Journal of Green Learning is a multidisciplinary publication of original research and writing on education which publishes papers to international audiences of educational researchers, teachers, educators, and educational policy makers. This journal aims to provide a forum for scholarly understanding of the field of education and relevance of educational topics, including curriculum development, instructional practices, instructional medias, technology for education, education research and methods, educational administration, and other areas which relevant to education, etc. Journal of Green Learning is published by Gemilang Maju Publikasi Ilmiah (GMPI). Journal of Green Learning has e-ISSN 2807-890X. Journal of Green Learning has become a Crossref member since year 2021 with prefix 10.53889. Therefore, all articles published by Journal of Green Learning will have unique DOI numbers since Vol. 1, No. 1. Journal of Green Learning Uses Anti-Plagiarism Software "Turnitin" to check the authenticity article. Journal of Green Learning has been accredited at the 4th grade by the Ministry of Education, Culture, Research, and Technology of Republic of Indonesia since the first issue in Vol.1, No.1, 2021 according to the decision No. 152/E/KPT/2023. Journal of Green Learning has been indexed and archived by .
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Enhancing student skills through culinary competitions: Developing grounded theory from the bachelor of home economics program
This study aims to evaluate the proficiency of undergraduate students in a Home Economics curriculum. The study analyzed a group of 17 students majoring in food nutrition and 4 students majoring in food business who participated in a cooking competition. Data were examined from 2022 to 2024, which employed semi-structured, in-depth interviews. Data analysis employed triangulation. The results showed that students could classify their innate skills into four distinct groups. Self-development refers to students' active pursuit of personal improvement, aimed at enhancing their capacity-building. Self-efficacy has increased their potential to identify and acknowledge their proficiencies across many domains of expertise. They demonstrated self-awareness by thoroughly understanding their capabilities, acknowledging their societal viewpoints, and maintaining a heightened level of self-awareness even when faced with challenges. Self-esteem is defined as an individual's ability to acquire understanding and abilities by cultivating confidence. Educational procedures described here promote the acquisition of knowledge. The brain's physiological systems control intricate neural processes that underpin brain-based learning. It is responsible for the cognitive processing of the five senses. The cognitive growth and maturity of pupils greatly relied on the cultivation of abilities and understanding of knowledge through intellectual processes. The influence of the body on the mind affects students' desires to achieve positive outcomes, which enhances their mental processes.
Copyright (c) 2025 Tanavit Layim, Papimon Prachongpun, Nichapavee Kayadee, Sureerat Aemprom https://creativecommons.org/licenses/by-sa/4.0
Flipped classroom activities cooperated with graphic organizer technique to enhance grade 11 students’ conceptual understanding of circular and lymphatic systems
The purpose of the study was to examine the effectiveness of flipped classroom activities cooperated with graphic organizer technique as principles of a learning lesson plan to develop grade 11 students’ conceptual understanding of circular and lymphatic system. The participants were 40 grade 11 students from a suburban school in northeastern Thailand, participants were sampled by cluster sampling. The instruments included a flipped classroom activities cooperated with graphic organizer technique a learning achievement test, and a conceptual understanding test. Data were analyzed using the effectiveness test and a rubric for conceptual understanding. The results indicated that the flipped classroom activities cooperated with graphic organizer technique effectively improved students’ conceptual understanding of circular and lymphatic system, with most students demonstrating sound understanding of the concept. This study contributes to the field by proving that the flipped classroom activities is beneficial for older students, even within the thai educational context. it also confirmed that flipped classroom activities is particularly effective in teaching complex concepts in sceine education.
Copyright (c) 2025 Supanna Srisa, Kanyarat Cojorn https://creativecommons.org/licenses/by-sa/4.0
Developing systems thinking of Thai grade 11 students through model-based learning with concept mapping
This action research aimed to develop systems thinking skills of Thai grade 11 students through model-based learning with concept mapping. The research was designed using an action research approach, focusing on students who faced challenges with the subject matter. Participants included 32 grade 11 students from a public high school in northeastern Thailand. The study utilized a learning management plan that incorporated nine sub-lessons, structured into three learning cycles. The instruments included the model-based learning with concept map learning management plan, a systems thinking assessment, a systems thinking rubric, and a classroom behavior observation form. Results indicated a continuous improvement in students’ systems thinking skills from learning cycle 1 to 3, with an increasing number of students meeting the performance threshold. When examining each aspect, it was found that in cycles 1 and 3, the highest average scores were in root cause analysis, while the lowest were in the feedback. In cycle 2, the highest average scores were also in root cause analysis, while the lowest were in causal loop. The model-based approach provided students with a mechanism to develop a better understanding, while the concept maps helped them connect the content and reinforce what they had learned. This study contributes to the field of science education by providing evidence that supports the use of model-based learning and concept mapping to enhance systems thinking among high school students.
Copyright (c) 2025 Tanakon Kongped, Kanyarat Cojorn https://creativecommons.org/licenses/by-sa/4.0
The development of creative problem solving of grade 10 students using inquiry-based learning with creative problem solving processes
The science learning required to promote students’ thinking and problem-solving. This research focuses on enhancing the creative problem-solving abilities of Mathayomsuksa 4 students through the integration of inquiry-based learning (IBL) and creative problem-solving (CPS) processes. A group of 23 students from a secondary school in Thailand participated in the study. Research tools included lesson plans based on IBL and CPS methodologies, a creative problem-solving assessment, and a learning achievement test. Statistical analysis, employing measures such as mean, standard deviation, and percentage, was conducted to evaluate the outcomes. The findings indicate significant improvement in students' creative problem-solving abilities, with scores rising from 34.48% in the first cycle to 60.87% in the second cycle and to 86.96 in the final cycle. The results also highlight a steady increase in students' academic performance across the 3 cycles, suggesting that the combined use of IBL and CPS effectively supports students' intellectual growth and innovative thinking. These results demonstrate the potential of this integrated approach in fostering creativity and problem-solving skills, particularly in science-related subjects. To maximize the benefits of this educational strategy, it is crucial for teachers to gain a solid understanding of how to design and implement IBL and CPS based activities effectively. Such preparation will enable educators to create dynamic, student-centered learning environments that encourage exploration, critical thinking, and innovative solutions to complex problems.
Copyright (c) 2025 Jiraprapa Wola, Urit Charoen-In https://creativecommons.org/licenses/by-sa/4.0
Developing problem-solving skills in ratios and scales for grade 6 students using cooperative learning with TGT and graphic organizer techniques
This research aimed to develop problem-solving skills in ratios and scale by employing cooperative learning through the Team-Games-Tournaments (TGT) technique in conjunction with the graphic organizer. Students often struggle to understand the relationship between quantities, leading to difficulties in applying ratios and scale accurately. method for sixth-grade elementary school students. The study focused on a target group of 39 sixth-grade students from a medium-sized school in Somdej District, Kalasin Province, during the first semester of the 2024 academic year. The researchers selected participants using purposive random sampling. The research tools included eight lesson plans designed with the TGT technique and graphic organizer methods and a test to evaluate problem-solving skills in ratios and scale. The study adopted an Action Research approach, organized into two action cycles. The first cycle implemented lesson plans 1-4 and included a test featuring five open-ended problems on ratios. Action Cycle 2 utilized lesson plans 5–8 and included a test with five subjective issues on the scale. Statistical tools for data analysis included mean, percentage, and standard deviation. The results indicated that students' problem-solving skills in ratios and scale improved, with an average score of 62.62% in Action Cycle 1 and 74.26% in Action Cycle 2. The second cycle exceeded the 70% criterion with statistical significance at the .50 level.
Copyright (c) 2025 Tanakron Phomlao, Wannatida Yonwilad https://creativecommons.org/licenses/by-sa/4.0