Doctoral Program Learning Module on Developing Leading Secondary School Teachers in Creative Thinking for Enhancement of Students’ Learning Activities in Thailand

The purposes of this study were to: 1) create and develop effective doctoral learning module on leading teachers development program to enhance critical thinking for students in secondary schools under the Office of Basic Education Commission, and 2) evaluate the developed module on its efficiency and effectiveness- its congruence of utility, possibility, and appropriateness, learning achievement of learners, learning retention, and the learners’ satisfaction. Samples were 20 Doctoral degree students in Educational Administration and Development and Leadership program, Northeastern University, Khon Kaen Province, Thailand. Statistics used were percentage, mean, standard deviation, effectiveness index, and t-test. The results were: 1) The developed module on learning activity management of leading teachers in simulation situation had 9 Modules: (1.1) Survey of former experience (1.2) Collaboration in planning (1.3) The development of creative teacher conception (1.4) The application of thinking approach (1.5) Practice in classroom (1.6) Supervision, follow up, and evaluation (1.7) Feedback and reinforcement (1.8) Seminar for enhancing strength, and (1.9) Reflection learning. 2) The efficiency and effectiveness of the developed module were: (2.1) The efficiency of 86.53 (E1) /83.29 (E2) which were higher than the committed 80/80 standard, (2.2) The congruence of utility, possibility, and appropriateness were in the highest level ( = 4.69, SD = 0.42), (2.3) The effectiveness index was 0.7397 which meant students gained more knowledge of 73.97%, (2.4) The students had significantly higher learning achievement after learning via the module at the level of 0.05, (2.5) There was no significant differences of learning achievement between after learning and after learning for two weeks which mean the students’ learning retention, and (2.6) The students had satisfaction on the developed module in the highest level ( = 4.52, SD = 0.41).

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Development on the Learning Module of School-Based Supervision Course for Master Degree Students, Majoring Educational Administration in Thailand

International Journal of Higher Education ◽

10.5430/ijhe.v10n4p21 ◽

2021 ◽

Vol 10 (4) ◽

pp. 21

Author(s):

Chaiyuth Sirisuthi ◽

Chalard Chantarasombat

Keyword(s):

Educational Administration ◽

Development Process ◽

Learning Achievement ◽

Learning Retention ◽

Learning Module ◽

School Based ◽

Post Test ◽

Action Process ◽

Effectiveness Index ◽

Academic Year

This paper described the development process and evaluations of a learning module, School-based Supervision of Students (ED8013307), of master's degree students in Educational Administration during the academic year 2019 at Northeastern University, Khon Kaen, Thailand. The results of the learning module found the efficiency of the learning module was higher than the specified criterion of 80/80, both in the action process (84.76) and in the efficiency of knowledge (82.16). The developed module had its quality, propriety, congruence, feasibility and utility at the highest level. The effectiveness index in students’ learning management was 0.7578 indicated the increasing knowledge of the students at 75.78% as their learning achievement-test was significantly higher than the pre-test at 0.05. Beside these, there were no significant differences between pre-test and post-test learning achievement after 2 weeks indicating that they have had their learning retention. The students expressed overall satisfaction with the learning module at the highest level.

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The Development of Learning Module of Educational Administration and Educational Institute for Students in Master of Education Degree in Thailand

World Journal of Education ◽

10.5430/wje.v10n3p19 ◽

2020 ◽

Vol 10 (3) ◽

pp. 19

Author(s):

Chalard Chantarasombat ◽

Wichian Rooyuenyong

Keyword(s):

Educational Administration ◽

Knowledge Creation ◽

Basic Knowledge ◽

Learning Achievement ◽

Learning Module ◽

School Based ◽

Educational Institute ◽

Post Test ◽

Education Degree ◽

Master Of Education

The knowledge creation for the efficiency, quality, and the effectiveness, learning achievement and through learning module the developed learning of Educational Administration and Educational Institute for students. However, knowledge creation also be used to learning module of school-based supervision for students? This paper describes the application of basic knowledge creation on module of “Educational Administration and Educational Institute for students,” in master of Education degree in Thailand. Changing demographics are the threatening the ability of degree students studying master degree program in educational administration, Northeastern University, to sustain their viability as traditional methods of passing knowledge creation from generation to next are circumvented by the movement of young. Knowledge creation as a way developed learning module of school-based supervision for students were: 1) the efficiency of action process in developing Learning Module was 84.61, the efficiency of knowledge was 83.00 which was higher than the specified criterion 80/80, 2) the quality of the developed Learning Module evaluated by the experts, in overall, was at “The Highest” level. Considering each aspect, the level of propriety, congruency, feasibility, and utility aspects, was also at “The Highest” level, 3) the effectiveness index in learning management of students learning through Learning Module was 0.6569 out of full score of 1.00 or the students had an increased knowledge of 65.69%, 4) as for learning achievement of students learning through Learning Module at the post-test scores were significantly higher than the pretest at .05, 5) regarding students learning through Learning Module there were no significant differences between post-test learning achievement and the 2 weeks post-test learning achievement scores. It was indicated that the students learning through Learning Module of “Educational Administration and Educational Institute for students”, attained learning retention, and 6) the students had their satisfaction on learning through Learning Module in overall, at “The Highest” level.

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The Development of Teacher Development Innovation for Enhancing Students’ Learning Achievement in Rajaprajanugroh 50 School under the Office of Special Education Administration

World Journal of Education ◽

10.5430/wje.v10n2p203 ◽

2020 ◽

Vol 10 (2) ◽

pp. 203

Author(s):

Narongrat Choktanaprasit ◽

Chalard Chantarasombat ◽

Pha Agsonsua

Keyword(s):

Learning Community ◽

Teacher Development ◽

Professional Learning ◽

School Administrators ◽

Lesson Plan ◽

Learning Activity ◽

Learning Achievement ◽

Special Education Administration ◽

School Network ◽

Effectiveness Index

The objectives of this research were to: 1) create and specify the achievement goal of developing the innovation for enhancing the learning achievement of schools, 2) develop the potentiality of teachers and educational staffs in enhancing learning achievement of schools with the application of the ESC in coaching and mentoring, 3) monitor and enhance learning achievement of schools, The development and participatory action research were employed through the application of ESC. Research tools consisted of the learning activity package, teaching observation forms, narrative recording form, lesson plan analysis recording form, teaching reflection recording form, and criteria of activity implementation. Statistics used were percentage, mean, standard deviation, effectiveness index and the statistics in hypothesis testing. The results revealed that: 1) The school performed learning transformation project to enhance students’ learning achievement in terms of memorandum of cooperation with the networking schools. 2) The results of the overall development of the potential of teachers and school administrators showed: (1) the efficiency of both activities and tests were 90.96/81.02 which were higher than the committed standard 80/80, (2) the effectiveness index after training was higher than before at 0.7480 showing an increase of knowledge of 74.80%, (3) the mean score of after training was significantly higher than before at the level of 0.01, and (4) there were no statistically significant differences in mean scores on learning retention. 3) The monitoring performance of co-researchers showed the increase in knowledge, practicing, and feeling. 4) The Professional Learning Community building started up with (1) collaboration of all stakeholders, (2) studying and analyzing information, (3) specifying target and indicator, (4) planning and building up a network, (5) presenting learning co-design, (6) trying out innovation after the ESC actions, and (7) sharing the ESC in the school and school network.

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UPAYA MENINGKATKAN PRESTASI BELAJAR PKn MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY PADA SISWA KELAS IV SD NEGERI 007 PUSARAN

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v1i2.4597 ◽

2017 ◽

Vol 1 (2) ◽

pp. 264

Author(s):

Sofian Sofian

Keyword(s):

Cooperative Learning ◽

Student Learning ◽

Positive Impact ◽

Fourth Grade ◽

Learning Model ◽

Learning Activity ◽

Learning Method ◽

Learning Achievement ◽

Model Type ◽

Fourth Grade Students

This research is motivated by low student learning activity on Civics lesson. In order to increase studentlearning activities need a model that is cooperative learning model type two stay two stray in fourth gradestudents SD Negeri 007 Pusaran. It aims to know the improvement of learning achievement of Civics after theimplementation of learning model of cooperative learning type TSTS in fourth grade students of SD Negeri 007Pusaran, knowing the influence of learning motivation of Civics after the implementation of learning withcooperative learning model type TSTS in fourth grade students of SD Negeri 007 Pusaran; provides an overviewof appropriate learning methods in an effort to improve student learning achievement and make students becomeactive in teaching and learning activities. This research was conducted in September of odd semester 2016/2017with object of 24 students. The results concluded that: (1) cooperative learning method type TSTS can improvethe quality of learning Civics; (2) cooperative learning method of TSTS type has positive impact in improvingstudents 'learning achievement which is marked by the improvement of students' learning mastery in every cycle,that is cycle I (54.17%), cycle II (91.67%); 3) TSTS type cooperative learning method can make students feelthemselves getting attention and opportunity to express opinions, ideas, ideas, and questions; 4) students canwork independently or in groups, and be able to account for individual or group tasks; and 5) the application ofcooperative learning method type TSTS have positive influence, that is can improve student's learningmotivation.

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PENINGKATAN PRESTASIBELAJAR MATEMATIKATENTANGPENJUMLAHAN DAN PENGURANGAN BILANGAN BULATMELALUI PERMAINAN MISTAR BILANGAN DI SEKOLAH DASAR

Jurnal Penelitian Kebijakan Pendidikan ◽

10.24832/jpkp.v2i2.12 ◽

2018 ◽

Vol 2 (2) ◽

pp. 225

Author(s):

Titik Umiyati

Keyword(s):

Student Learning ◽

Learning Process ◽

Class Action ◽

Learning Activity ◽

Average Score ◽

Learning Achievement ◽

School Year ◽

The Subject ◽

Numbers Game

Abstrak:Tujuan penelitian ini adalah untuk mengkaji proses pembelajaran matematika danmenganalisis peningkatan prestasi belajar melalui permainan mistar bilangan. Metodepenelitian yang digunakanadalah penelitian tindakan kelas yang dilaksanakan sebanyak 2siklus. Subjek penelitian ini adalah siswa kelas IV SD Negeri 2 Temengeng Kabupaten Blorapada semester 2 tahun pelajaran 2014/2015. Teknikanalisis yang digunakandeskriptifkomparatif, yaitu membandingkan data hasil antara prasiklus, siklus I, dan siklus II. Hasilpenelitian yang dilaksanakan 2 siklus menunjukkan bahwa proses pembelajaran matematikadengan menggunakan permainan mistar bilangan sangat menyenangkan siswa, sehinggaaktivitas pembelajaran meningkat dari 62,5 menjadi 84,5. Hasil belajar siswa juga meningkatditandai hasil siklus I nilai rata-rata kelas 60,48 dan ketuntasan mencapai 57,10%. Siklus IInilai rata-rata kelas 75,24 dan ketuntasan 85,70%. Simpulan penelitian ini adalah pembelajaranmatematika tentang penjumlahan dan pengurangan bilangan bulat melalui permainan mistarbilangan dapat meningkatkan aktivitas pembelajaran dan hasil belajar menunjukkan semuasiswa berminat dalam melaksanakan tugas dan memperoleh pengalaman yang menyenangkandalam permainan mistar bilangan. Abstract:The purpose of this research is to study the learningprocess ofmath and analyseincreasing of learning achievement through rulernumbers game. The method usedin thisresearch is class action which is done in2 cycles. The subject of the research are fourth gradestudents of Number 2 PublicElementary Schoolat Temengeng, Blora district in second semesterof the school year 2014/2015. The analysetechnicusedby comparingthe data from precycle,first cycle and second cycle. The results of the research that is done two cycles indicate thatmath learning process by using ruler numbers game can make the students feel pleased sothatlearning activities increase from 62.5 to 84.5. The results of student learning alsoincrease,it can be showed from the average score of the first cycle is 60.48 and the completeness scorereaches57.1%. The average score of thesecond cycle is 75.24 and the completeness scorereaches 85.7%. The conclusion of the research ismath learning about addition and deductionof integer through ruler numbers game can improve learning activity and the results of studentlearning show that all students are interested to obtain the task and get moreenjoyableexperience in using rulernumbers game.

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Factors That Promote/Inhibit Teaching Gifted Students in a Regular Class: Results from a Professional Development Program for Chemistry Teachers

Education Research International ◽

10.1155/2016/2742905 ◽

2016 ◽

Vol 2016 ◽

pp. 1-11 ◽

Cited By ~ 10

Author(s):

Naama Benny ◽

Ron Blonder

Keyword(s):

Professional Development ◽

Educational Administration ◽

Chemistry Education ◽

Science Classroom ◽

Gifted Students ◽

Development Program ◽

School Principal ◽

Gifted Student ◽

Internal Factors ◽

Chemistry Teachers

The current study aims at better understanding the factors that promote and hinder chemistry teachers in teaching a gifted student in their regular chemistry class. In addition, it provides evidence of ways that teachers perceive a professional development course dealing with a gifted student in a mixed-abilities science classroom. Eighty-four photonarratives were collected from 14 chemistry teachers that participated in the course about teaching a gifted student in a regular classroom (41 promoting, 43 hindering factors). Factors that concern chemistry education specifically as well as general practices were raised by the teachers. The teachers were asked to “take a picture” (namely, of an external object or person); they considered most of the factors to be internal factors that are dependent on themselves and therefore concluded that they have the power to influence them. The internal factors can be addressed in the PD course; however the external factors should be managed by the school principal and district educational administration.

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Pengaruh Keaktifan Belajar terhadap Prestasi Belajar Mata Pelajaran IPS Siswa Kelas Vii Di SMP Islam Raden Patah di Depok

As-Syar'i : Jurnal Bimbingan & Konseling Keluarga ◽

10.47467/assyari.v3i2.129 ◽

2020 ◽

Vol 3 (2) ◽

pp. 178-193

Author(s):

Agung Prasteyo ◽

Yuli Iftitah

Keyword(s):

Social Studies ◽

Interval Data ◽

Learning Activity ◽

Class Interval ◽

Learning Achievement ◽

Mean Values ◽

Study Approach ◽

Creative Learning ◽

Influence Variable ◽

Quantitative Descriptive

ABSTRACT The purpose of this study was to discuss and analyze the Effect of Learning Activity on Learning Achievement of Social Studies Subjects for Grade VII Students at Raden Patah Islamic Middle School in Depok. This research method uses quantitative descriptive with a correlational study approach of two data variables. Data collection improves social studies learning by using a behavioral scale questionnaire consisting of 25 statements to 30 respondents. The results showed a range of Variable X data between scores 40 - 79 and dominated by class intervals 61 - 67 (40%). Overall this data interval class is above a score of 61 (80%). The mode, median and mean values of the data are 62, 61, 60, respectively. The description of this data shows the number of students interacting with variable X is sufficient, but not yet optimal. Variable Y data shows the range of data between scores 8-18 and is dominated by data interval classes 14-15 (40%). Class interval data above a score of 12 is 80%. The mode, median and mean values of the data are 14.4, 14.0 and 13.6, respectively. This data condition illustrates the number of students who have a significant learning achievement (80%). Data analysis showed that there was an influence (Variable X) on (Variable Y) with a correlation value of rxy = 0.757 and the results of the t-test = 6.128, whose values were greater than the values in Tables r and t standard. The effectiveness of using Variable X to Variable Y is 57.3% and there are other factors (42.7%) that are not yet known. Keywords: Creative Learning, Learning Achievement, Social Studies Subjects

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Self-Regulated Learning with a Module to Improve Learning Achievement

Jurnal Pendidikan Teknologi dan Kejuruan ◽

10.21831/jptk.v24i2.18287 ◽

2018 ◽

Vol 24 (2) ◽

pp. 213-221

Author(s):

Ikhwanuddin Ikhwanuddin ◽

Sumarjo H. ◽

V. Lilik Hariyanto ◽

A. Hasan

Keyword(s):

Computer Aided Design ◽

Action Observation ◽

Collaborative Approach ◽

Learning Achievement ◽

Building Projects ◽

Self Regulated Learning ◽

Learning Module ◽

Regulated Learning ◽

Collecting Techniques ◽

Aided Design

Drafting competence using Computer Aided Design (CAD) is required for building projects. The basic competence of CAD courses is students can draw elevation houses with CAD. To improve the effectiveness of learning, it has been developed a CAD learning module. This study was aimed to identify the utilization strategy of the CAD learning module to improve self-regulated learning. It is believed that increasing self-regulated learning can improve learning achievement. This research method consisted of four cycles: plan, action, observation, and reflection. The data were in the form of quantitative and qualitative data. Data collecting techniques were observation and documentation. Data analysis techniques used mean scores and reflection. The target was the mean score of classical tasks which is bigger than 80 in high difficult tasks. The results of the study were (1) there were differences in learning achievement in applying the concept of self-regulated learning with a collaborative approach and an individualistic approach, (2) self-regulated learning concepts with collaborative approach is more appropriate for the CAD module-based learning, and (3) the concept self-regulated learning with collaborative approach can improve learning achievement.

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A New Partnership in Doctoral Education in Business Administration

Business Education and Ethics ◽

10.4018/978-1-5225-3153-1.ch074 ◽

2018 ◽

pp. 1450-1468

Author(s):

Florence Richman ◽

Brian W. Sloboda

Keyword(s):

Doctoral Education ◽

Doctoral Programs ◽

Business Students ◽

Doctoral Program ◽

Doctoral Degree ◽

Business Administration ◽

Business Training ◽

Dissemination Of Research ◽

The 1960S ◽

Support Students

The existence of doctoral programs in business since the 1960s has advanced the knowledge of business both academically and practically that enabled a wide dissemination of research in management, finance, accounting, marketing, and leadership. However, pursuing a doctoral degree in business should support students pursuing a range of professional paths that includes positions in academia and outside of academia. That is, training in doctoral business training should encourage doctoral business students to develop new career paths that bridges business and the academy. Despite the selection of the traditional or the professional doctoral degree, the expectations of the graduates differ, and these expectations affect the administration of the doctoral program. The focus of this chapter is to examine the need for an evolution of doctoral education models in business administration to make the doctoral education more accessible while providing high quality teaching and research to business schools and making societal contributions.

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