The Development of the Phenomena- based Learning Model Accompanied by STEM for Enhancing Students' Competency in Science Learning Management

Abstract

The objective of this research is; 1)to study basic information in developing learning management model using phenomena as a base in conjunction with STEM learning management to enhance learning management science competencies for the student teaching practice, 2)to create and examine the quality of a learning management model using phenomena as a basis in conjunction with STEM learning management, in order to strengthen learning management science competencies for the student teaching practice, 3) to study the results of an experiment using a phenomenon-based learning management model in conjunction with STEM learning management, in order to strengthen learning management science competencies for the student teaching practice. A research and development process, the research methodology consists of the following 3 research steps; 1) research fundamental data for creating a learning management system, 2) create a learning management system and evaluate its effectiveness, 3) use the learning management approach to analyze the experiment's findings. The sample group is the student teaching practice in year 3, Faculty of Education, Phetchabun Rajabhat University, academic year 2023, totaling 25 people, this is obtained using a lottery approach of simple random drawing. The research instruments include a knowledge exam, a test of critical thinking on learning management design, and a test of drafting a learning management plan, and data analysis using t-statistics.
The results of the study found that; 1) The generation of learning management plans, student analyses, and curriculum analyses were deemed to be very acceptable based on the findings of the study of foundational data used to build the learning management model, 2) the results of creating and assessing the five components of the learning management system for quality; 1.1) principle 1.2) objective 1.3) learning content 1.4) learning activities and 1.5) measuring and evaluating learning outcomes, the five phases for planning educational activities are as follows; explore, engage, engineer, plan, and evaluation, 3) utilizing the learning management paradigm, the experiment's outcomes revealed that; 3.1) with a statistical significance of.05, the student teaching practice has a greater understanding of learning management science than they had before to their studies, 3.2) with statistical significance at the .05 level, the post-study learning design thinking capacity of the student teaching practice is higher than the 80% limit, and 3.3) if student involvement above the limit of 80%, the student teaching practice may generate learning management plans after class, with statistical significance at the .05 level.