Journal of Research and Innovation for Sustainability (JRIS)

DEVELOPMENT OF HANDS-ON MULTIMEDIA LEARNING MATERIALS TO ENHANCE TECHNOLOGY SKILLS IN VIDEO EDITING USING WONDERSHARE FILMORA FOR GRADE 12 STUDENTS AT SATRI CHAIYAPHUM SCHOOL

2025-03-18T21:56:50+07:00

This research aims (1) to develop learning media with efficiency according to the 80/80 criterion, (2) to compare academic achievement, and (3) to study students’ satisfaction with learning with hands-on multimedia learning media on video editing using Wondershare Filmora for Mathayom 6 students. The population used in this research was 482 Mathayom 6 students at Chaiyaphum Girls’ School. The sample consisted of 32 Mathayom 6/12 students at Chaiyaphum Girls’ School who were selected by simple random sampling using the lottery method. The research instruments included (1) multimedia learning media on video editing using Wondershare Filmora for Mathayom 6 students at Chaiyaphum Girls’ School, (2) a 40-item achievement test with 4 options, and (3) a 20-item student satisfaction questionnaire with a reliability value of 0.98. The statistics used in this research were percentage, mean, and standard deviation. Efficiency according to E1/E2 criteria and Dependent Sample t-test.

The research results found that

Learning with hands-on multimedia on video editing using Wondershare Filmora for Mathayom 6 students was efficient according to the standard criteria of 80/80 with the efficiency value of 88.52/88.05.
Students who learned with hands-on multimedia on video editing using Wondershare Filmora for Mathayom 6 students had higher academic achievement after learning than before learning with statistical significance at the 0.05 level.
Students who learned with hands-on multimedia on video editing using Wondershare Filmora for Mathayom 6 students had the highest overall satisfaction with learning (M = 4.84, SD = 0.42).

DEVELOPMENT OF LEARNING USING ARDUINO MICROCONTROLLER AND SIMULATION BOARD INTEGRATION WITH COOPERATIVE LEARNING THROUGH STAD TECHNIQUE FOR GRADE 8 STUDENTS AT KANCHANAPISEK WITTAYALAI SCHOOL, CHAIYAPHUM, MUEANG DISTRICT, CHAIYAPHUM PROVINCE

2025-03-25T17:29:29+07:00

This study aimed to (1) develop a learning plan using an Arduino microcontroller integrated with cooperative learning through the STAD technique to achieve an efficiency standard of 80/80, (2) compare students' academic achievement before and after learning, and (3) examine students' satisfaction with the learning activities. The sample consisted of 20 eighth-grade students from Kanchanapisek Wittayalai School, Chaiyaphum, selected through cluster random sampling.

The research instruments included a learning plan, an academic achievement test, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, and t-test. The findings indicated that the developed learning plan achieved an efficiency value of = 82.13/81.00, surpassing the 80/80 standard. Additionally, students' post-test scores (M = 24.30, SD = 3.73) were significantly higher than their pre-test scores (M = 9.45, SD= 2.44) at a statistical significance level of .05. Furthermore, students' overall satisfaction with the learning activities was rated at a high level (M = 4.46, SD = 0.75). Students reported that the STAD cooperative learning technique improved the classroom atmosphere, and the use of Arduino enhanced their analytical thinking skills.

In conclusion, integrating the Arduino microcontroller with the STAD cooperative learning technique effectively enhances students' academic achievement and fosters collaborative learning.

THE LEVEL OF TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) OF PRIMARY SCIENCE TEACHERS IN THE CONTEXT OF THE LITTLE SCIENTISTS' HOUSE THAILAND, UNDER THE PRACHUAP KHIRI KHAN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

2025-11-03T14:44:30+07:00

A Study of the Level of Technological Pedagogical and Content Knowledge (TPACK) of Early Primary School Science Teachers in the Context of the Little Scientists' House, Thailand Project, under the Prachuap Khiri Khan Primary Educational Service Area Office 1. The objective of this research was to study the level of Technological Pedagogical and Content Knowledge (TPACK). The sample for this study was selected using purposive sampling, comprising 89 science teachers from 83 schools participating in the Little Scientists' House, Thailand project, under the Prachuap Khiri Khan Primary Educational Service Area Office 1, during the 2025 academic year. The instrument used in this research was a survey on the Technological Pedagogical and Content Knowledge (TPACK) of science teachers (Self-assessment). The scale’s overall reliability coefficient was 0.95. Data were analyzed using a statistical software package. Descriptive statistics reported include the mean (M) and standard deviation (SD). The findings revealed that the overall level of science teachers' Technological Pedagogical Content Knowledge (TPACK) was high (M = 3.77, SD = 0.77). When considering individual components, the aspect with the highest mean was Pedagogical Content Knowledge (PCK), which was at a high level (M = 3.91, SD = 0.71). The next highest mean was for Pedagogical Knowledge (PK), also at a high level (M = 3.85, SD = 0.70). The component with the lowest mean was Content Knowledge (CK), which was also at a high level (M = 3.57, SD = 0.83). These findings indicate that there is a need to further strengthen teachers’ content knowledge (CK) and enhance the quality of teachers in employing effective science learning management techniques for elementary students, particularly those that support inquiry processes and balanced, efficient integration of TPACK

"CHEMISTRY AROUND US" LEARNING MANAGEMENT INNOVATION: CONTEXT-BASED LEARNING INTEGRATED WITH ARTIFICIAL INTELLIGENCE FOR DEVELOPING CHEMISTRY CONCEPTS OF PRE-SERVICE TEACHERS

2025-11-03T14:46:36+07:00

The key challenge in learning chemistry at the basic education level lies in the abstract nature of the content, which often leads to conceptual misunderstandings among learners. In addition, memorization-based teaching does not effectively enable students to recognize the relevance and real-life applications of chemistry. Therefore, it is necessary to develop instructional approaches that address these issues and enhance meaningful learning. This research aimed to develop the chemistry concepts of pre-service teachers who received instruction through the Chemistry Around Us" Learning Management Innovation : Context-Based Learning Integrated with Artificial Intelligence. The target group consisted of 21 students majoring in Chemistry at the Faculty of Education, Chiang Mai University, who were enrolled in the course 064232 “Chemistry Concepts in the Basic Education Curriculum 2” during the first semester of the academic year 2024. The research instruments included: The “Chemistry Around Us” learning Management Innovation, consisting of 13 activities. An activity quality assessment form for the “Chemistry Around Us” learning Management Innovation. A test on chemistry concepts in the “Chemistry Concepts in the Basic Education Curriculum 2” course. Data were analyzed using frequency, percentage, mean, and standard deviation.

The results revealed that students’ concepts of the properties of gases, applications of gas properties in daily life and industry, and reaction rates had an average score of 80.71. Among them, 42.86% scored between 81.00–100.00, and 38.10% scored between 71.00–80.00. Regarding students’ concepts of chemical equilibrium, acid–base properties, and acid–base reactions, the average score was 81.19, with 42.86% scoring between 81.00–100.00 and 42.86% scoring between 71.00–80.00.

A STRATEGIC MANAGEMENT MODEL THROUGH COMMUNITY PARTICIPATION FOR DEVELOPING STUDENTS’ VOCATIONAL SKILLS AT WATHUAKRASANG SCHOOL (MALI SA-NGIAM RATSAMAKKEE) UNDER THE CHACHOENGSAO PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

2025-11-03T17:17:59+07:00

The aim is for students to become familiar with occupations, acquire basic job-related skills, and develop a positive attitude toward work, including cultivating good work habits, using technology, solving problems, making decisions, taking responsibility, cooperating with others, and maintaining discipline qualities necessary for various professions. The study A Model of Strategic Management Using Community Participation to Develop Students’ Vocational Skills at Wat Hua Krasang School (Mali Sa-ngiam Ratsamakkee) under the Chachoengsao Primary Educational Service Area Office 2, therefore had the following objectives to study baseline information; to develop a model of strategic management using community participation; to examine the effects of applying this model; and to evaluate the model for developing students’ vocational skills. The research results showed that the overall evaluation of students’ vocational skills at Wat Hua Krasang School (Mali Sa-ngiam Ratsamakkee), Chachoengsao Primary Educational Service Area Office 2, was at the highest level (M = 4.84, SD = 0.36). The evaluation of the model specifically Strategy 6, which is to create educational opportunities and enhance vocational skills found that both suitability and usefulness were, overall, at the highest level.

ADMINISTRATION OF EXTRACURRICULAR ACTIVITIES TO PROMOTE STUDENT WELL-BEING

2025-09-12T20:07:49+07:00

This academic article aims to present the Administration of extracurricular activities to enhance student well-being, which is a crucial activity for holistic student development encompassing physical, mental, social, and intellectual dimensions. This enables students to live quality lives and become valuable citizens in society. The authors studied concepts and theories related to the development of extracurricular activities and concepts regarding student well-being. The authors present findings and recommendations for managing extracurricular activities to enhance student well-being as follows: Success factors comprise: 1) school environment, 2) educational administrators' leadership, 3) systematic supervision and monitoring systems, 4) participation and continuous implementation. Enhancing student well-being through extracurricular activities includes: 1) activities for promoting and developing physical health and recreation, 2) activities for developing morality and ethics, 3) activities for enhancing life skills and academic skills, 4) public service activities for natural resource and environmental conservation. Activity implementation involves: 1) establishing objectives and setting goals, 2) arranging activities appropriate for learners, 3) instilling and promoting good values, 4) adhering to participatory principles, 5) evaluating activity performance outcomes.

THE SCENARIO OF ACADEMIC LEADERSHIP OF TUTORING SCHOOL ADMINISTRATORS

2025-10-15T21:16:44+07:00

Tutoring schools are non-formal education institutions that provide additional knowledge to students. However, the changing global situation in every dimension and the unpredictable future trend have resulted in the number of tutoring schools that are outstanding in educational management decreasing. Therefore, tutoring school administrators must have the ability to adapt their thinking to develop themselves and their organizations in maintaining educational standards and preserving the survival of the educational business. This academic article aims to present the future picture of academic leadership of 6 types of tutoring school administrators: 1) Academic vision and leadership 2) Curriculum development and teaching management 3) Promoting an academic learning atmosphere 4) Support and development of teachers and personnel 5) Supervision, monitoring, monitoring and evaluation of teaching and learning and 6) Educational technology and innovation in learning management.

BOOK REVIEW: ROI LAK SAKKA WA PRI-SA-NA KHAM THAY

2025-09-17T21:16:49+07:00

The book “Roi Lak Sakka Wa Pri-sa-na Kham Thay” by Ajarn Phedet Boonnun, a highly respected role model for Thai language teachers, is a valuable educational resource. It offers many ways of learning, such as understanding Thai poetic forms, learning old Thai vocabulary, and exploring traditional Thai idioms. More importantly, this book plays a key role in preserving Thai cultural heritage. Its main focus is on presenting riddles that use special language techniques to encourage readers to think carefully and systematically. The answers to the riddles must always begin with the same syllable, which is similar to an old Thai word game called “Pa Mi.” Because of this, the book is not only about learning—it also combines knowledge with fun. Its unique Thai-style riddle-solving makes it enjoyable for everyone, not just students at one level. Readers of all ages can benefit from it, as the book helps to develop higher-order thinking skills while also keeping Thai traditions alive for the future.