นวัตกรรมการจัดการเรียนรู้เศรษฐศาสตร์ฐานแนวคิดเชิงคำนวณเพื่อส่งเสริมความฉลาดรู้การเงินของนักเรียนชั้นมัธยมศึกษาตอนปลาย

Abstract

This research aims to 1) investigate the concept of innovative economic education based on computational thinking to enhance financial literacy among upper secondary school students; 2) develop an innovative approach to teaching economics using computational thinking to improve financial literacy among upper secondary school students; and 3) evaluate the effectiveness of this approach in promoting financial literacy among upper secondary school students by utilizing Classroom Action Research (CAR) methodology. A simple random sampling method was employed to select 48 students from Mattayom 5/10. The research tools included 1) a document analysis form, 2) an interview form, 3) an index of consistency form, 4) a suitability evaluation form, and 5) a financial literacy assessment form. Data was analyzed qualitatively using content analysis and presented in descriptive form, while quantitative data was analyzed with statistical software to determine means and standard deviations. The findings were presented in three sections according to the study’s objectives: Research Findings 1. The study on innovative economic education based on computational thinking, developed by the researcher using the DP2A MODEL, consists of four steps as follow: Step 1 - Decomposition (D), which involves breaking down the problem; Step 2 - Pattern Recognition (P), which involves identifying patterns; Step 3 - Abstraction (A), which involves focusing on key elements; and Step 4 - Algorithm (A), which involves creating solutions. 2. The development of the innovation for teaching economics based on computational thinking, aimed at enhancing financial literacy among high school students, included two lesson plans following the DP2A MODEL with the total of 16-hour learning time. The overall evaluation of their suitability was rated very high, making them viable for further research into the effectiveness of this innovative approach in promoting financial literacy among high school students. 3. The results of implementing the innovation for teaching economics based on computational thinking revealed that students achieved a very high level of financial literacy according to the evaluation.