The Development of a Model for the Organization of Activities in Line with the Learning Ecosystem at School
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Abstract
The purposes of this research article were to: 1) analyze and synthesize the data of a model for organizing activities to promote reading in line with the learning ecosystem at school; 2) develop a model for organizing activities to promote reading in line with the learning ecosystem at school; 3) to assess the utilization and feasibility of a model for organizing activities to promote reading in line with the learning ecosystem at school. The sample of the research consisted of 24 administrators, 24 teachers, and 5 experts who were selected using purposive sampling. The research tools were questionnaires, in-depth interview form, and propriety evaluation form. The statistics used to analyze the data were percentage, mean, and standard deviation.
The results showed that: 1) The development of a model for the organization of activities in line with the learning ecosystem at school consisted of 6 components namely, 1.1) Management, 1.2) Recruiting the team to operate the activities to promote reading in school, 1.3) Management of learning space and educational ecosystem in school, 1.4) Activities to promote reading, 1.5) The development of innovation to promote reading, and 1.6) Monitoring and evaluation; 2) A model for the organization of activities to promote reading in line with the learning ecosystem at school consisted of 6 components: 2.1) Management comprising 3 sub-components, 2.2) Recruiting the team to operate activities to promote reading in school comprising 6 sub-components, 2.3) Management of learning space and educational ecosystem in school comprising 8 sub-components, 2.4) Activities to promote reading comprising 4 sub-components, 2.5) The development of innovation to promote reading comprising 4 sub-components, and 2.6) Monitoring and evaluation comprising 3 sub-components; and 3) The model has propriety at a high level and feasibility for implementation at a high level.
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