on variable by using Active Learning to meet the GPAS 5 Steps for grade-9 students , before and after learning. The sample eas 36 grade-9/2 students, Wat Khian Khet School, during the first semester of the 2023 academic year. The instruments used in this research were 1) 9 mathematics lesson plans on linear inequality with one variable by using Active Learning to meet the GPAS 5 Steps, 2) 7 items with subjective of mathematics learning achievement tests. The test demonstrated a content validity index (IOC) of 1, with difficulty indices (p) ranging from 0.42 to 0.47, and discrimination indices (r) ranging from 0.26 to 0.74. The statistics utilized for data analysis were percentage, mean, standard deviation, and the t-test.
The results of the study were as follows: 1) lesson plan for grade-9 students on linear inequality with one variable by using Active Learning to meet the GPAS 5 Steps were as effective as 81.71/80.28, 2) according to the GPAS 5 Steps concept, grade-9 students' mathematics learning achievement on the topic of linear inequalities in one variable is 70% higher than the standard, with statistical significance at the 0.05 level. After it was 80.27 %, and 3) the learning achievement on linear inequality with on variable learning by using Active Learning to meet the GPAS 5 Steps was higher than the before with the statistical significance of 0.05. The research findings demonstrate that active learning management based on the GPAS 5 Steps model effectively enhances students' mathematics learning achievement. Consequently, this instructional approach should be further implemented and integrated into other subject areas to foster consistent academic development.