การพัฒนาการจัดการเรียนรู้แบบ PROSA เพื่อส่งเสริมความคิดสร้างสรรค์ สำหรับนักเรียนในระดับชั้นมัธยมศึกษาตอนปลาย

Abstract

The objectives of this research were 1) to synthesize PROSA learning management process to promote creative thinking for high school students, 2) to compare the creative thinking before, during and after the experiment using PROSA learning management for high school students and 3) to study the students' satisfaction with the PROSA learning approach to promote creative thinking for high school students. The target group was 30 grade 11 (Mathayomsuksa 5) students at Kampang Wittaya School, Satun Province who were studying visual arts in the second semester of the academic year 2021. The research and development method was divided into 4 steps as follows: Step 1: Study the data and synthesize the PROSA learning management process. Step 2: Creating and checking the quality of research instruments. Step 3: PROSA Learning management trial and Step 4: Assessment and Conclusion by using the One-Group Pretest - Posttest Time Series Design. The measurements were repeated 3 times, before, during and after the 6-week total period. The tools used for data collection were 1) 2 PROSA learning management plans 2) a student work evaluation form 3) a behavioral observation form 4) Type A picture-based creative thinking quiz based on Torrance's concept, and 5) Student satisfaction assessment form with PROSA learning management. Time series Analysis, statistical analysis, One-way repeated measure ANOVA were used in data analysis.The results of the research indicated that: 1. The results of the synthesis of the PROSA learning management process to promote creative thinking for students in the upper secondary level can be synthesized in 5 steps as follows: 1) Arousing interest by defining the situation (Predicament) 2) Self-study (Researching) 3) Choose the best method (Opt-in method) 4) Stage of data synthesis for creative work (Synthesis) and 5) assess and present information (Assessment). 2. The results of the comparison of creative thinking in the periods before, during and after the experiment using the PROSA learning management model for high school students showed that the students’ creative thinking was different in 3 time periods. The measurement was repeated 3 times. The students' creative thinking scores were statistically different at the .05 level. In the period before the experiment (𝑥=50.30, S.D.=11.865), the time during the experiment (𝑥=56.87, S.D.=9.468), the students' creative thinking was at a moderate level, and after the experiment, students had a high level of creative thinking (𝑥=66.47, S.D.=9.361). The results compared the four areas of creative thinking, namely fluency, originality, elaboration, and flexibility among students in the pre-experimental, during and post-experimental periods were different. The mean scores of creative thinking among students in all 4 areas were significantly different at the .05 level. 3. The level of satisfaction of students towards the PROSA learning management to promote creative thinking for students in the high school level was found to have a high level of overall satisfaction (𝑥=4.35, S.D.=0.563). In terms of learning management activities, the PROSA model (𝑥=4.38, S.D.=0.576) was at the highest level of satisfaction, and from the results of considering the items with the highest rank (𝑥=4.47, S.D.=0.629), namely item 1.3, the content of learning management can stimulate students to have the courage to think creatively, Item 2.5: Learning activities can help foster creative thinking in students better, and item 3.4: learning media is modern and easy to understand, all items were at a high level.