Learning Management According to the Four Noble Truths to Develop Problem-Solving Abilities in Physics for Grade 10 Students on the topic of Forces and Laws of Motion

Abstract

     This study aimed to develop the problem-solving abilities of Grade 10 students in Physics, focusing on the topic of force and the laws of motion, through learning activities based on the Four Noble Truths framework. The proficiency goal was for students to achieve at least 70 percent. The study adopted an action research methodology and was conducted over three cycles. The participants were 23 Grade 10 students from Sarakhampittayakhom School in Mahasarakham Province during the first semester of the 2024 academic year. These students had not achieved the minimum requirement of 70% on the problem-solving ability test. The research instruments in this study were 1) nine lesson plans based on the Four Noble Truths learning model, totaling 13 instructional hours; 2) three sets of problem-solving ability assessments, each set contained two situational-based subjective questions developed in alignment with the content, with each situation comprising four sub-questions. The Index of Item-Objective Congruence (IOC) ranged from 0.60 to 1.00. and 3) the student interviews were conducted using a semi-structured format. The statistical methods used for data analysis included mean, percentage, and standard deviation.
     The research results revealed that, in the first cycle of implementation, none of the students achieved problem-solving ability scores that met the 70% criterion. In the second cycle, 6 students (26.09%) met the criterion. In the third cycle, 15 students (65.22%) achieved the target. These findings indicate a progressive improvement in students' problem-solving ability through each cycle. It can be concluded that the learning activities based on the Four Noble Truths framework effectively enhanced the problem-solving abilities of the target group of students.