Enhancing Learning Achievement and Analytical Thinking regarding Ancient Egyptian Civilization in Grade 10 at Warinchamrab School through the 5E Inquiry-Based Learning Model Integrated with Matterport 3D

Abstract

This study aimed to: (1) enhance students’ learning achievement and analytical thinking ability regarding Ancient Egyptian Civilization, and (2) compare students’ learning achievement before and after instruction using the Inquiry-Based Learning (5E) integrated with Matterport 3D technology. The research employed a one-group pretest–posttest experimental design. The sample consisted of 21 Grade 10 Students in Class 1 students at Warinchamrab School.

The research instruments included lesson plans based on the 5E Inquiry-Based Learning model, learning media developed using Matterport 3D technology, a 10-item multiple-choice learning achievement test, and an analytical thinking assessment developed by the researcher. All instruments were validated for content validity by experts using the Index of Item–Objective Congruence (IOC). The reliability analysis of the learning achievement test yielded a coefficient of 0.67 using the Kuder–Richardson Formula 20 (KR-20). Data were analyzed using, the mean, standard deviation, and a paired-samples t-test. The findings indicated that the implementation of Inquiry-Based Learning (5E) integrated with Matterport 3D technology effectively enhanced students’ learning achievement and analytical thinking ability. The posttest scores for both learning achievement and analytical thinking were significantly higher than the pretest scores at the .05 level of statistical significance. These results suggest that integrating immersive digital technology with inquiry-based learning can effectively support students’ historical understanding and higher-order thinking skills.