https://so02.tci-thaijo.org/index.php/EDMCU/issue/feed Journal of Educational Review Faculty of Education in MCU 2022-04-30T08:47:48+07:00 รศ.ดร.สมศักดิ์ บุญปู่ boonpoo999@hotmail.com Open Journal Systems <div id="content"> <div id="journalDescription"> <div id="content">&nbsp;</div> <h2><span style="vertical-align: inherit;">วารสารครุศาสตร์ปริทรรศน์ คณะครุศาสตร์ มหาวิทยาลัยมหาจุฬาลงกรณราชวิทยาลัย</span></h2> <div id="content"> <div id="journalDescription"> <p class="a" align="left"><strong><span lang="TH"><span style="vertical-align: inherit;">จัดทำดัชนีใน&nbsp;</span><a title="ศูนย์ดัชนีการอ้างอิงวารสารไทย: ศูนย์ดัชนีการอ้างอิงไทย (TCI)" href="https://www.kmutt.ac.th/jif/public_html/" target="_blank" rel="noopener"><img title="tci" src="https://www.tci-thaijo.org/public/site/images/tci_admin/tci.png" alt="tci" width="90" height="35" border="0"></a></span></strong></p> </div> </div> <p>วารสารครุศาสตร์ปริทรรศน์ คณะครุศาสตร์ มหาวิทยาลัยมหาจุฬาลงกรณราชวิทยาลัย <span style="vertical-align: inherit;">ISSN: 2392-5507, E-ISSN: 2673-003</span></p> <p>มีวัตถุประสงค์เพื่อเป็นแหล่งเผยแพร่ ส่งเสริม และสนับสนุนให้คณาจารย์ นักวิจัย นักวิชาการ และนิสิตนักศึกษาตลอดจนผู้สนใจทั่วไป ได้มีโอกาสนำผลงานวิชาการและงานวิจัย ในสาขาวิชาที่เกี่ยวข้องกับพุทธศาสนา การศึกษา การบริหารการศึกษา ปรัชญา จิตวิทยาและการแนะแนว ภาษาศาสตร์ การสอนสังคม รัฐศาสตร์ รัฐประศาสนศาสตร์ นิติศาสตร์ เศรษฐศาสตร์ การบริหารจัดการธุรกิจ การพัฒนาสังคม และสาขาวิชาสหวิทยาการอื่นๆ</p> <p>บทความที่ตีพิมพ์เผยแพร่ในวารสาร ได้ผ่านการพิจารณาจากผู้ทรงคุณวุฒิ (Peer Review) อ่านประเมินต้นฉบับ จำนวน 2 ท่าน ต่อ 1 เรื่อง ในลักษณะปกปิดรายชื่อ (Double blind) ซึ่งเปิดรับบทความทั้งภาษาไทยและภาษาอังกฤษ โดยรับพิจารณาตีพิมพ์ต้นฉบับของบุคคลทั้งภายในและภายนอกมหาวิทยาลัย</p> <p>บทความที่ส่งมาขอรับการตีพิมพ์จะต้องไม่เคยตีพิมพ์ หรืออยู่ระหว่างการพิจารณาจากผู้ทรงคุณวุฒิเพื่อตีพิมพ์ในวารสารอื่น ผู้เขียนบทความจะต้องปฏิบัติตามหลักเกณฑ์การเสนอบทความวิชาการ หรือบทความวิจัย และการอ้างอิงต้องเป็นไปตามหลักเกณฑ์ของวารสาร</p> <p>ทัศนะและความคิดเห็นที่ปรากฏในบทความในวารสารฉบับนี้ถือเป็นความรับผิดชอบของผู้เขียนบทความนั้นเพียงผู้เดียว และไม่ถือเป็นทัศนะและความรับผิดชอบของกองบรรณาธิการ</p> <p>กองบรรณาธิการขอสงวนสิทธิ์ในการคัดเลือกบทความลงตีพิมพ์และจะแจ้งให้เจ้าของบทความทราบหลังจากผู้ประเมินบทความตรวจอ่านบทความแล้ว</p> <p>วารสารครุศาสตร์ปริทรรศน์ คณะครุศาสตร์ มหาวิทยาลัยมหาจุฬาลงกรณราชวิทยาลัย <br>มีกำหนดออกเผยแพร่ตีพิมพ์ราย 3 ฉบับ ต่อปี (ราย 4 เดือน) ดังนี้</p> <p>ฉบับที่ 1 มกราคม - เมษายน&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p> <p>ฉบับที่ 2 พฤษภาคม - สิงหาคม &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p> <p>ฉบับที่ 3 กันยายน - ธันวาคม&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p> </div> </div> https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255074 THE GUIDELINES FOR THE DEVELOPMENT OF COMPETENCY-BASED CURRICULUM AND THE TEACHING AND LEARNING MANAGEMENT OF LEARNERS 2022-04-19T19:30:28+07:00 Phramaha Udorn Uttaro (Makdee) Udon921@gmail.com Phrakhrusrisutamniwit (Sukachoto Sukchaem) Udon921@gmail.com Phrakhrusiriphurinithat (Thitasaggo Ditsawan) Udon921@gmail.com Phrakhrubaidika Monthon khamago (Chutosri) Udon921@gmail.com <p>"Competency" refers to an individual's ability to use diverse knowledge and skills in work, life, and problem-solving situations. The developed core competency framework consists of 10 competencies including: 1) Thai language for communication; 2) mathematics in everyday life; 3) scientific inquiry and scientific mind; 4) English for communication; 5) life skills and personal growth; 6) career skills and entrepreneurship; 7) higher-order thinking skills and innovation; 8) media, information, and digital literacy (MIDL); 9) collaboration, teamwork, and leadership; and 10) active citizens and global mindedness. There are six guidelines for using the core competency framework in learner development: 1) learning management in which competencies are introduced; 2) learning management in which competencies are increased; 3) learning management that uses the learning model to develop competencies; 4) learning management that is competency-based integrating with indicators; 5) learning management that integrates and combines various competencies; and 6) life competencies in everyday life. All of this contributes to Thai kids having the complete characteristics of Thainess, which include being a good person with moral principles and happiness, having high-ability, being a citizen with global mindedness who pays attention to society, and being an intelligent Thai with shared values and morality. Competencies are built on a foundation of literacy as well as shared values and morality, in order for a Thai citizen to evolve into a quality global citizen in the future.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255538 BUDDHIST LEADERSHIP FOR SCHOOL ADMINISTRATORS IN THE ERA OF DISRUPTION 2022-04-19T19:15:40+07:00 Prama Pairat Kaewgo mahapairat2518@gmail.com <p>This academic paper presents Buddhist leadership for school administrators by applying the principles of the Lord Buddha's teachings to fit the disruptive world which educational institutions will have a good policy plan no matter how good is it. However, if educational personnel in educational institutions fail to comply, they cannot achieve the objectives according to the policy plan. Leadership of the educational institution administrators is important and necessary in planning that policy. Educational institute administrators are Buddhist leadership, which is an integrated moral and ethical principle for educational institution administrators to develop modern progressive thinking and is ready to change itself all the time to keep up with the era of globalization and digital disruption. It includes making consistent with the Buddhist way of life and culture of Thai people that have been refined from the teachings of Buddhism that are unique that the world knows, understands and accepts that it is always up to date, and the tenses do not change.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255577 ETHICS PROMOTING OF USING TECHNOLOGY TO POLICE SERGEANT STUDENTS 2022-04-19T19:00:27+07:00 Pol. Lt. Col. Jirasak Nontakaw Tntm0723@gmail.com <p>Nowadays, information technology has played an important role in almost every aspect of human life both social and work. The police sergeant students must have to adjust the way they live and work to be in line with the modern information technology era effectively. No matter how much information technology has grown and played a role in life, the most essential thing which police sergeant students should have is Ethics in Using Information Technology that Arlene H. Rinaldi of Florida Atlantic University has compiled the rules of etiquette: known as Netiquette as follows; 1) Don’t use a computer to harm and abuse others, 2) Don’t interfere with other people's work, 3) Don’t snoop on or modify, view in other people's files, 4) Don’t use a computer for information theft, 5) Don’t use a computer to produce false testimony, 6) Don’t copy other people's licensed programs, 7) Don’t violate the use of computer resources without the right, 8) Don’t take the works of others as your own, 9) Must take into account what will happen to the society follows from the action. 10) Must use a computer with respect to rules and etiquette. The author has a suggestion to promote the ethical use of information technology among the police sergeant students to make them aware of the ethics of using information technology. Moreover, when the police sergeant students have completed the training, they will take it as a guideline for practice or control the use of computer systems and information properly and appropriately.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/254946 RISK MANAGEMENT STRATEGIES BASED ON PHYSICAL DHARMA PRINCIPLES FOR EDUCATIONAL INSTITUTIONS IN THE 4.0 EEA 2022-03-03T22:42:25+07:00 Pakwilai Champati junez3618@gmail.com <p>This article presents risk management strategies based on Pala Dhamma principles for educational institutions. In the 4.0 era, which is change management since the reform strategic organization up to the risk management process. The importance of change management from the organizational change at the strategic level to process level. "Risk Management" is therefore an element that the importance of good corporate governance in dealing with changes that occur so that the organization can move forward jump to the mission to achieve the specified goals. Therefore, the management must know how to prevent risks that will occur in the school administration, manage risks effectively for the organization face the risk situation to an acceptable level as well as taking into account the achievement of objectives and the goals of the organization are important. A management approach that is feasible to forecast and reduce the negative effects of uncertainty that will happen to the organization but self-management, people management, and administration will produce good results and effective. There must be Buddhist principles applied to the changing situation. The Pala Dhamma IV, which are the principles of Buddhism in modern society consisted of 1) Panya Pala (wisdom) and strength, the power of knowledge, wisdom, knowledge of self, 2) Viriya Pala (effort), strength diligence or a diligent person must have strong willpower and have the courage to make decisions, 3) Anavajja Pala, the power of a work without penalty or damage, 4) Sanghaha strength of synthesis or human relations.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255533 CREATIVE LEADERSHIP ACCORDING TO KALAYANAMIT PRINCIPLES FOR SCHOOL ADMINISTRATORS 2022-04-19T19:36:59+07:00 Kusuma Yeepu kusumayeepu@gmail.com <p>This article will present the principles that school administrators will be creative leaders that require skills to create learning opportunities for teachers and educators as a guideline for developing oneself into being a creative leader, inspiring and motivating, promoting and introducing new processes within the school. It is also to enable the participants to be able to think outside the box, dare to think, dare to make decisions, have creativity that will benefit the school administration and have the ability to adapt and work processes to be easy, flexible and flexible to situation better. School administrators also have a vision to create leadership, coordination and motivation for the followers to voluntarily follow, encourage the courage to express yourself and rational risk-taking. Therefore, executives must build the qualities of good friendliness to have in themselves by applying the principles of Buddha Dharma, namely the principles of Kalyanamitta Dharma VII, which are the qualities of a good friend. The seven virtues and prosperity are cuteness, respectability, admiration, effective speech, patience, telling profound things to be understood, and not being influenced in a way that is damaged.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255546 ETHICAL LEADERSHIP BASED ON VUDDHIDHAMMAS FOR SCHOOL ADMINISTRATORS IN THE 4.0 ERA 2022-04-19T19:34:23+07:00 Gunchaporn Panphet Guncha2915@gmail.com <p>Ethical Leadership based on Vuddhidhammas for School Administrators in the 4.0 Era is an administration that relies on the role of school administrators that demonstrate leadership in schools on the aspects of aware of change, being a thinker and a developer. They also have a vision in management that is ready for change, democratic administration by receiving other people's opinions, share ideas, work together, and solve problems with personnel in the organization. Developed using new innovations by considering the elements of ethical leadership are also conducted in order to be consistent with the important Buddhist way of life. The key aspects are 1) Justice, 2) Power Cooperation, 3) Functional Clarity, 4) People Focus, 5) Ethical Guidance, 6) sustainability, and 7) Integrity. It is a moral and ethical principle that is appropriate to the principles of morality which is Dharma of a growth tool and is a virtue that leads to prosperity in 4 things: 1) Sappurisangseva is the fellowship of the wise; 2) Saddhammassavana, listening to the true Dhamma and pay attention to study and find out the truth; 3 Yonisomanasikarn, mindfulness to think of reasons in the right way; 4) Dhammanudhamma practice, Dharma practice according to the principles in order to develop educational institutions to be ready for changes according to globalization and in the 4.0 era.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/247600 THE MODEL OF CULTURAL HERITAGE IMMUNITY AND PROTECTING PUBLIC INTEREST CURRICULUM 2021-06-27T21:39:49+07:00 PhraRajwallapajan M.A.Ratchaburi1@gmail.com Phrakhrusangharak Songphan Jayadatto M.A.Ratchaburi1@gmail.com <p class="4" style="text-indent: 49.65pt;">The purposes of this research article were 1) to analyze the Immunization process of cultural heritage of the floating market community in Ratchaburi province, 2) to synthesize the guidelines of creating the heritage immunity and public interest of the floating market communities in Ratchaburi province, and 3) to present the model of cultural heritage immunity and protecting public interest curriculum of the floating market communities in Ratchaburi province. This research was an operational research with the important data obtained from in-depth interviews and specific group discussions from 23 people by a specific random method according to the characteristics of representation of an appropriate sample group. The data were analyzed by trying to maintain the original phrases in order to serve as a base for analysis and design the model of cultural heritage immunity and public interest of communities that appropriate and consistent with current conditions, and put it to the field test with 30 volunteers. Analyzing the performance process by each indicator together with reference statistics to find the fact from the practice of the form of action research. The findings of this research were following: 1) The Immunization process of cultural heritage of the floating market community in Ratchaburi province found that some youth lack of social consciousness, etc., 2) the guidelines of creating the heritage immunity and public interest of the floating market communities in Ratchaburi province that appropriate and consistent with current conditions found that the curriculum should be local and produced according to the objectives related to the problems in the community and society in accordance with local wisdom and way of life, faith and religious beliefs, and 3) the model of cultural heritage immunity and public interest curriculum of the communities was “the model of cultural heritage immunity and public interest curriculum of the Damnoen Saduak floating market communities” was based on learner-centeredness, adhering to democracy principles, and focused on engaging and creative processes.</p> <p class="0"><strong>Keywords:</strong> Model, Curriculum, Cultural Heritage Immunity and Protecting Public Interest</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/247601 THE DEVELOPMENT OF PRESERVE CULTURAL HERITAGE VOLUNTEER NETWORK OF THE FLOATING-MARKET COMMUNITY IN RATCHABURI PROVINCE 2021-06-27T21:38:48+07:00 PhrakhruWateewarawat M.A.Ratchaburi1@gmail.com Phra Samutvachirasophon M.A.Ratchaburi1@gmail.com Phrakhruwisutthanantakhun M.A.Ratchaburi1@gmail.com Phramaha Kangwal Dhiradhammo M.A.Ratchaburi1@gmail.com PhrakhruWatcharachonladham M.A.Ratchaburi1@gmail.com Phramaha Prakob Chotipoonyo M.A.Ratchaburi1@gmail.com Phrakhupalad Somkit Warathammo M.A.Ratchaburi1@gmail.com Phramaha Thaweesak Gunadhammo M.A.Ratchaburi1@gmail.com Phrabaidika Sorachai Jinavaro M.A.Ratchaburi1@gmail.com Sukpinya Srikomthai M.A.Ratchaburi1@gmail.com <p class="4" style="text-indent: 49.65pt;">The purposes of this research article were 1) to analyze the state of participation in preserve cultural heritage of the floating-market community in Ratchaburi province, 2) to synthesize the guidelines of creating the heritage immunity and public interest of the floating market communities in Ratchaburi province, 3) to create a volunteer network for conservation the cultural heritage of floating market community in Ratchaburi province through the participation process of social institutions. This research was an operational research with the important data obtained from in-depth interviews and specific group discussions from 23 people by a specific random method according to the characteristics of representation of an appropriate sample group. The data were analyzed by trying to maintain the original phrases in order to serve as a base for analysis and design the activity model that appropriate and consistent with current conditions, and put it to the field test with 30 volunteers. Analyzing the performance process by each indicator together with reference statistics to find the fact from the practice of the form of action research. The findings of this research were following: 1) The state of participation in preserve cultural heritage of the floating-market community in Ratchaburi province found that based on planning aspect, it was found that cultural heritage of the community was used as a tool to generate income from tourism etc., 2) the guidelines for creating a volunteer network for conservation the cultural heritage of floating market community through the participation process of social institutions that appropriate and consistent with current conditions that was characterized by a network of "Pavara" , and 3) the network of volunteer conservation of culture way of the Damnoen Saduak floating-market community which had an action campaign for cultural heritage conservation and cultural heritage by emphasizing on the dissemination of 22 issues of laws that should be known for the people of the Damnoen Saduak floating-market community.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255588 A STUDY THE STATE AND PROBLEMS IN KNOWLEDGE MANAGEMENT BASED ON BUDDHADHAMMA IN SCHOOLS UNDER THE OFFICE OF BANGKOK SECONDARY EDUCATIONAL SERVICE AREA 1 2022-04-19T18:51:54+07:00 Phrakrunawakarnwimon (Sa-nga Siridharo) phraatikhun@gmail.com Somsak Boonpoo phraatikhun@gmail.com Peravat Chaisuk phraatikhun@gmail.com <p>This research article aims to study the condition and problems of knowledge management according to Buddhist principles in educational institutions under the office of Bangkok Secondary Educational Service Area 1. The research method consisted of a sample group of administrators and secondary school teachers under the Office of Secondary Education Service Area. Sample size was set from Krejcie &amp; Morgan's tables, and a sample of 400 people was obtained. The research instruments were questionnaires, and the data was analyzed using percentage, mean and standard deviation. The results showed that the condition of knowledge management according to Buddhist principles in educational institutions under the office of Bangkok Secondary Educational Service Area 1, at a high level both overall and in each aspect in all 5 areas, namely the formulation of knowledge, knowledge inquiry, knowledge sharing, knowledge storage, and learning. Knowledge management problems according to Buddhist principles are lack of knowledge transfer and are stored in various places scattered, not bringing knowledge to create competitiveness, there is no systematic accumulation of existing knowledge, not applying external knowledge, and knowledge in educational institutions.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/254926 LEGAL ACTION ON THE PERFORMANCE OF DUTY AND POWER UNDER SECTION 37 AND SECTION 38 OF THE SANGHA ACT B.E. 2505 AMENDED BY THE SANGHA ACT (NO. 2), B.E. 2535 2022-04-20T00:00:00+07:00 Phramaha Sombat Dhanapañño sombat.cha@mcu.ac.th Prasert Limprasert sombat.cha@mcu.ac.th Worapote Thanomkul sombat.cha@mcu.ac.th <p>The purposes of this research article were 1) to study the legal measures relating to the performance of duty and power, 2) to analyze the legal measures relating to the performance of duty and power, and 3) to suggest guidelines for the implementation of the legal measures relating to the performance of duty and power under section 37 and Section 38 of the Sangha Act, B.E. 2505, amended by the Sangha Act (No. 2), B.E. 2535. Qualitative research was conducted and focus on the content of duty and power of the abbot. Documentary analysis and content analysis were used in the data analysis.Results showed that: 1) results of a study on legal measures relating to the performance of duty and power under Section 37 and Section 38 of the Sangha Act, B.E. 2505, amended by the Sangha Act (No. 2), B.E. 2535, indicate that the duties of the abbots have the powers with the Dharma and Vinaya or the Sangha Council's rules, regulations or orders. 2)The results of the analysis of legal measures relating to the performance of duty and power under section 37 and section 38 of the Sangha Act, B.E. 2502, amended by the Sangha Act (No. 2), B.E. 2535 of the Sangha in Section 37: The duty should be performed and Section 38: The power must be performed. 3) The proposed guidelines for the implementation of legal measures relating to the performance of duty and power under Section 37 and Section 38 of the Sangha Act, B.E. 2502, amended by the Sangha Act (No. 2), B.E. 2535 comply with legal measures, including. The law and the Sangha Council’s rules should be revised for the abbot to have duty and authority in working according to the Strategic Plan for Reforming Buddhist Affairs B.E. 2560-2564 in 6 areas + 1 as a legal measure. There should be a screening process for the representative of the temple or of the abbot in the management of the temple's religious properties; to control, check and balance the powers of those involved; and to manage religious properties of the temple in accordance with the methods prescribed in the Ministerial Regulations.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/247663 THE DEVELOPMENT OF MATHEMATICAL PROBLEM-SOLVING ABILITY OF GRADE 6 STUDENTS USING CONSTRUCTIVISM AND POLYA’S PROBLEM SOLVING PROCESS 2021-06-25T23:35:48+07:00 Kittichai Sukhampha kittichai_401@hotmail.co.th Techameth Pianchana kittichai_401@hotmail.co.th <p>The purpose of this research was to develop the mathematical problem-solving ability by using the constructivist and Polya’s problem solving process of grade six students. The objectives of this study were to investigate the development level of the mathematical problem-solving ability, learning behavior, and learning satisfaction of the students who were taught using the constructivist approach along with Polva’s problem solving process. The samples in this study were 25 grade six students. The instruments used to collect the data included a teaching plan, an achievement test, a learning behavior observation form, and a learning satisfaction evaluation form. The relative gain score was used to analyze the data on the mathematical problem-solving ability, while mean and standard deviation were used to analyze the data on learning behavior and learning satisfaction of the students. The results showed that the relative gain score of the mathematical problem-solving ability of the students was high or at 61.99% of the expected score. There are 4 groups of students with different development levels including a very high level (28%), a high level (40%), a moderate level (28%), and a low level (4%). Moreover, it was found that the learning behavior of students was good. Finally, the results revealed that the students were highly satisfied with the learning activities which were developed based upon the constructivism and Polva’s problem solving process.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/248519 DEVELOPMENT OF SCIENCE LEARNING UNITS INTEGRATED THE SUFFICIENCY ECONOMY FOR GRADE 3 STUDENTS OF LERTLAH SCHOOL KASET-NAWAMIN ROAD 2021-06-23T23:11:01+07:00 Papimon Pakdeebumrung papimon1989@gmail.com Sirirat Srisa-ard papimon1989@gmail.com Nataya Pilanthananond papimon1989@gmail.com <p>The objectives of this research article are 1) to develop science learning units integrated Sufficiency Economy for grade 3 students at Lertlah School Kaset-Nawamin Road 2) to assess learning units integrated Sufficiency Economy for grade 3 students at Lertlah School Kaset-Nawamin Road. There are 3 research steps consisted of 1) Preparation for development by study documents related to the content of the science curriculum for grade 3 students, knowledge of sufficiency economy, and research work related to the unit development. 2) Development stage by developing unit descriptions and learning management plans by integrating with knowledge of sufficiency economy for 6 experts to verify the correctness 3) The experimental stage by using the learning management plans with 32 students in Grade 3. The research findings were as follows: 1) There are 3 science learning units and lesson plans integrated Sufficiency Economy were developed in the following topics; Water for Life, Local Resources and Materials Around Us. 2) All lesson plans were most appropriate in terms of content, integrating Sufficiency Economy for daily life, and including using thought-provoking questions. 3) 81% of students passed the assessment of all units at a high level.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/248533 DEVELOPMENT OF INSTRUCTIONAL SCENARIOS FOR CHEMISTRY RELATED TO MILITARY MISSIONS FOR PRE-CADET AT ARMED FORCES ACADEMIES PREPARATORY SCHOOL IN UNDER COMMAND OF NATIONAL DEFENSE STUDIES INSTITUTE 2021-06-23T23:08:46+07:00 Yanika Mornpan yanikamornpan@gmail.com Sirirat Srisa-ard yanikamornpan@gmail.com Nataya Pilanthananond yanikamornpan@gmail.com <p>The purposes of this research were 1) to develop instructional scenarios for chemistry from Armed Forces Academies Preparatory School curriculum related to military mission. <br />2) evaluate the quality of instructional scenarios. This research is Basic Research. The methods of this research were 1) prepare to related chemistry from Armed Forces Academies Preparatory School curriculum and military missions. 2) develop Instructional Scenarios for Chemistry Related to Military Missions. 3) evaluate the quality of instructional scenarios by 24 experts that acquired by purposive sampling from who expertise in military missions, teachers of chemistry and science studies. Statistically analyzed data including mean and standard deviation. The results were 1) 2 military missions related to chemistry were prevention caused by toxic or chemical substances, leakage of radiation from nuclear weapons, the danger of biological weapons and chemicals substances in the manufacture of equipment to support military mission. 2) development of instructional scenarios related to military missions consisted of 13 concepts. 3) most of the experts were agreed with instructional scenarios at the highest level. Learning activities, materials and evaluations were appropriate and various for stimulate students, and developing higher-order thinkings.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255726 A NEW SUPERVISON MODEL FOR EDUCATIONAL MANAGEMENT QUALITY DEVELOPMENT OF SCHOOLS, PATHUM THANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2 2022-04-21T17:11:34+07:00 Kattika Sagulsoun raklove2008@hotmail.com Paradee Anannawee raklove2008@hotmail.com Monasit Sittisomboon raklove2008@hotmail.com <p>The objectives of this research were to develop and evaluate the effectiveness of new inservice models to: Quality of educational management of educational institutions Under Pathum Thani Primary Educational Service Area Office 2 there are three stages of research: Step 1: Studying current conditions and new inservice guidelines to improve the quality of educational management of schools Under Pathum Thani Primary Educational Service Area Office 2 Step 2: create and review the form, Step 3, trial and evaluation of the model. Examples include director. Deputy Director of Academic Affairs and Teachers of The School The sample count was obtained by using the Krejcie and Morgan tables and using the Stratified Random Sampling method. The results showed that; 1) the current condition of the new inservices as a whole was the highest and the new inservice guidelines were in all 6 areas. 2) The results of the development of a new style of inservice have two elements: element 1 has three areas: (1) quality of learners (2) Quality of management and management processes (3) The quality of the teaching process focused on the learner. And element 2 is the inservice policy of Pathumthani primary educational service area office (1) Monitoring, monitoring and evaluating educational inservices with a focus on achievement, (2) monitoring inservice, administration and implementation of plans, (3) improving and improving the quality of education, (4) Coordinate, monitor, evaluate and inservice education with the Board of Directors. The inservice policy of the Office of the Basic Education Commission is (1) Integrated inservice to drive quality of education (2) Developing and implementing the principles of the school curriculum (3) Managing learning using teletechnology media (DLTV/DLIT) (4) Enhancing student achievement. 3) The overall assessment results are appropriate and the overall feasibility is at the highest level.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/248527 THE STUDY OF CONDITIONS IN TEACHING AND LEARNING SCIENCE WITHIN THE INTERNATIONAL BACCALAUREATE (IB) PROGRAMME FOR SECONDARY LEVEL IN THAILAND 2021-06-23T23:10:07+07:00 Mathinee Theeranaew mathinee.th@ku.th Sirirat Srisa-ard mathinee.th@ku.th Nataya Pilanthananond mathinee.th@ku.th <p>The objective of this research article is to study conditions in teaching and learning science within the International Baccalaureate (IB) programme for secondary level in Thailand. This research article is survey research. The sample in this study are teachers, teaching assistants, and support teachers in science within the IB programme at secondary levels in Thailand. In total, 12 schools in operation during the 2019-2020 academic year were considered. A questionnaire was used as the research instrument to collect data on the conditions in teaching and learning science within the IB programme for secondary level in Thailand. The researcher collaborated with the coordinator of each school to collect the data. The data was analyzed by using mean, standard deviation, and content analysis. The results of this research found that most of the schools offer the DP (Diploma Programmes). The results of the survey indicate that respondents were most agreed and strongly agreed that the schools are appropriate in instruction, assessment, support structures and management. Teachers, teaching assistants, and support teachers have knowledge and understanding about science learning goals in the IB program as well as knowledge and ability to teach using a variety of instructional strategies to meet the IB goals. This is because the IB program has obvious goals, guidelines, requirements and approaches. Therefore, the instruction of science within the IB programme for secondary level in Thailand is aligned. Moreover, the schools' management policies had impact on the quality of curriculum and the efficiency of faculty.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255802 GUIDELINES FOR THE DEVELOPMENT OF LEARNING RESOURCES ACCORDING TO THE BUDDHIST EDUCATIONAL ADMINISTRATION PRINCIPLES FOR TEMPLES IN PATHUM THANI PROVINCE 2022-04-19T19:25:58+07:00 Phramaha Chaowalit Kosachawo (Pokawarakorn) phra.chaowalit2530@gmail.com Phrakhrusangkharak Chakkit Bhuripañño phra.chaowalit2530@gmail.com Rawing Ruangsanka phra.chaowalit2530@gmail.com <p>The objectives of this research are: 1) to study the context and readiness in learning resources management of temples in Pathum Thani province, 2) to study a guideline for development of learning resources management of temples in Pathum Thani province according to Buddhist educational administration principles, and 3) to propose guidelines for development of learning resources management of temples in Pathum Thani province according to Buddhist educational administration principles. The mixed research method was used in the study. The quantitative data were collected by questionnaire from 123 abbots in Pathum Thani province and analyzed by frequency, percentage, mean, standard deviation, and PNI Modified. The qualitative data were collected by interview with 5 experts analyzed by content analysis. The result of the study found that: 1) In the context and readiness in learning resource management of temples in Pathum Thani province, the first significant one was on (1) learning assessment and follow-up, followed by (2) learning resource management, (3) learning equipment, (4) learners, (5) learning activities, (6) learning process management, (7) operators of learning activities, (8) learning location and (9) sources of knowledge and contents of knowledge. 2) Guidelines for development of learning resource management of temples in Pathum Thani province according to Buddhist educational administration principles were based on the 7 principles of Sappaya. In order to keep ready in each aspect, those who were involved have to set up practical policy in development and improvement for working in the same direction. 3) The guidelines for development of learning resource management of temples in Pathum Thani province according to Buddhist educational administration principles consist of the following principles of Sappaya: (1) Avasa-Sappaya, the learning resource should be clean and tidy, (2) Gocara-Sappaya, the area diagram should have location map clearly, (3) Bhassa-Sappaya, the operators of activities can motivate participants to join activities, (4) Puggala-Sappaya, the policy maker have to push the activities forwards to achievement, <br />(5) Bhojana-Sappaya, the food should be of quality and healthcare, (6) Utu-Sappaya, the environment and the weather should be optimum temperature and creating the environment for long-time activities, and (7) Iriyapatha-Sappaya, the activities should be in balance with physical movement.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/248712 PROPOSED GUIDELINES FOR ACADEMIC ADMINISTRATION LEADING TO THE ROYAL AWARD SCHOOLS OF LARGE SECONDARY SCHOOLS IN PHRA NAKHON SI AYUTTHAYA PROVINCE 2021-06-23T23:07:52+07:00 Preeyanoot Kansomton preeyanoot.k@ku.th Wisut Wichitputchrapron preeyanoot.k@ku.th Kanda Sakulthanasakdi Moore preeyanoot.k@ku.th <p>The research aimed to 1) examine the needs in the academic administration development leading to The Royal Award Schools of large secondary schools in Phra Nakhon Si Ayutthaya Province and 2) propose the guidelines for academic administration leading to the royal award schools of large secondary schools in Phra Nakhon Si Ayutthaya Province. The participants were 197 teachers from the large secondary schools in Phra Nakhon Si Ayutthaya Province and 3 experts. The research instruments were questionnaire and interview form. The collected data were analyzed through percentage, mean, standard deviation, modified priority needs index, and content analysis. The findings revealed that: <br />1) The overall current academic administration of the large secondary schools in Phra Nakhon Si Ayutthaya Province was at the high level. The overall needs in the academic administration development leading to the royal award schools were at the highest level. The needs in the academic administration development leading to the royal award schools of large secondary schools in Phra Nakhon Si Ayutthaya Province from the assessment using modified priority needs index revealed that the aspects of the school-based curriculum and instruction arrangement were prioritized the most. While the aspect of teaching materials, innovation, and technology was prioritized the least. 2) The guidelines for academic administration development leading to the royal award schools of large secondary schools in Phra Nakhon Si Ayutthaya Province included the principles of involvement, student-quality focus, and students’ needs responding. They were recommended for developing the school-based curriculum, teaching and learning management, and Co-curricular activity arrangement under the successful conditions of academic leadership and teamwork.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/247636 TPACK TO LEARN FOR SCIENCE: TPACK TO LEARN FOR CHEMISTRY 2021-06-25T23:36:15+07:00 Anon Misong anon.mis@ku.th Sirirat Srisa-ard anon.mis@ku.th Nataya Pilanthananond anon.mis@ku.th <p>This article presents teachers’ learning management alternatives with appropriate content, pedagogy, and technology selection are the reasons of this research. The objectives were to develop and evaluate teaching scenarios in form of TPACK in chemistry for lower secondary level. The research methodology was to define chemistry concepts and develop TPACK learning guidelines. These data developed were required exactness and appropriateness by sample expert participants; consisted of university science teachers, chemistry experts from The Institute for the Promotion of Teaching Science and Technology, and educational supervisors. The research tool was a questionnaire about teaching scenario assessment. Data were analyzed by descriptive statistics and content analysis. The research findings are as follows 1) The chemistry learning guidelines under the concept of matter were divided into 4 sub-concepts. Each sub-concept consisted of 4 learning guidelines, a total of 16 learning guidelines. 2)Most of the experts considered that chemistry teaching scenarios were appropriate at high and the highest levels and would be increased the learning efficiency of teaching chemistry.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255652 RELATIONSHIP BETWEEN MANAGEMENT SKILLS AND SUPER LEADERSHIP AMONG LEADERS OF INFORMAL AND NON-FORMAL EDUCATION ADMINISTRATORS IN LOPBURI UNDER THE OFFICE OF INFORMAL AND NON-FORMAL EDUCATION 2022-04-22T00:17:49+07:00 Tavorn Thangkentiviriya tavorn@gmail.com Trirath Sithitool tavorn@gmail.com <p>The purposes of the research were 1) To study educational institution administration skills of non-formal education center administrators and informal education in Lopburi. 2) to study the leadership over the leaders of the center administrators for non-formal education and informal education in Lopburi. and 3) to study the relationship between school administration and leadership over non-formal education administrators and informal education in Lopburi. The population used in this research were teachers, non-formal education centers and informal education. In Lopburi in the academic year 2017, 160 people were sampled using the sample size comparison table of R.V. Krejcie and Morgan and simple randomness to find the proportions according to the sample size of R.V. Krejcie and Morgan. By using the district in Lopburi Province as a layer to divide a sample of 112 people. Tools used in this research It was a questionnaire to study the relationship between managerial skills and superior leadership among center administrators for non-formal education and informal education. Lopburi Province Under the Office of the Promotion of Non-Formal and informal education. The statistics used in the research were frequency, percentage, mean, standard deviation. Pearson's Correlation Coefficient. The results of the research were as follows: 1) Administrative skills of center administrators for non-formal education and informal education. Lopburi Province Under the Office of the Promotion of Non-Formal and informal education the overall picture is at a high level.2) Leadership over leaders of center administrators for non-formal education and informal education Lopburi Province Under the Office of the Promotion of Non-Formal and informal education Overall, it is at the highest level. The relationship between managerial skills and superior leadership among center administrators for non-formal education and informal education. Lopburi Province Under the Office of the Promotion of Non-Formal and informal education Had a moderate relationship in the opposite direction the results of this research show that Executive leadership skills and leadership over executive leadership are at high levels in all areas. Can be a good role model, a guideline for better management.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255718 A MODEL FOR CHINESE LANGUAGE LEARNING MANAGEMENT IN 21st CENTURY PRIVATE SCHOOLS IN SAMUT PRAKAN PROVINCE 2022-04-21T17:14:40+07:00 Cai Liping xiao.o.wei@gmail.com Paradee Anannawee xiao.o.wei@gmail.com Monasit Sittisomboon xiao.o.wei@gmail.com <p>The objectives of this research were to evaluate and improve the performance of Chinese Language Learning Management in the 21st century of private schools in Samut Prakan province. The research divides into four processes: 1) To study environment and method in managing Chinese Language Learning in 21st Century for private schools in Samut Prakan province; 2) To improve Chinese Language Learning Management in 21st Century for private schools in Samut Prakan province; 3) To evaluate the third process; 4) To implement the management system into the sample groups, which include Directors, Deputy Director of Academic Affairs, and Chinese teachers. The numbers of sample groups derive from Krejcie &amp; Morgan's table, and the total number of 123 answerers is obtained by using Stratified Random Sampling. The research tools include questionnaires, interview forms, and satisfaction assessment forms. The data obtained were analyzed using basic statistics and content analysis. The result shows that 1) The overall Chinese Language Learning Management in 21st Century for private schools in Samut Prakan province is at a high level and 2) The result of the model development has two components. The first component consists of 8 aspects: (1) Chinese language curriculum, (2) Learning activity management, (3) Measurement and evaluation, <br />(4) Learning media/innovative information technology, (5) Organizing learning resources, <br />(6) Organizing learning atmosphere, (7) Developing thinking skills and the integration of knowledge into use, and (8) promotion of relations with the Chinese Teachers Association of each region. Next, the second model development component is the factors promoting Chinese learning management in the 21 st century. They are (1) teacher leadership development, (2) thinking skills for the future, (3) learning innovations, (4) developing professional teachers, and (5) competence satisfaction of the stakeholders and users' satisfaction with the management. Overall, the result is very high, and the model is feasible and valuable at the highest level.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255628 THE GUIDELINES FOR THE DEVELOPMENT OF SCIENCE INSTRUCTION WITH LEARNER-CENTERED METHOD IN ACCORDANCE WITH THE FOUR NOBLE TRUTHS OF TEACHERS UNDER THE OFFICE OF SECONDARY EDUCATIONAL SERVICE AREAS 3, PHRA NAKHON SI AYAUTTHAYA PROVINCE 2022-04-21T16:22:32+07:00 Wannipa Chalermmoo chaibie2529@hotmail.com Booncherd Chumnisart chaibie2529@hotmail.com Phramaha Chamnan Mahachano chaibie2529@hotmail.com <p>The objectives of this research were: 1) to study the state of science instruction with learner-centered method, 2) to study development method of science instruction management with learner-centered method based on the principles of the Four Noble Truths, and 3) to propose guidelines for development of science instruction management with learner-centered method based on the principles of the Four Noble Truths of teachers under Office of Secondary Educational Service Area 3, Phra Nakhon Si Ayutthaya province. Mixed methods research was used for the study. 1) Quantitative research, questionnaires was used to collect data from 357 samples, and data were analyzed by descriptive statistics consisted of percentage, mean and standard deviation. 2) Qualitative research, data was collected by interviews with 5 key informants and data was analyzed by content analysis. Results of the study found that: 1) the state of science instruction with learner-centered method in 5 steps was at a high level overall; in paying attention, explanation and conclusion, evaluation, search and research, and knowledge expansion. 2) The development method of science instruction management with learner-centered method based on the principles of the Four Noble Truths consists of; (1) identify and scope the problem (<em>Dukkha</em>) that come from science studies, (2) set a hypothesis, (<em>Samudaya)by setting collaborative learning</em>, (3) data collection and experiment <em>(Magga)</em> by using teaching and learning media, and (4) analysis and conclusion (<em>Nirodha</em>) by setting self-directed learning. 3) Guidelines for development of science instruction management with learner-centered method based on the principles of the Four Noble Truths of teachers are as follows: (1) <em>Dukkha</em>, identify and scope the problem from the instruction, (2) <em>Samudaya</em>, set a hypothesis, applied innovation and technology in teaching, (3) <em>Magga</em>, experiment and data collection, using teamwork and recording, and (4) <em>Nirodha</em>, analysis and conclusion including pre-test, formative and summative assessment with authentic assessment.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/247587 TPACK FOR SCIENCE LEARNING : TPACK FOR BIOLOGY LEARNING 2021-06-27T21:51:50+07:00 Wichayanee Rueangsawat wichayanee.r@ku.th Sirirat Srisa-ard wichayanee.r@ku.th Nataya Pilanthananond wichayanee.r@ku.th <p>This research article is the integration among Content knowledge, Pedagogy knowledge and Technology knowledge as a tool to promote learners' learning process and to develop the teaching process of teachers keeping up with the world. The purposes of the research were to develop and evaluate TPACK storage learning guidelines in biology for lower secondary level. Research methods were to define the concept of biology and develop TPACK learning guidelines, then create teaching scenarios. The experts considered the exactness and appropriateness of TPACK learning guideline developed. The samples of this research consisted of university science teachers, biology experts from The Institute for the Promotion of Teaching Science and Technology, and educational supervisors. The research tool was questionnaire about teaching scenario of biology assessment. Data was analyzed by descriptive statistics and content analysis. The research findings are as follows: 1) There are four main concepts in biology for lower secondary level; plant life, human life, ecosystem and diversity. Main concepts can be divided into 11 sub concepts. Each of sub concept has 4 learning guidelines. A total of TPACK learning guidelines is 44 learning guidelines 2) Most experts considered that TPACK learning guidelines are diversified, attractive attention for the learners. Technologies and knowledges chosen are clear and appropriate at high and the most high levels. TPACK learning guidelines are able to promote and enhance the learning efficiency.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255627 MODEL OF DHAMMATIPPATAI SCHOOL OF PRIMARY SCHOOLS UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION 2022-04-20T21:36:11+07:00 Thodsaporn Noysukka surachaihongtrakool@gmail.com Booncherd Chumnisart surachaihongtrakool@gmail.com Peravat Chaisuk surachaihongtrakool@gmail.com <p>This research paper aims to propose a model of Dhammatippatai School of Primary Schools Under the Office of the Basic Education Commission. Mixed methods research was designed and combined methods with quantitative research and qualitative research. There are 3 research steps which are: Step 1: Study at Dhammatippatai School of primary school Under the Office of the Basic Education Commission. A questionnaire from 327 subjects was used to analyze data by statistical data such as frequency, percentage, mean, and standard deviation, Step 2: The model was developed by interviewing 10 key informants. Data was analyzed by content analysis, and Step 3: propose the model with a discussion group of 10 experts / person, data was analyzed by content analyzing. The model of Dhammatippatai School of primary schools under the Office of the Basic Education Commission consisted of 4 parts; Part 1 is the leading consisting of environment, policy, vision, mission, principle, and objective. Part 2 is the model consisting of the work system, three elements of democracy, learning activities and management process in democratic development in school. Part 3 is the implementation process consisting of structures, decision making, assessment guidelines report according to the plan, project, activities assigned to perform, learning process in learning groups, democratic practice in schools, application and expansion the results of democracy in the community, and innovative activities. Part 4 is conditions for success integrated with the 6 principles of Saraniyadhamma according to the “CAES Model”.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/247715 THE DEVELOPMENT OF LEARNING ACHIEVEMENT IN READING COMPREHENSION OF GRADE EIGHT STUDENTS USING CONCEPT MAPPING 2021-06-25T23:35:19+07:00 Kittiphong Sommanut sommanut.ktp@gmail.com Techameth Pianchana sommanut.ktp@gmail.com <p>The objectives of the research article, the development of learning achievement in reading comprehension of the grade eight students using Concept Mapping, were to compare the development of reading comprehension achievement of the grade eight students before and after using Concept Mapping; and to study the satisfaction of the grade eight students taught by Concept Mapping. The sample selected was 16 grade eight students from a classroom, collected using Cluster Random Sampling. The research instruments used consisted of 1) a lesson plan using Concept Mapping, 2) a learning achievement test and 3) a questionnaire on the student satisfaction towards the leaning management. The data were analyzed using data analysis for the purpose of the research. According to the first objective, t-test for dependent samples was used while mean and standard deviation were used for finding the results of the second objective. The results revealed that the learning achievement of the grade eight students after learning through Concept Mapping was higher than the learning achievement prior to learning through Concept Mapping with statistical significance at the .05 level. Moreover, the results showed that the grade eight students were satisfied with learning through Concept Mapping at high level</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255698 STRATEGIC PLANNING IN STRATEGIC MANAGEMENT FOR EXCELLENT SCHOOLS UNDER THE PATHUMTHANI PROVINCIAL ADMINISTRATIVE ORGANIZATION 2022-04-21T17:12:46+07:00 Panyakorn Wetchasart panyakorn0870747417@gmail.com Paradee Anannawee panyakorn0870747417@gmail.com Monasit Sittisomboon panyakorn0870747417@gmail.com <p>The purpose of this research was to develop and assess the effectiveness of a strategic management model to develop educational institutions towards excellence. Under Pathum Thani Provincial Administrative Organization. The research consists of 3 steps: 1) to study the conditions and strategic management guidelines for the development of educational institutions towards excellence; Under Pathum Thani Provincial Administrative organization 2) To create and examine a strategic management model to develop educational institutions towards excellence. Under Pathum Thani Provincial Administrative Organization 3) Experiment and evaluate the effectiveness of the strategic management model for developing educational institutions to be excellence. Under Pathum Thani Provincial Administrative Organization The sample group used in the quantitative determination was the administrators of the educational institutes and teachers in schools under Pathum Thani Provincial Administrative Organization A sample of 159 people using the Craig C. and Morgan table of Krejcie &amp; Morgan and informants in qualitative research were experts, including executives who received outstanding awards, Study supervisor who acts as the head of student affairs and university professors. The research tools were a questionnaire, an interview form and a satisfaction assessment form. Analyze the data using basic statistics. and content analysis. The results of the research were as follows: 1) Strategic management conditions to develop educational institutions towards excellence. Under Pathum Thani Provincial Administrative Organization Overall, the practice was at the highest level. 2) The results of developing a strategic management model to develop educational institutions towards excellence. Under Pathum Thani Provincial Administrative Organization consists of 2 components: Component 1 Strategic management to develop educational institutions towards excellence. Under Pathum Thani Provincial Administrative Organization, there are 6 aspects: 1) Leadership of Executives 2) Teacher Quality 3) Cooperation Network 4) Student Quality 5) Management and 6) Personnel Development. Each aspect is driven by a four-step strategic management process. Component 2 Factors that promote strategic management in order to develop educational institutions towards excellence. Under Pathum Thani Provincial Administrative Organization, it consists of 5 aspects: 1) organizational policy 2) executive competency 3) ethical practice 4) organizational resources 5) satisfaction of stakeholders and users are satisfied with the format Overall, it's at a high level. And the format offers possibilities and usefulness. at the highest level.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255669 A GUIDELINE FOR THE DEVELOPMENT OF TEACHING AND LEARNING MANAGEMENT ACCORDING TO BUDDHIST EDUCATIONAL ADMINISTRATION PRINCIPLES IN SANGHA SECONDARY SCHOOLS IN LUANG PHRABANG, LAO PEOPLE’S DEMOCRATIC REPUBLIC 2022-04-19T21:58:56+07:00 Phra Anousone Anussaro (Phanpaseuth) anousonpps@gmail.com Phrakhukittiyanavisit (Thana Kittinano) anousonpps@gmail.com Phrakhruwirunsutakhun (Udomsak Uttamasakko) anousonpps@gmail.com <p>The objectives of this research article were 1) to study the present condition of teaching and learning management in Sangha Secondary Schools, 2) to study methods for developing teaching and learning management in Sangha Secondary Schools according to Buddhist Educational Administration principles, and 3) to propose guidelines for the development of teaching and learning management according to Buddhist Educational Administration principles in Sangha Secondary School in Luang Phrabang, Lao People's Democratic Republic. Mixed methods research was designed: namely 1) quantitative research, a sample questionnaire was used for 72 executives and teachers.The data were analyzed by statistical methods which were frequency, percentage, mean, standard deviation; and 2) a qualitative research by interviewing 5 key informants/person. Data were analyzed by content analysis. Results showed that 1) the present condition of teaching and learning management in Sangha secondary school in overall and in each aspect, it was found that the level of practice was at a high level. 2) Methods for developing teaching and learning management in Sangha School secondary schools according to Buddhist Educational Administration principles, it consists of teaching and learning in secondary schools by adhering to the principle that educational institutions create a curriculum in accordance with the problems and needs of the community and society truly, with teachers, administrators, parents and communities participating in providing quality and standard education by assuming that learners have most important and there is a method for developing teaching and learning management in Sangha secondary schools according to Buddhist Educational Administration principles of Iddhipada IV. 3) Guidelines for developing teaching and learning management for Sangha secondary schools according to Buddhist Educational Administration principles in Luang Prabang Province, Lao People's Democratic Republic. It is a tool to help achieve the success of teaching and learning of secondary school teachers with the principles of effective academic administration in 4 areas: learning management; teaching curriculum, Teaching assessment, and teaching materials by integrated with Iddhipada IV to enhance the quality of education management.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255651 THE STUDY OF COMPONENTS AND NECESSITIES OF MEASURING AND EVALUATING LEARNING OUTCOMES FOR BASIC EDUCATION INSTITUTIONS 2022-04-22T00:12:01+07:00 Pornpimon Thanasri pornpimon3310@gmail.com Sowwanee Sikkhabandit pornpimon3310@gmail.com Khwanying Sriprasertpap pornpimon3310@gmail.com <p>The objective of this research was to study the composition and the need for measurement and evaluation. For basic education institutions the sample group was teachers 8 groups of learning subjects. Categorized by Basic Education Core Curriculum, BE 2551. These include Thai language, mathematics, social studies, religion and culture, science, health and physical education, arts, work, career and technology. And foreign languages of 256 people by Purposive Sampling. The research tool was a responsive evaluation questionnaire that identified teachers' needs. Analyze quantitative data using Basic statistics T-value test Analysis of two-way variance and using the Modified Priority Needs Index technique. To prioritize needs is necessary. And analyzing the quality of the data by using content analysis based on work experience with the following research results. 1) The teachers at the basic education level have a need. To develop the ability to measure and evaluate learning outcomes in the field of design, measurement and evaluation of learning and building tools as possible. Followed by the measure and Evaluate learning outcomes and the aspect of scoring, reporting of results and applying the results, respectively. 2) The reason for the highest demand for measuring and evaluating learning outcomes is that teachers lack knowledge and skills. Measurement and evaluation skills. The results of the study, the composition and necessity of learning measurement and evaluation. For a basic education institution, it consists of 3 main components as follows. 1) In the design, measurement and evaluation to promote learning management, tool construction, it was found that the group of teachers teaching the cognitive content had more performance in the measurement and evaluation than the teachers who taught the character content of the cognitive skills. 2) In conducting the measurement and evaluation, it was found that the group of teachers teaching the cognitive content characteristics had more performance in the measurement and evaluation] than the teachers who taught the character traits of the cognitive skills. and 3) On scoring, reporting and applying the results, it was found that the group of teachers teaching the cognitive content had a working condition in the measurement and evaluation to promote learning management. Rather than a group of teachers who teach the nature, content, and skills.</p> <p> </p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255671 GUIDELINES FOR KNOWLEDGE MANAGEMENT, ACCORDING TO BUDDHADHAMMA, SECONDARY SCHOOL, MUEANG DISTRICT, PATHUM THANI PROVINCE 2022-04-19T22:01:43+07:00 Sasinipa Chaisuk sasinipachaisuk@gmail.com PhrakhruOpatnontakitti (Sakda Obhaso) sasinipachaisuk@gmail.com Phramaha Yannawat Thitavaddhano sasinipachaisuk@gmail.com <p>The purposes of this thesis were 1) to study knowledge management according to Buddhadhamma; 2) to propose a guideline for knowledge management according to the Buddhadhamma in secondary school, Mueang District, Pathum Thani Province. Mixed methods research was used combines the methods of quantitative and qualitative research. The questionnaire was used as a quantitative data collection tool from a sample of 217 teachers and an interview questionnaire was used to collect qualitative data from five experts. Quantitative data were analyzed by using descriptive statistics consisted of mean and standard deviation whereas qualitative data was analyzed by content analysis. Results found that 1) Knowledge management according to Buddhadhamma of Secondary School, Muang District, Pathumthani Province, found that the overall level of knowledge management in all 5 areas at a high level consisted of knowledge storage, knowledge sharing, learning, knowledge inquiry, and the knowledge setting, respectively. 2) Guidelines for knowledge management according to Buddhadhamma of Secondary School, Muang District, Pathumthani Province, it was found that the knowledge of Kalyanamit was regularly heard pondering the knowledge received with thoughtfulness. There is a proper culture to promote and extend knowledge for personnel to develop new knowledge, put the knowledge gained from the exchange into practice in the work, fellowship with the knowledgeable, to share and learn together, build a network for collecting knowledge in electronic systems, apply the knowledge that has been considered and adapted to suit them, collecting knowledge for solving operational problems, and follow learning tools for effective knowledge management in schools.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255724 A LEARNING MANAGEMENT MODEL IN THE CRISIS OF COVID-19 USING THE INFORMATION TECHNOLOGY FOR SCHOOLS, CHAINAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2022-04-21T17:08:52+07:00 Thanin Khuntee thaninforteach@gmail.com Sowwanee Sikkhabandit thaninforteach@gmail.com Panya Theerawitthayalert thaninforteach@gmail.com <p>This research aimed to develop and assessment of the learning management pattern efficiency during the COVID-19 pandemic. The information technology for educational institution under the Chainat primary educational service area was used which contained four steps related. The first step, the currently status and learning management mode during the COVID-19 pandemic were study by using the information technology for educational institution under the Chainat primary educational service area. The second step was to develop and recheck of the pattern. The pattern was tried-out in the third step. Lastly, the fourth step was to assess of the pattern efficiency 219 of participants were studied including school directors, school deputy directors, academic affair deputy directors, moreover, the sample was determined by the using the Krejcie; &amp; Morgan table of Krejcie; &amp; Morgan. Research instruments in this study were questionnaire, interviewing, and satisfaction survey form. Basic statistics and content analysis were used to analyze the data. The research found that; 1) the overall operational level of learning management status during the COVID-19 pandemic by using the information technology for educational institution was in the moderate. The result from the developing of pattern consisted of two components which were the component of learning management during the COVID-19 pandemic by using the information technology for educational institution and the component of learning during the COVID-19 pandemic. The component of learning management during the COVID-19 pandemic included (1) the transaction process system (2) the automatic office system (3) the knowledge creating system (4) the information system for management (5) the decision-making support system (6) the information system for high level director. 2) The component of learning included the distance learning television (DLTV), the distance learning information technology (DLIT), the information and communication technology (ICT), DLIT and DLTV. The result from the assessment of the pattern was in the highest level with possible and high advantage. Furthermore, the opinion on possibility of user was in the highest level.</p> <p> </p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255630 MANAGING A PROFESSIONAL LEARNING COMMUNINTTY ACCORDING TO KALYANAMITTA PRINCIPLES OF TEACHERS UNDER OFFICE OF AYUTTHAYA PRIMARY EDUCATIONAL SERVICE AREA 1 2022-04-21T16:19:20+07:00 Sitthichai Suksomklin jobsitichai@gmail.com Booncherd Chumnisart jobsitichai@gmail.com Phramaha Yannawat Thitavahano jobsitichai@gmail.com <p>The objectives of this research were: 1) to study the condition of teachers' professional learning community management, 2) to study how to manage the professional learning community according to Kalyanamitta principles of teachers, and 3) to propose management guidelines of managing a professional learning community according to Kalyanamitta principles of teachers Under the Office of Phra Nakhon Si Ayutthaya Primary Educational Service Area 1. Mixed methods research was designed consisted of a quantitative research using a questionnaire sample of 335 primary school teachers. Data were analyzed by descriptive statistics such as percentage, mean, standard deviation.For qualitative research conducted interviews with 5 key informants/person. Data was analyzed by content analysis. Results showed that 1) the condition of the community management of professional learning of teachers, the overall and each aspect were at a high level. 2) The method of managing the professional learning community according to Kalyanamitta principles of teachers, this is an opportunity for teachers and related people to share their opinions, work together to promote learning according to the roles and duties assigned, working together as a team to achieve work efficiency. 3) Guidelines for managing a professional learning community according to Kalyanamitta principles of teachers under the Ayutthaya Primary Educational Service Area Office 1, consisting of: (1) the same goal to build the power of work, (2) the team joins together teamwork according to roles and duties, (3) joint leadership, change the role of working together as a team, (4) Learning/professional development, learn together and apply what has been learned. (5) Kalyanamitta Community, expand cooperation to reach a network that is related to the community integrated with Kalyanamitta principles, and (6) community support structures designed to work together in a way that indicates the PLC's identity to facilitate learning. In summary, the body of knowledge from the research is DOTVKL.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/247589 TPACK FOR SCIENCE LEARNING: TPACK FOR PHYSICS LEARNING 2021-06-25T23:36:49+07:00 Onuma Singsawat Onumasin@ku.ac.th Sirirat Srisa-ard Onumasin@ku.ac.th Nataya Pilanthananond Onumasin@ku.ac.th <p>TPACK for physics learning is come from teachers who have problems to use teaching methods and technology inappropriately. The purposes of the research were to develop and evaluate TPACK storage learning guidelines in Physics for lower secondary level. Research methodology was studying Thai and foreign researches then synthesized into Physics knowledge and concepts for lower secondary level. After that, TPACK learning guidelines were developed by choosing suitable pedagogy and technology, then writing teaching scenarios. These data developed were required exactness and appropriateness by sample expert participants; consisted of university science teachers, Physics experts from The Institute for the Promotion of Teaching Science and Technology, and educational supervisors. The research tool was questionnaire about teaching scenario assessment. Data was analyzed by descriptive statistics and content analysis. The research findings are as follows: 1) There are 2 main concepts in Physics for lower secondary level; energy and force and motion. Main concepts can be divided into 8 sub concepts. Each of sub concept has 2 pedagogies and 2 technologies. A total of TPACK learning guidelines is 32 learning guidelines. 2) Most of experts considered that Physics teaching scenarios are appropriate at high and the most high levels. TPACK learning guidelines will be increased learning efficiency.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255668 GUIDELINES FOR THE DEVELOPMENT OF KALYANAMITTA CHARCTERISTICS OF INSTRUCTORS AT MAHACHULALONGKORNRAJAVIDYALAYA UNIVERSITY 2022-04-19T20:30:03+07:00 Manassanan Boonpoo manassanan.nunb@gmail.com Phrakhrusathonpariyattikhun (Sanit Chandapalo) manassanan.nunb@gmail.com Phramaha Yannawat Thitavaddhano manassanan.nunb@gmail.com <p>The purposes of this article were 1) to study the current condition of Kalyanamitta characteristics of instructors, 2) to study the guidelines for developing Kalyanamitta characteristics of instructors, and 3) to propose guidelines for the development of Kalyanamitta characteristics of instructors at Mahachulalongkornrajavidyalaya University. Mixed methods research was designed, namely 1) quantitative research, a questionnaire was used for a sample group of 162 instructors. The data were analyzed by statistical analysis of frequency, percentage, mean and standard deviation, and 2) a qualitative research by interviewing 5 key informants/person, data was analyzed by content analysis. Results of the research revealed that 1) the current condition of Kalyanamitta characteristics of instructors as a whole were at a high level. When considering each aspect, it found that it was at a high level in all 7 aspects; 2) Two guidelines for developing Kalyanamitta characteristics of instructors as follows: (1) The Kalyanamitta characteristics of instructors in higher education institutions according to the principles of good friendliness in all 7 areas, namely: the first aspect is adorable means reaching the mind; second aspect is respectful, has behavior appropriate to one's position; third aspect is pleasing, is having real knowledge; fourth aspect, knows how to speak effectively, is able to speak and explains to understand; fifth aspect is patient with words, is ready. The sixth aspect explains the profound things so that they can be understood; and the seventh aspect does not lead them in a derogatory way. (2) Four methods of guidelines for developing Kalyanamitta characteristics of instructors consisted of advice, workshop, discuss, and field trip. 3) development guidelines for Kalyanamitta characteristics of instructors of Mahachulalongkornrajavidyalaya University consisted of (1) Kalyanamitta characteristics of instructors, (2) development methods, (3) media equipment, and (4) development evaluation.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255757 DEVELOPING A MODEL FOR PROMOTING STUDENT SPORTS EXCELLENCE BY USING THE PARTICIPATION NETWORK OF HUAY KAEW WITTAYA SCHOOL 2022-04-22T00:55:49+07:00 Somkid Nakkul somkidnakkul@gmail.com <p>This research paper aims to develop a model for promoting student sports excellence by using the participation network of Huay Kaew Wittaya School. This research consisted of 122 people used in the pre- and post-development opinion survey, namely teachers and educational personnel. The committee of basic education institutions, students and parents had two questionnaires in the research tools and the basic statistics for research were mean and standard deviation. The results showed that Development of a model for promoting student sports excellence by using the participation network of Huay Kaew Wittaya School from self-examination, observation, interview, study of results Three years of testing and nominations, the number of students with elementary athletic behavior increases every year. students with different levels of athletic ability increase every year the survey results of all population units in the pre-development were moderate, post-development was at a high level. Awards received from sports and physical education competitions for 3 years, at both sub-district, district, provincial and national network levels. The highest was a gold medal, first place in the health and physical education quiz competition of junior high school students in arts and crafts. Northern level (national level) in the academic year 2019.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255629 GUIDELINES FOR THE DEVELOPMENT OF FACTORS AFFECTING EDUCATION ADMINISTRATION IN THE THAILAND 4.0 ERA OF EDUCATIONAL INSTITUTIONS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE 3, PHRA NAKHON SI AYUTTHAYA PROVINCE 2022-04-21T16:03:27+07:00 Acting Sub Lt. Boonyatikarn Rodkam yuttachak_99@hotmail.com Phrakhrusathonpariyattikhun (Sanit Chandapalo) yuttachak_99@hotmail.com Phrakhukittiyanavisit (Thana Kittinano) yuttachak_99@hotmail.com <p>The objectives of this research paper were 1) to study the factors affecting educational administration, 2) to study the factors affecting educational administration, 3) to propose guidelines for the development of factors affecting educational administration in the Thailand 4.0 era under the Secondary Educational Service Area Office 3, Phra Nakhon Si Ayutthaya Province. The research model was mixed methods research. For quantitative methods, using a questionnaire for a sample of 310 teachers. The data were analyzed using basic statistics, namely mean, standard deviation. For qualitative research, using interview of 5 experts. Data was analyzed by content analysis. Results showed that 1) the state of educational administration of the four aspects of teachers' opinions were at a high level, namely management administration, material Management, personnel management, and budget management, respectively. 2) The factors affecting the educational administration of educational institutions are recruiting human resources through social media to build morale and morale of personnel by providing various welfares, allocate and manage budgets that are transparent, honest and truthful, correct and economical process with effective management that will focus on setting the vision of executives with good friends. 3) Guidelines for developing factors affecting educational administration of educational institutions under the Secondary Educational Service Area Office 3, Phra Nakhon Si Ayutthaya Province by assigning tasks to personnel according to their knowledge, competence and ability to have Sangahavathu IV by spending budget based of project, renovate school building and material with clearly method and save that are the most important factors in educational administration in the Thailand 4.0 era.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255650 A DEVELOPMENT OF MULTICULTURAL EDUCATION MANAGEMENT MODEL FOR PRIMARY SCHOOLS UNDER SAMUTPRAKAN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2022-04-22T00:37:10+07:00 Suchart Srihanart suchart622@gmail.com Sowwanee Sikkhabandit suchart622@gmail.com Khwanying Sriprasertpap suchart622@gmail.com <p>This research is aimed at 1) To study the state and expectation of multicultural education management for primary schools. Samples for this stage comprised 216 administrators and academic teachers of primary schools. Using questionnairs to collect information. Data were analysed using mean average and standard deviation. 2) To develop of multicultural education management model for primary schools under Samutprakan Primary Educational Service Area Office. Samples for this stage comprised 9 experts. Using In-Depth Interview to collect information. Data were analysed using standard deviation and interquartile range. 3) To evaluate of multicultural education management model for primary schools under Samutprakan Primary Educational Service Area Office. Samples for this stage same stage 1. Using questionnaires to collect information. Data were analysed using mean average and standard deviation. The research found that 1) State of multicultural education management for primary schools under Samutprakan Primary Educational Service Area Office found in high level and expectation of multicultural education management in highest level. 2) A multicultural education management model for primary schools under Samutprakan Primary Educational Service Area Office composes of 5 components. Each component were participation, multicultural education, positive thinking, social equality and creative culture. There were overall 140 activities. 3) The developed of multicultural education management model for primary schools under Samutprakan Primary Educational Service Area Office were evaluated found thatappropriate, useful at a highest level and possible to use at a high level.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255268 THE MODEL OF PROACTIVE COMPETENCY-BASED LEARNING MANAGEMENT MODEL ALONG STEM EDUCATION TO ENHANCE THE LEARNING MANAGEMENT SKILLS OF PRE-SERVICE TEACHERS 2022-04-21T17:05:39+07:00 Boonrudee Udomphol boonrudee.ud@ssru.ac.th Sommai Pavaboot boonrudee.ud@ssru.ac.th Malai Pradupsri boonrudee.ud@ssru.ac.th <p>The purposes of this study were: 1) to develop a proactive competency-based learning management model based on STEM education to enhance learning management skills for pre-service teachers.2) to propose a model of proactive competency-based learning management based on STEM education to enhance learning management skills for pre-service teachers. This study employed mixed methods of research based on the qualitative research by studying documents, in-depth interview with 5 supervisor and mentor in school. Focus group discussion of 12 experts. The instruments used in this research were documentary study form, in-depth interview. The quantitative research. A group of sample group was selected from supervisor in the faculty of education, Rajabhat University, and mentor in school, 350 persons. by using the multistage random sampling method. The research instruments were questionnaires, evaluation of learning management skills. The data were analyzed by content analysis, percentage, frequency, mean, standard deviation, and an t-test for hypothesis testing. The findings are as follows: 1) the results of the development of a proactive competency-based learning management model based on the STEM study to enhance the learning management skills of pre-service teacher by experimenting with students found that after the experiment, the students had learning management skills. know higher than before the experiment statistically significant at the .05 level and the students' overall satisfaction with the proactive competency-based learning management model according to STEM Education was at a high level in all items. 2) The model of proactive competency-based learning management according to STEM to enhance learning management skills of pre-service teachers consisted of 5 components: principles, objectives, and processes of proactive competency-based learning management according to the STEM Education. Applying the pattern and the success conditions of the model There are 4 aspects of learning management skills that students should be strengthened as follows: in the design of learning management. Writing a lesson plan in terms of learning management suitable for learners in the 21 st century and the application of digital media technology for learning management which the results of checking the suitability of the model by an expert before using it in practice every element of the model is appropriate and consistent with enhancing students' learning management skills.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/248450 SYNTHESIS OF CASE STUDIES IN SOCIAL SCIENCES FOR GEO – LITERACY AND GOOD CITIZENSHIP 2021-06-25T23:33:46+07:00 Woravut Suksatit woravtu.ku@ku.th Nataya Pilanthananond woravtu.ku@ku.th Suppalerk Tanak woravtu.ku@ku.th <p>The objectives of this research were to synthesize and evaluate case studies in Social sciences with the basic principles in the study of Geography to guide the Geo – literacy to connect and apply in the practice of good citizenship and to survey of Social studies teachers' opinions about synthesis of the Social science case towards the understanding of Geo - literacy and good citizenship the application to Social Studies instruction. This research is basic research<strong>. </strong>The samples of this research were specialists in Social studies or Geography, 5 persons and Social studies teachers, 30 people. The research tools consisted of quality of synthesis results assessment form and questionnaire the results of the synthesis of the social science case towards the understanding of Geo - literacy and good citizenship the application to Social studies instruction. The data were analyzed by using mean. The research result showed that: 1) synthetic cases studies in social sciences towards the understanding of Geo - literacy and good citizenship are suitable at the highest level. 2) The results include the opinions of the Social studies teachers on the synthesis of the Social science case towards the understanding of Geo - literacy and good citizenship the application to Social Studies instruction. Opinion at the highest level in 4 cases and opinions at the high level in 2 cases.</p> <p> </p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255754 EVALUATION OF ACADEMIC EXCELLENCE COMPETITION PROMOTION PROJECT USING CIPPIEST MODEL : CASE STUDY OF HUAY KAEW WITTHAYA SCHOOL, THOEN DISTRICT, LAMPANG PROVINCE 2022-04-22T00:52:54+07:00 Somkid Nakkul somkidnakkul@gmail.com <p>This research article aims to evaluate the Academic Excellence Competition Promotion Project using the CIPPIEST Model: Case Study of Huay Kaew Witthaya School, Thoen District, Lampang Province. 2017, 2018, 2019 of 738 people, consisting of teachers and educational personnel The basic education committee, students and parents had 8 questionnaires, and the research statistics were mean and standard deviation. Summarizing the results of the research, it was found that Evaluation of the project to promote academic excellence competition by using the CIPPIEST Model: a case study of Huay Kaew Witthaya School, Thoen District, Lampang Province, covering 8 aspects, namely, contextual aspects, both teachers and educational personnel and the Board of Basic Education Institutions for the 2017 academic year. At a high level, the academic year 2018 and 2019 are at the highest level. in terms of inputs and processes both teachers and educational personnel and the board of basic education institutions It was at the high level for all 3 years. In terms of productivity, all the population units for all 3 years were at the highest level. except for parents at the high level, on impact, all population units It was at a high level for all 3 years in terms of effectiveness. All population units Academic year 2017 and 2018 are at high level Academic year 2019 is at the highest level Sustainability All population units in the academic year 2017 and 2018 were at the high level, the academic year 2019 was at the highest level. and knowledge transfer Teachers and educational personnel in the academic year 2017 at a moderate level, in the academic year 2018 and 2019 at a high level. Board of Basic Education Institutions, Academic Year 2017 and 2018 at a moderate level, Academic Year 2019 at a high level.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255753 ASSESSMENT REPORT OF THE DEVELOPMENT PROJECT FOR THE IMPLEMENTATION OF THE FOLK MUSIC ACTIVITIES OF NANGLAENAI SCHOOL MUANG DISTRICT, CHIANGRAI PROVINCE 2022-04-22T00:40:34+07:00 Sarawut Thanakham Sarawut.Thanakham2506@gmail.com <p>This research article aims to assess the project for the development of the indigenous people's band activities. Ban Nang Lae Nai School, Muang District, Chiang Rai Province, according to the CIPP Model, is a model for evaluating the sample of the teachers and students in the study. Ban Nang Lae Nai School in the academic year 2019, consisting of 15 teachers who were appointed as a committee for the development of folk music activities, 10 teachers, and 80 students. It is an estimation scale, 15 issues and a checklist form. The statistics used in the data analysis were percentage, mean, standard deviation and t-Dependent. Assessment of Indigenous People's Band Activities Development Project Ban Nang Lae Nai School, Muang District, Chiang Rai Province consisted of 1) environmental conditions. The development condition of the folk band activities of Ban Nang Lae Nai School was at a moderate level. There are 3 things that need to be improved and developed, namely, the system of supervision, monitoring, and evaluation of the folk band activities. Appointment of the Board of Directors Local music activities service and giving teachers the opportunity to participate in the implementation of the folk music band activities. 2) The preliminary factor Project to develop the operation of folk music activities of Ban Nang Lae Nai School, Muang District, Chiang Rai Province It is a project that complies with school policy. in line with the needs of school personnel and the possibility is at the highest level. 3) Process Processes during project implementation At the high level and at the end of the project at the highest level and differed statistically at the .01 level. 4) Productivity The project's output depended on the components for the development of the folk band activities. Teachers and students were satisfied with the folk band activities. and the folk band activities were awarded and the number of times to perform in various community events. Achieve project goals.</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU https://so02.tci-thaijo.org/index.php/EDMCU/article/view/255269 ONLINE CONTEMPLATIVE EDUCATION ACTIVITIES TO ENHANCE THE MORAL VIRTUE, BEING A TEACHER OF THE 1ST YEAR STUDENTS OF THE FACULTY OF EDUCATION, SUAN SUNANDHA RAJABHAT UNIVERSITY 2022-04-21T17:04:15+07:00 Sommai Pavaboot sommai.pa@ssru.ac.th Boonrudee Udomphol sommai.pa@ssru.ac.th Malai Pradupsri sommai.pa@ssru.ac.th <p>The objective of this research paper is to The create and experiment using contemplative education activities to strengthen the moral virtue, being a teacher of the first year students of the Faculty of Education, Suan Sunandha Rajabhat University and to compare the results of the experiment using activities to enhance the moral virtue, being a teacher of the first year students of the Faculty of Education, Suan Sunandha Rajabhat University With research methodology which is experimental development. The sample consisted of 30 first year students of the Faculty of Education, Suan Sunandha Rajabhat University. By specifying specific selection criteria for selection in the academic year 2019. The research instruments were 1) Manual of Contemplative Education Activity 2) Moral virtue assessment form teacher. Use research patterns One–Group Pretest- Posttest Design And analyze the data by using percentage, mean, standard deviation The statistics used to test the hypothesis are t - test for dependent group and One-Sample t-test The results of the research showed that First year students have moral virtue as a teacher. after the experiment higher than the experiment. Statistical significance at the level of .05</p> 2022-04-30T00:00:00+07:00 Copyright (c) 2022 Journal of Educational Review Faculty of Education in MCU