https://so19.tci-thaijo.org/index.php/IME/issue/feed Insights into Modern Education (i-ME) 2024-10-31T00:00:00+07:00 Niraj Ruangsan Niraj_rs@outlook.com Open Journal Systems <p><strong>Insights into Modern Education </strong><br /><a href="https://portal.issn.org/resource/ISSN/3057-0050">ISSN: 3057-0050 (Online)</a></p> <p><span style="font-weight: bolder; font-size: 0.875rem;">Aims &amp; Scope: </span>Insights into Modern Education (i-ME) is an international online journal that focuses on promoting and disseminating knowledge in the fields of education and research. It covers a broad range of topics within education, including but not limited to strategies for closing the achievement gap, improving academic performance, and fostering learning. The journal addresses a wide spectrum of educational disciplines such as:</p> <p>(1) adult, career, and vocational education<br />(2) higher education<br />(3) teaching and teacher education<br />(4) assessment and evaluation<br />(5) educational management<br />(6) counseling and student services<br />(7) science education<br />(8) mathematics<br />(9) environmental education<br />(10) social sciences<br />(11) linguistics<br />(12) educational administration<br />(13) teaching social studies<br />(14) related fields.</p> <p><strong>Types of Article Publications in the Journal<br /></strong>(1) Special Article: Provides rich academic knowledge reviewed by subject-matter experts.<br />(2) Research Article: Reports original research that hasn’t been published or submitted elsewhere.<br />(3) Academic Article: Offers significant academic insights, contributing new knowledge.<br />(4) Review Article: Summarizes existing research and literature on a specific topic.<br />(5) Miscellany: A collection of writings on various topics, including critiques, instruments, books, or conference highlights.</p> <p><strong>Publication Schedule:</strong></p> <p>I-ME publish monthly (12 Issues per year) and in 2024 we publish 6 issues as follows:</p> <p>Vol.1 No.1 (July, 2024), online published on 31 July.<br />Vol.1 No.2 (August, 2024), online published on 31 August.<br />Vol.1 No.3 (September, 2024), online published on 30 September.<br />Vol.1 No.4 (October, 2024), online published on 31 October.<br />Vol.1 No.5 (November, 2024), online published on 30 November.<br />Vol.1 No.6 (December, 2024), online published on 31 December.</p> <p><strong>Article Review and Selection Criteria:</strong><br />All submitted articles undergo a double-blind peer review process <strong>at least 2 reviewers </strong>(3 reviewers can be required), where two experts in the relevant field evaluate the work without knowing the author’s identity, and vice versa. Editorial approval is required before publication. Articles must be original, unpublished, and not under consideration elsewhere. Authors are expected to adhere strictly to the journal's submission guidelines and formatting requirements. The opinions expressed in the articles are solely the responsibility of the authors and do not represent the views of the editors.</p> <p><strong>Conditions for Rejection:<br /></strong>(1) Duplication of more than 20% based on CopyCatch from Thaijo.<br />(2) Non-compliance with the journal's format.<br />(3) The article has not been reviewed by experts.<br />(4) Failure to make suggested revisions within one month after notification.</p> <p><strong>Publication Fee</strong><br />A fee of <strong>4,000 Baht (four thousand Baht)</strong> is charged per article after it has been reviewed by experts and the editorial team. Payment can be made through Siam Commercial Bank, account number "414-0720-17-4," with payment evidence sent via Line @Dr_Niraj. This policy is effective from July 1, 2024.</p> <p><strong>Publication Language</strong>: Thai and English (2 languages)</p> <p><strong>Article Workflow</strong>: i-ME follows the article workflow process suggested by TCI (<a href="https://drive.google.com/file/d/1mEibLPvta0aWPWP45q2acCt4E3b8OV4N/view?usp=sharing">Click</a>)</p> <p><img src="https://so19.tci-thaijo.org/public/site/images/niraj.rua@mcu.ac.th/tci-logo-feec868d23efeca8a0314a207a17e132.png" alt="" width="200" height="112" /> <a href="https://portal.issn.org/resource/ISSN/3057-0050"><img src="https://so19.tci-thaijo.org/public/site/images/niraj.rua@mcu.ac.th/issn-logo-ea165a37b0820e443c49e1da50f5ec3b.png" alt="" width="200" height="57" /></a></p> https://so19.tci-thaijo.org/index.php/IME/article/view/572 Developing a Teaching Kit for Promoting Coexistence in Society Based on the Four Brahmavihāra Dhammas Using a Creative CAI Model for Lower Secondary Students 2024-09-03T06:24:59+07:00 Rungnapha Yondan rungnaphayondan@gmail.com <p>This research aims to (1) develop a teaching module and (2) compare the learning outcomes before and after using the teaching module on the topic of "Living Together in Society According to the Four Sublime States of Mind (Brahmavihāra)" through the use of a Creative CAI (Computer-Assisted Instruction) model for Grade 8 students at Yang Talat Wittayakarn School in Kalasin Province. The sample group consisted of 36 Grade 8 students. The research tools used included the teaching module, an achievement test, and a behavior assessment form. The statistics used in the research were frequency, percentage, mean, standard deviation, and t-test analysis. The research findings were as follows: (1) In the development of the teaching module, students had a moderate level of foundational knowledge about living together in society according to the Four Sublime States of Mind through the Creative CAI model. After the teaching session, students were able to answer the Dhamma-related test questions effectively. (2) A comparison of pre- and post-learning outcomes using the teaching module on "Living Together in Society According to the Four Sublime States of Mind" through the Creative CAI model revealed that the students' post-learning test scores were significantly higher than their pre-learning scores at the 0.05 level of statistical significance. (3) The development of the teaching module on "Living Together in Society According to the Four Sublime States of Mind" through the Creative CAI model, after the learning session, showed that students' behaviors related to learning through the module, particularly in terms of cooperative learning, teaching approach, content simplicity, and assessment, were rated at the highest level across all aspects.</p> 2024-10-31T00:00:00+07:00 Copyright (c) 2024 Insights into Modern Education (i-ME) https://so19.tci-thaijo.org/index.php/IME/article/view/577 Integration of Brain-Based Learning and Metaverse Technology in History Education: A Case Study on the Development of the Sukhothai Kingdom 2024-09-09T08:34:53+07:00 Natdanai Wantapho natdanai4012-ime@gmail.com <p>This research explores the integration of Brain-Based Learning (BBL) and Metaverse technology in history education, focusing on the development of the Sukhothai Kingdom. Conducted with Grade 7 students at Khok Si Pittayasan School in Khon Kaen Province, the study aimed to assess the effectiveness of this combined learning approach in enhancing students' understanding of historical content. The research methodology employed a pre-test and post-test design, along with surveys to evaluate student engagement and satisfaction. The results revealed that students' academic performance improved significantly, with post-test scores increasing from 7.22 to 16.88 on average. Students reported a higher level of interest and understanding when using the Metaverse platform, which allowed them to engage with historical content in an interactive and immersive manner. The study concluded that the integration of BBL and Metaverse not only enhanced students' learning outcomes but also increased motivation and satisfaction with history education. This approach is recommended for fostering deeper engagement with complex historical topics.</p> 2024-10-31T00:00:00+07:00 Copyright (c) 2024 Insights into Modern Education (i-ME) https://so19.tci-thaijo.org/index.php/IME/article/view/578 Enhancing Buddhism Education Through Flipped Classroom: A Study on Learning Skill Development in Thai Primary Education 2024-09-13T14:23:49+07:00 Buddhachad Kongkapan Tang19642-ime@gmail.com <p>This study investigates the development and effectiveness of learning skills exercises in the Buddhism subject using the Flipped Classroom model among grade 6 students in Khon Kaen Province, Thailand. The research aims to explore the current conditions of learning management, develop effective learning exercises, compare student performance before and after implementing the Flipped Classroom model, and evaluate student satisfaction with the new approach. The study involved 137 students selected through simple random sampling, with pre-tests and post-tests used to measure academic achievement. The findings indicate significant improvement in student performance, with an efficiency score of 88.85/83.30, surpassing the standard criteria of 80/80. Furthermore, student satisfaction with the Flipped Classroom model was high, demonstrating its potential as an effective teaching strategy in Buddhism education. The study suggests that the Flipped Classroom model, when combined with well-designed learning exercises, can significantly enhance learning outcomes and student engagement in primary education.</p> 2024-10-31T00:00:00+07:00 Copyright (c) 2024 Insights into Modern Education (i-ME) https://so19.tci-thaijo.org/index.php/IME/article/view/579 The Learning Management Using Geographic Processes for Junior High School Students at Phrapariyattidhamma School, Chaiyaphum Province 2024-09-13T14:25:52+07:00 Siriyawan Rukab Toonsiriyawan-ime@gmail.com <p>This research aims to explore the effectiveness of learning management using geographic processes among junior high school students at Phrapariyattidhamma School in Chaiyaphum Province, Thailand. The study focuses on three main objectives: assessing the current state of learning management, comparing academic achievements before and after implementing geographic processes, and evaluating student satisfaction. The research involved 25 students selected through simple random sampling, employing a True Control Group Pretest-Posttest Design. The findings revealed that the learning management conditions were generally favorable, with significant improvements in students' post-test scores compared to their pre-test scores. Additionally, student satisfaction with the learning management process was rated highly, indicating that the integration of geographic processes into teaching could effectively enhance learning outcomes. This study suggests that geographic processes are a promising approach for improving educational quality in social studies education.</p> 2024-10-31T00:00:00+07:00 Copyright (c) 2024 Insights into Modern Education (i-ME) https://so19.tci-thaijo.org/index.php/IME/article/view/580 The Implementation of TAI Learning Activities to Enhance Student Achievement in Social Studies at Huakhiew Wittayalai School 2024-09-09T06:20:42+07:00 Niwattana Wannakam pom46190@gmail.com <p>This study explores the implementation of the Team Assisted Individualization (TAI) learning model in enhancing student achievement in social studies at Huakhiew Wittayalai School, Khon Kaen Province. The primary focus is on teaching the "Principles of Life" according to the Four Iddhipāda Dhammas, central to Buddhist moral education. This research adopts a mixed-methods approach, integrating both quantitative and qualitative methodologies. The sample consists of 21 Grade 3 students, with data collected through pre-tests, post-tests, satisfaction surveys, and teacher interviews. The pre-test and post-test comparisons reveal significant improvements in students' academic performance following the TAI intervention. Students demonstrated a deeper understanding and application of the Four Iddhipāda Dhammas after engaging in TAI learning activities. The post-test scores were statistically higher than pre-test results, confirming the model’s effectiveness in promoting academic growth. Additionally, the satisfaction survey indicates high levels of student engagement and enjoyment. Students appreciated the collaborative nature of TAI, which allowed them to work in teams while receiving individualized support, leading to a more dynamic learning experience compared to traditional methods. Teacher feedback also highlighted the positive effects of TAI on student participation, although challenges such as the need for additional planning time and managing group dynamics were noted. This research provides empirical evidence of TAI’s potential in transforming social studies education, especially in the context of moral education, by fostering student-centered learning and enhancing academic outcomes. It also underscores the importance of providing teachers with the necessary resources and professional development to successfully implement cooperative learning models. The findings contribute to the growing discourse on innovative teaching practices in Thailand, offering practical insights for educators aiming to improve student achievement and engagement in social studies. Future research should explore the long-term effects of TAI in various educational contexts, including its applicability to other subjects and its impact on retention and knowledge transfer.</p> 2024-10-31T00:00:00+07:00 Copyright (c) 2024 Insights into Modern Education (i-ME)