THE DEVELOPMENT OF TEACHING MODEL THROUGH TASK-DRIVEN FOR ENHANCING CULTURE UNDERSTANDING LEVEL OF MUSIC STUDENT TEACHERS

Abstract

The research in this study utilized manga making activities to develop critical thinking skills in late childhood homeschool students, using the Cornell critical thinking test level X as a metric. The study involved 30 students divided into experimental and control groups, with 10 activities, each lasting a total of two hours. Each activity aimed to enhance critical thinking skills through manga making activities. After literature review, the researcher refined the program with input from three qualified reviewers: two developmental psychologists and one scriptwriting expert, achieving a tool quality index of 0.97 post-adjustment based on their recommendations. The revised program was then tested in a tryout with a sample group, following the manga making activities program as specified. The results showed each student successfully completed one manga, and the participants demonstrated improved critical thinking scores post-program. The findings of the study indicated significant statistical improvements in critical thinking abilities among the experimental group compared to the control group (Mann-Whitney U-test, p < .001). Additionally, within the experimental group, significant improvements were found in critical thinking abilities before and after participation (Wilcoxon Signed Rank test, p < .05). Thus, this research highlights the efficacy of using manga making activities to enhance critical thinking skills among late childhood homeschool students.

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