ENHANCING CREATIVE THINKING AND LEARNING ACHIEVEMENT IN BIOLOGY THROUGH SCIENCE, TECHNOLOGY, AND SOCIETY (STS) APPROACH FOR GRADE 11 STUDENTS

Abstract

The purpose of this research was to develop creative thinking and biology learning achievement of Grade 11 students through Science, Technology, and Society (STS) learning management using a 5-step approach to meet the 75% criterion, and to study student satisfaction toward the learning management. The study was conducted through systematic action research cycles following the PAOR cycle approach for 3 rounds, beginning with presenting issues or situations connected to daily life to stimulate students to generate questions about their curiosities. Students then sought causes and solutions by applying creative thinking and exchanged knowledge within their groups. Subsequently, they created products to disseminate knowledge and applied their acquired knowledge to achieve real results in daily life. The target group consisted of Grade 11 students from one classroom in a school in Khon Kaen Province, totaling 28 students studying in the second semester of the 2024 academic year, purposively selected from a classroom with low learning achievement. This group was chosen because these students often have potential that has not been fully developed, and receiving creative thinking development would help them understand content more deeply rather than focusing solely on memorization. The research findings revealed that: 1) Students achieved creative thinking scores after learning management in the third action cycle that met the 75% criterion, with an average score of 75.84; 2) Students achieved learning outcomes that met the 75% criterion after learning management, with an average score of 25.54, equivalent to 85.12%; and 3) Students expressed satisfaction toward the learning management at the highest satisfaction level.