DEVELOPMENT OF THE MAGIC LEARNING MODEL TO ENHANCE CRITICAL THINKING SKILLS AND ACADEMIC ACHIEVEMENT IN LOGIC FOR GRADE 10 STUDENTS

Abstract

This research aimed to: 1) compare students’ learning achievement before and after learning through the MAGIC Model; 2) investigate the efficiency of the “Logic Treasure Hunt” board game in enhancing critical thinking skills; and 3) evaluate the suitability of the MAGIC Model for promoting critical thinking skills and learning achievement in Logic among tenth-grade students. The study employed a Research and Development (R&D) approach. The sample consisted of 36 tenth-grade students from Suankularb Wittayalai Rangsit School enrolled in the first semester of the 2025 academic year and 40 mathematics teachers from 40 schools who participated in evaluating the model. Research instruments included MAGIC Model lesson plans, the “Logic Treasure Hunt” board game, a critical thinking skills test, a learning achievement test, and a model evaluation form. Data were analyzed using mean, standard deviation, E1/E2 efficiency index, and dependent samples t-test.

The findings indicated that: 1) students’ critical thinking skills after the intervention were significantly higher than those before learning at the .05 level; 2) students’ learning achievement after learning through the MAGIC Model was significantly higher than their pre-learning achievement at the .05 level; 3) the “Logic Treasure Hunt” board game achieved an efficiency level of 81.81/80.06, exceeding the established criterion of 80/80; and 4) the overall suitability of the MAGIC Model was rated at the highest level (x̄ = 4.78, S.D. = 0.31).

The findings suggest that the MAGIC Model serves as an effective pedagogical innovation integrating Active Learning, Game-Based Learning, and Constructivist Learning principles to enhance critical thinking skills and improve learning achievement in Logic. The model was highly endorsed by participating teachers and demonstrated strong potential for fostering essential 21st-century competencies among upper secondary school students. Therefore, it can be effectively implemented and adapted for mathematics instruction in diverse educational contexts.