DEVELOPMENT OF WORKSHOP TRAINING PROGRAM TO ENHANCE THE ABILITY OF DESIGNING PRO-ACTIVE LEARNING MANAGEMENT BY USING CHALLENGE-BASED LEARNING TOGETHER WITH GAMIFICATION APPROACH FOR PRE-SERVICE TEACHERS
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Abstract
The main purposes of this research were to develop and study the effectiveness of using a workshop training program to enhance the ability of designing pro-active learning management by using challenge-based learning together with gamification approach for pre-service teachers. The research process was divided into 2 phases: Phase 1 involved the development of the workshop curriculum, while Phase 2 focused on studying the effectiveness of the workshop training program. The experiment utilized a sample of 18 pre-service teachers selected through purposive sampling. Data collection tools included a scale to assess pro-active instructional management knowledge, an evaluation form to assess the ability of designing pro-active learning management by using challenge-based learning, a satisfaction assessment form for the workshop training program, a note taking form to be used during the experiment, and an interview forms for involving persons. Qualitative data analysis was performed through content analysis, and quantitative data analysis involved the use of descriptive statistics and the Wilcoxon signed-rank test.
In this study, the results indicate that developed workshop training program to enhance the ability of designing pro-active learning management by using challenge-based learning together with gamification approach for pre-service teachers is composed of the following seven components: (1) the principles of the program; (2) the objectives of the program; (3) the contents and structure of the program; (4) the duration of the program; (5) the steps of procedure of learning activities of the program; (6) the instructional media of the program; and (7) the measurement and evaluation of the program. For the 5th component, the learning activity procedure of the program consists of five steps: Step 1: thought challenging questions; Step 2: overcoming the challenges through problems; Step 3: leading to the mission; Step 4: reflecting the practice with friends; and Step 5: organizing knowledge for usage. The results of program quality examination by experts demonstrate that the overall suitability of the program is at the highest level (x̄ = 4.60, S.D. = 0.52), while the results of the evaluation of the consistency of the program components are between 0.78-1.00.
Regarding the study on the effectiveness of the workshop training program, the results indicate that the post-training scores for participants’ knowledge of pro-active instructional management increased significantly as compared to their pre-training counterpart scores at the .01 level (p < 0.1). Additionally, the results show that the evaluation of their ability of designing pro-active learning exceeded the specified criteria of 70%, with a mean of 78.05%. Overall, participants express their highest level of satisfaction with the program (x̄ = 4.72, S.D. = 0.25).
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