DEVELOPMENT OF LEARNING ACTIVITY SETS ON DANCE VOCABULARY USING HARROW'S PRACTICAL SKILLS TEACHING MODEL FOR FIRST-YEAR SECONDARY SCHOOL STUDENTS

Abstract

This research aimed to 1) develop a set of learning activities on dance terminology using Harrow's practical skills teaching model for first-year secondary school students to achieve an effectiveness criterion of 80/80. 2) To compare the practical learning skills of students who learned with a set of learning activities on dance terminology using Harrow's practical skills teaching model, before and after the lesson, compared to a criterion of 80 percent for first-year secondary school students. 3) To study the satisfaction of students learning with a set of learning activities on dance terminology using Harrow's practical skills teaching model. The sample group for this research consisted of 2 classrooms of 7th grade students from Khuan Khanun School. The research instruments used in this study were: 1) a lesson plan using Harrow's practical skills teaching model, 2) a dance terminology practical skills assessment form, and 3) a satisfaction survey. Research Results: 1) The development of a learning activity set on dance terminology using Harrow's practical skills teaching model for first-year secondary school students showed effective teaching and learning processes with a mid-test score of 81, a post-test score of 82.40, and a lesson plan effectiveness of 81/82.40, which exceeded the set criteria2) The research found that post-test skills improvement among students was a significant result, with an 80 percent increase in average post-test scores at the .05 statistical significance level. 3) The study found that the students' post-test satisfaction with the learning activities on dance terminology using Harrow's practical skills teaching model was at a high level overall.