THE EFFECTS OF DESIGN THINKING-BASED LEARNING MANAGEMENT ON MATHEMATICS LEARNING ACHIEVEMENT IN WEIGHING FOR THIRD-GRADE PRIMARY SCHOOL STUDENTS

Abstract

To compare the mathematics learning achievement on "Measurement" for 3rd-grade primary students before and after using learning management based on the design thinking concept.To study the satisfaction of 3rd-grade primary students towards learning management based on the design thinking concept. Methodology:  Sampling:  A cluster random sampling method was used, selecting 20 students from Grade 3/1 at Sarasas Witaed Pathumthani School, Mueang Pathum Thani District, Pathum Thani Province. The total sample size was 59 students. Instruments: Mathematics learning plans on "Measurement" (6 plans). The suitability of the plans was evaluated at a very high level ( = 4.86, S.D = 0.28). Mathematics learning achievement test with content validity ranging from 0.67-1.00. Satisfaction interview with content validity ranging from 0.67-1.00. Data Analysis:  Mean, standard deviation, and paired samples t-test were used. Research Findings: Mathematics learning achievement on "Measurement" for 3rd-grade primary students after the intervention (18.10) was significantly higher than before the intervention (15.25), indicating a very good level. 3rd-grade primary students showed high satisfaction with the learning management based on the design thinking concept. They expressed a desire for more similar activities in the future. Students creatively integrated mathematics and art skills to produce their work. The use of materials, techniques, and steps demonstrated their understanding of the learning process and fostered motivation to learn