Development of Design Skills for Local Material Reinforced Bricks Using the STEM Education Concept through the PAR: SAPS Process of Grade 9 Students
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Abstract
This research aimed to (1) develop design skills related to local material-reinforced bricks using STEM education concepts through the PAR-SAPS process among Grade 9 (G9) students and (2) examine their satisfaction with the learning experience. The study involved 21 students from a secondary school in Surin Province. Research instruments included three STEM-integrated lesson plans, a design skills assessment (reliability = 0.86), and a satisfaction questionnaire (reliability = 0.81). Data was collected over three instructional rounds, with design skills assessed after each session and satisfaction evaluated upon completion. Descriptive statistics were used for data analysis. The results revealed significant improvement in students’ design skills, with mean scores rising from 46.67 in round 1 to 60.33 in round 2 and 72.33 in round 3. Additionally, student satisfaction with the learning process was very high (mean = 4.65). These findings indicate that integrating STEM education with the PAR-SAPS model effectively enhances students’ scientific process skills particularly in modeling and design while promoting meaningful, engaging learning experiences. The study highlights the model's potential for developing 21st-century competencies and its applicability in science and technology education.
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