Integrated Buddhist Learning Management of Civic Duty to Promote Creative Problem-Solving Skills for High School Students
Article Sidebar
Main Article Content
Abstract
The research article consisted of the following objectives: 1) to explore integrated Buddhism on civic duty to promote creative problem-solving skills for students; and 2) to present integrated Buddhist learning management on civic duty to promote creative problem-solving skills for students. The study employed a mixed-method research approach with the following steps: the 1st step involved using a checklist (frequency) to synthesize related research works on the study of integrated Buddhism on civic duty; and the 2nd step was to conduct a survey with 5 experts in social studies learning management who were chosen using purposive sampling and a 5-point Likert scale. The obtained data were analyzed by mean and standard deviation.
From the study, the following results are found: 1) Integrated Buddhism on civic duty to promote problem-solving skills for students could be put in order of high to low frequency (1) learning management based on Tisikkhā (the threefold learning), (2) learning management based on Yonisomanasikāra (correct attention), (3) learning management based on Ariyasacca (the four noble truths), (4) learning management based on integrated teaching, (5) instructional management based on 4MAT Learning Cycle Model, and (6) instructional management based on multiple intelligences; 2) Integrated Buddhism of learning management on civic duty to promote problem-solving skills for students includes (1) a model of an integrated Buddhism instruction manual, (2) a model based on Tisikkhā, (3) collaborative learning model to brainstorm creative ideas, (4) learning model to solve problem creatively, and (5) instructional model based on Ariyasacca. From considering the overall data, they are at a high level ( = 3.68, S.D. = 0.79).
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Views and opinions expressed in the articles published by The Journal of MCU Peace Studies, are of responsibility by such authors but not the editors and do not necessarily reflect those of the editors.
References
Chankhiaw, S. (2016). Learning Management on Buddhism Through Integrated Buddhist Methods. Phikanesan Journal, 12(1), 15-27.
Chumpanin, K. (2020). Guideline for a Enhancing Digital Citizenship of Students in Secondary School. Journal of Educational Administration Khon Kaen University, 16(1), 116-127.
Degen, Ronald Jean. (2013). Teaching Entrepreneurship Students the Practice of Innovation: A Brain-Based Guided Experince Approach. Revista de Ciências da Administração, 15(37), 92-104.
Mangkhang, C. (2017). Ideology: Social Studies Curriculum for All. (1st ed.). Bangkok: Chulalongkorn University Printing House.
Mangkhang, C. (2018). Knowledge of Curriculum and Teaching in Social Studies. (2nd ed.). Bangkok: Chulalongkorn University Printing House.
Phra Brahmagunabhorn (P.A. Payutto). (1999). Buddhist Morality. Bangkok: MCU Press.
Phra Ekarat MahaMongklo. (2018). Teaching Social Studies. Journal of Warnamdong Buddhist PrincipalIty, 4(1), 118-142.
Pimpun, W. (2020). Equality: According to Democracy, Does It Exist in Buddhism. Journal of Graduate MCU KhonKaen Campus, 7(3), 15-31.
Phra Kitiphol Kittiplo. (2017). The Rights and Duties of Thai Citizens in Democracy. The Journal of Sirindhornparithat, 18(1), 63-72.
Phra Paladwanthana Yanawaro (Suwannapheng). (2019). Learning Management on Buddhist Subject of Teachers Based on Sarniyadhamma 6 at Phrapariyaditdham General Education Schools Kalasin Province. Journal of Graduate MCU KhonKaen Campus, 6(4), 138-152.
Phra Rector Kitta Chantawaso (Srisai). (2016). The Development of Model for the Management in Learning and Teaching Buddhism in Secondary School of Nakhonsithammarat Province. Journal Social Science MCU, 5(1), 43-56.
Phra Rongroj Kawilawan. (2019). The Development of Instructional Manuals for Social Studies by Using Buddhist Teaching in the Learning Management for Buddhist Junior High School Students. Journal of MCU Peace Studies, 7(4), 982-984.
Phramaha Santichai Abhisanti (Phonsrisom). (2019). A Study of Teaching and Learning Management Guidelines in Buddhist Subjects Based on the Four Noble Truths for Phrapariyattidhamma School, General Education Section, Group 3. Journal of Periscope Education, 6(1), 218-230.
Phra Tepsinghavarajarn (Sophon Sopana/Yodkumpa). (2018). The Buddhist Integration for Human Resource in 21st Century. Journal of MCU Peace Studies, 6(1), 517-526.
Phra Wisit Thanaviro (Kamonha). (2020). Guidelines of Media Development for Teaching and Learning of Buddhism for Secondary Schools in Wangnoi District, Phra Nakhon Si Ayutthaya Province. Pañña Panithan Journal, 5(1), 91-103.
Tord, Alain. (2020). Sustainable Development Goals (SDGs) in Higher Education. Global Focus: the EFMD Business Magazine, 14(2), 82-85.
Wannapaisan, C. (2019). Social Studies Research Tools. (3rd ed.). Chiang Mai:Research Management Center Chiang Mai University.
Wongyai, W. (2019). The Development of a Model for Developing Teachers in Curriculum Transformation to Learning. Journal of Fine Arts Studies, 4(2), 10-24.
Yodmongkol, S. (2017). The Learning Management Model Integrated with Holistic Approach for Critical Thinking in Social Studies in Primary Education. Journal of Southern Technology, 10(2), 19-25.
Panom Jongchaloemchai. (2021). Development of Learning Management Model for Enhancing Preservice Teachers’Creative Problem-SolvingSkill. Journal of Research and Curriculum Development, 11(1), 132-141.
