The Learning Management Model Development for Enhancing the Self-Directed Learning and Achievement in Mathematical Finance Subject of Grade 10th Students

Abstract

This research aimed to develop and study the effectiveness of a learning management model to promote self-directed learning and mathematics achievement. The study was conducted with a sample group of 14 Grade 10 students over a period of 15 weeks, with two class periods per week (100 minutes per week), totaling 25 hours. The research instruments included a learning management model developed based on Humanism learning theory, the Flipped Classroom approach, and the concept of Feedback. The lesson plans consisted of 15 financial mathematics learning plans, a learning record form, a self-directed learning assessment, and an academic achievement test. Data were analyzed using basic statistical methods, including mean, standard deviation and one-group mean comparison

           The results of this research revealed that:

1. The learning management model for enhancing self-directed learning and achievement contained 4 steps (SCIF); 1) Self-study: S 2) Checking for understanding: C 3) Integration: I and 4) Feedback: F

          2. The effectiveness of the learning management model for enhancing self-directed learning and achievement found that: 1) self-directed learning by students self-evaluated and teacher evaluated students were high level that both evaluating was not significantly at the statistics and related significantly at the statistics 0.5 level 2) the achievement was higher than 70 percent significantly at the statistics 0.5 level