2 INNOVATIVE LEARNING MANAGEMENT TO PROMOTE SKILLS IN THE 21st CENTURY BASED ON THE CONSTRUCTIONISM AND THE SUFFICIENCY ECONOMY PHILOSOPHY
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Abstract
This study aimed to 1) assess the needs, 2) develop an innovation, 3) implement the innovation, and 4) study students’ satisfaction with the learning management innovation to enhance 21st-century skills using research and development. The samples consisted of 181 undergraduate students. Research instruments included a questionnaire and an assessment form. Data were collected through an experimental implementation with 30 students. The data were analyzed using process and outcome efficiency (E1/E2), mean, standard deviation, and dependent t-test. The results revealed that: 1) the overall need for developing learning management innovation based on constructivist theory and the Sufficiency Economy Philosophy (SEP) was at a high level; 2) the developed innovation consisted of 11 components: (1) rationale and significance, (2) theoretical foundation, (3) principles, (4) objectives, (5) content (3 parts and 9 learning units), (6) learning process (7 steps based on the NINAKSC model), (7) teacher roles, (8) learner roles, (9) assessment and evaluation, (10) learning time and resources, and (11) a three-phase implementation plan (BBA); 3) students’ 21st-century skills after using the innovation were significantly higher than before at the 0.01 level; and 4) students’ satisfaction with the innovation was at a high level.
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