The The King’s Philosophy Integrated Learning Development Towards Anylytical Thinking for Primary School Students Grade 6

Abstract

            The aims of the present study were: 1) to examine The King’s philosophy integrated  learning development  towards analytical thinking for grade 6 students in a primary school; 2) to develop a systematic pattern of The King’s philosophy integrated learning development towards analytical thinking; 3) to assess the effect of implementing The King’s philosophy integrated learning development towards analytical thinking, and 4) to evaluate the satisfaction of implementing The King’s philosophy integrated learning development towards analytical thinking.

            Following research and development paradigm, the study was divided into 4 stages: Stage 1 studying basic information on The King’s philosophy integrated learning development towards analytical thinking for grade 6 students through a focus group discussion taken part by 20 participants of both teachers and students; Stage 2 developing and having The King’s philosophy integrated  learning  evaluated by 5 qualified examiners for its suitability and consistency. Stage 3 implementing The King’s philosophy integrated learning in a grade 6 class enrolled by 30 students who were selected using purposive sampling method; and Stage 4 evaluating the student's satisfaction towards The King’s philosophy integrated  learning. The research instruments used for data collection in the 4 stages of this study were as the followings. In Stage 1, focus group discussion was used. In Stage 2, a form of suitability and consistency level represented by mean (X-bar), standard deviation (S.D.), and Index of Consistency (IOC) was employed for data analysis. In Stage 3, a test on analytical thinking level represented by mean (X-bar), standard deviation (S.D.), and t-test was administered. In Stage 4, a questionnaire on student's satisfactory level towards The King’s philosophy integrated learning represented by mean (X-bar) and standard deviation (S.D.) was given.

            The findings of the present study can be summarized as follows.

            1)  The King’s philosophy integrated learning played a vastly essential role towards the development of analytical thinking and it should be prioritized and implemented by schools. The King’s philosophy integrated learning could be carried out in many ways including developments of prototypical schools, teachers, and extracurricular subjects, student enhancement activities. Although The King’s philosophy was an integral part of learning, it did not cover all learning levels and disciplinary. The procedures included awareness raising, autonomous learning, practicing, reflecting, and running The King’s philosophy integrated activities. However, the evaluation and assessment scheme towards analytical thinking as a whole remained unclear and arbitrary.

            2)  The development of The King’s philosophy integrated learning towards analytical thinking for grade 6 students consisted of 5 components: 1) rationale; 2) objectives; 3) content; and 4) 6-step instructional model or APPEAR STEP which was divided into: 4.1) Awareness; 4.2) Lesson Presentation; 4.3) Practice and Create Work; 4.4) Evaluation; 4.5) Analysis Thinking and Application; and 4.6) Reflective and Report. The suitability and consistency level of The King’s philosophy integrated learning evaluated by 5 qualified examiners was high, (X-bar= 4.38, S.D=.0.59) and (0.80-1.00), respectively.

            3)  The implement of The King’s philosophy integrated learning improved analytical thinking in grade 6 students as indicated by statistically significant difference between pre- and post-test score on analytical thinking level (p <.05).

            4)  Grade 6 students reported high satisfactory level on The King’s philosophy integrated learning towards analytical thinking (X-bar= 4.05, S.D=.0.71). The most satisfactory part was input and procedure, respectively.