Journal of Multidisciplinary in Social Sciences

The Effect of the Visualization Auditory Kinesthetic Learning Method on College Students' Memory in Indonesia

Peni Sekarsari — 2026-07-06

This study aims to examine the implementation stages of the Visualization–Auditory–Kinesthetic (VAK) learning method in civic education and to evaluate its effect on university students’ memory performance. A quasi-experimental design was employed with a sample of 160 students, comprising 80 students in the experimental group and 80 in the control group. Research instruments included observation sheets to document the implementation of the VAK method and memory tests in the form of pre-test and post-test assessments. Data were analyzed using the Independent Samples t-test and N-Gain Scores to compare memory improvement between the two groups. The VAK learning method was implemented through six stages: problem identification, problem selection, information collection, portfolio development, portfolio presentation, and reflection. The findings indicate substantial improvements in the experimental group, with increases observed in sensory memory (1.22), short-term memory (3.25), long-term memory (3.22), working memory (3.11), procedural memory (3.98), and declarative memory (3.28). The experimental group achieved an average N-Gain Score of 71.63%, categorized as very effective, compared to 35.17% in the control group. Results of the Independent Samples t-test (Sig. = 0.00 < 0.05) confirm that the VAK learning method has a significant positive effect on students’ memory in civic education.

Preliminary Study for Developing a Digital Data Platform for Intangible Cultural Heritage in Vachiraphayaban Subdistrict, Dusit District, Bangkok

ฺBoonyalak Tumnanchit — 2026-08-04

This study aimed to develop a digital platform for documenting and sharing the intangible cultural heritage of Vachiraphayaban Subdistrict, Dusit District, Bangkok, through community participation. The platform was designed to increase public awareness, strengthen local cultural identity, and support the preservation of cultural heritage through digital technology. Vachiraphayaban Subdistrict has a rich cultural heritage, including traditional food, local crafts, and religious sites, many of which are not widely known outside the local community. This study adopted a Participatory Action Research (PAR) approach, involving researchers, community leaders, and local residents throughout the research process. The participants included people involved in the preservation and management of intangible cultural heritage in Dusit District. Using purposive sampling, 12 participants were selected, including government officials, academics, local administrators, community knowledge holders, entrepreneurs, and representatives from both the public and private sectors. In addition, 17 key informants took part in focus group discussions to provide information on the documentation, preservation, and promotion of local cultural heritage. Data collected through in-depth interviews and focus group discussions were analyzed using triangulation and analytic induction. The findings identified two main categories of intangible cultural heritage: (1) social practices, rituals, traditions, and festivals, and (2) traditional craftsmanship, with a total of 11 heritage elements. Based on these findings, an interactive e-book was developed to present and preserve the documented cultural heritage. The e-book includes voice narration, video clips, accessibility features for people with visual impairments, privacy protection, mobile-friendly design, QR code access, and tools for tracking user access and download statistics. The study shows that digital technology, when combined with community participation, can support the documentation, preservation, and promotion of intangible cultural heritage while encouraging greater public engagement with local cultural resources.

Applying a Design Thinking Framework to Analyze Innovation-Oriented School Management: Case Studies in Diverse Contexts

Nachanan Suphasirisuk — 2026-06-24

In contemporary education, schools face increasing pressure to foster innovation while addressing diverse contextual challenges, including teacher shortages, limited resources, and varied student needs. Despite national policies emphasizing creative and adaptive learning, many school leaders lack structured approaches to systematically develop innovation-oriented management practices.
This study examines how school leaders implement innovation-oriented management using a Design Thinking (DT) framework as an analytical lens. The research aims to: (1) analyze school contexts, problems, and policies across diverse settings; (2) investigate innovative management and instructional practices, particularly in relation to DT principles; and (3) explore professional development pathways that facilitate DT-informed leadership. A multiple-case study design was employed. Data were collected through in-depth interviews with twelve school leaders from urban, ethnic minority, and remote schools, complemented by focus group discussions to
capture collaborative practices and validate interpretations. The interview protocol and focus group discussion guide were reviewed for content validity by eight experts in educational leadership and innovation, ensuring clarity, relevance, and comprehensiveness. The findings show that urban schools utilized technology and integrated curricula, while ethnic minority and remote schools adopted adaptive strategies such as multi-grade teaching, community partnerships, and culturally responsive instruction. School leaders demonstrated implicit DT practices, including empathy-driven problem framing, iterative reflection, and collaborative solution
development, despite having limited formal knowledge of DT. Professional development pathways included self-directed, experiential, network-based, and inquiry-oriented learning. Leadership approaches encompassed organizational and community development, reflecting DT-oriented, technology-driven, and problem-solving styles. Integrating DT within Professional Learning Communities
(PLCs) and aligning policies with local contexts can enhance leadership capacity for genuine innovation, thereby providing guidance for cultivating creative, adaptive, and context-sensitive school leaders.

Guidelines for Strengthening Collaboration Networks and Promoting Sustainable Waste Management: A Case Study of the Na Phan Sam Subdistrict Administrative Organization, Mueang District, Phetchaburi Province

Sanchai Ratthanakwan — 2026-07-31

This study aimed to identify strategies for developing a high-performing local administrative organization by strengthening collaborative networks and synthesizing best practices from successful organizations. A qualitative research approach was employed, with data collected through in-depth interviews with 20 key informants selected through purposive sampling, complemented by an extensive review of relevant documents and academic literature. The findings revealed that collaborative networks were initially established through informal “Coffee Council” meetings, which brought together representatives from government agencies and local communities to promote inclusive dialogue and collaborative problem-solving. The collaboration process emphasized establishing shared goals, fostering openness, and encouraging the exchange of ideas. Key success factors included a strong commitment to continuous learning and organizational development, effective teamwork, and sustained efforts to promote community development. The findings also suggest that other local administrative organizations can enhance their performance by adopting a horizontal management approach that promotes equitable participation in decision-making and supports participatory and transparent governance. Furthermore, establishing partnerships with educational institutions to facilitate knowledge sharing, promoting shared public values throughout the organization, and leveraging well-developed information and communication technology infrastructure were identified as critical factors contributing to organizational success.

Beyond Ownership: ESG Spillovers and Corporate Governance in Asian Business Groups — a Systematic Review

Parisa Jindaluang — 2026-07-24

Business groups and family businesses remain a key business structure in Asia, characterized by pyramidal ownership, cross-shareholding, and control by the founding family or major shareholder. This structure presents both strategic advantages and governance risks. Over the past decade, environmental, social, and governance (ESG) concepts have been driven by institutional investors, international regulations, and societal pressures, making transparency and stakeholder accountability issues increasingly important. However, most research still focuses on ESG disclosure and financial impacts at the individual company level, while the issue of ESG spillover within business groups has not been systematically reviewed. This study aims to review and synthesize the existing body of knowledge related to ESG spillovers and corporate governance mechanisms within Asian business groups, as well as to identify key spillover mechanisms, contextual differences, and research gaps in the literature. This research conducted a systematic literature review covering 65 peer-reviewed academic articles between 2010 and 2025 from the Scopus, Web of Science, and SSRN databases. Thematic content analysis was used to study the research trends, thematic patterns, and knowledge development related to types of business groups (Chaebol, Keiretsu, Family Business Groups), theoretical frameworks (Agency Theory, Resource Dependence Theory, Institutional Theory), diffusion mechanisms (reputation, shared resources, governance, and regulatory pressure), and contextual differences across countries. This review also develops an analytical framework explaining how governance structures, institutional pressures, and ownership concentration shape ESG spillover outcomes within Asian business groups. The synthesis results revealed that ESG practices of parent companies can create positive spillovers to subsidiaries, such as enhancing disclosure quality, reducing capital costs, and increasing stakeholder confidence. At the same time, negative spillovers that may lead to greenwashing, benefit diversion, and reputational risk transmission were also found. The study also highlights differences across national contexts. Countries with relatively strong regulatory and institutional pressures (China, Malaysia, and the GCC countries) tend to exhibit clearer positive ESG spillover outcomes, while countries with less mature regulatory systems (Bangladesh, Pakistan, and Vietnam) are more likely to demonstrate mixed or inconsistent outcomes. This study also addresses knowledge gaps, including the classification of positive and negative spillovers, the use of multi-level analysis, and qualitative studies to understand the dynamics within business groups. This research contributes significantly to the development of a conceptual framework for ESG spillovers in the Asian context, with recommendations for empirical research, regulatory mechanism improvements, and future policymaking. This study provides three key contributions: (1) it is the first systematic review that categorizes ESG spillovers into positive and negative forms within Asian business groups, (2) it develops a multi-level conceptual framework emphasizing governance, institutional pressure, and ownership structure, and (3) it synthesizes cross-country differences, highlighting how regulatory intensity shapes spillover outcomes.

Mathematics Teachers as Designers of Learning: Exploring Design Thinking Experiences in Instructional Innovation

Derren N. Gaylo — 2026-08-04

This qualitative case study examined how in-service mathematics teachers redesigned their classroom practices through design thinking as an approach to instructional innovation. Drawing on human-centered design, the study explored how teachers responded to students’ learning needs, classroom contexts, and changing educational demands by developing new teaching practices. Specifically, it investigated teachers’ experiences of redesigning mathematics instruction, the challenges they encountered, and the reflective practices that supported continuous improvement. Data consisted of teachers’ reflective narratives and accounts of their innovation experiences, which were analyzed using qualitative content analysis. The findings showed that teachers based their instructional decisions on students’ learning difficulties, including misconceptions, low engagement, language barriers, and challenges in understanding abstract mathematical concepts. They redesigned lessons by using contextualized and culturally relevant approaches, such as local materials, community-based activities, manipulatives, games, translanguaging, and hands-on learning experiences. These strategies helped make mathematics more meaningful, engaging, and accessible for students. The study also found that successful instructional innovation depended on continuous scaffolding, collaboration, active student participation, and the use of multiple learning approaches to strengthen conceptual understanding and reduce mathematics anxiety. At the same time, teachers faced challenges related to limited resources, time constraints, diverse student needs, and the additional preparation required to implement innovative lessons. Despite these challenges, they continued to improve their teaching through reflection, ongoing revision, and adaptation to their classroom contexts. The findings suggest that redesigning mathematics instruction through design thinking is an ongoing process in which teachers understand students’ needs, develop and refine new instructional ideas, and adapt their practices based on classroom experiences. The study highlights the important role of teachers as reflective instructional designers and suggests that sustained innovation in mathematics education requires supportive school environments, professional collaboration, and opportunities for continuous learning and improvement.

A Critical Review of Laura Bates's The New Age of Sexism: How AI and Emerging Technologies Are Reinventing Misogyny

Teeradet Chuenpraphanusorn — 2026-08-03