Journal of Intellect Education https://so06.tci-thaijo.org/index.php/IEJ <p>Published high quality articles in education, learning, educational administration and public administration for faculties, teachers and educational personnel, students and researchers. Our frequency times of publication are 6 issues per year; Volume 1 No.1 (January-February), Volume 1 No.2 (March-April), Volume 1 No.3 (May-June),Volume 1 No.4 (July-August),Volume 1 No.5 (September-October), and Volume 1 No.6 (November-December).<br /><br /> ISSN 2822-0218 (Online) </p> Social Science and Education en-US Journal of Intellect Education 2822-0218 THE LEARNING MANAGEMENT BASED ON HARROW'S INSTRUCTIONAL MODEL FOR PSYCHOMOTOR DOMAIN ON LEARNING ACHIEVEMENT AND PRACTICAL SKILL ON MAKING THAI DESSERTS OF GRADE 8 STUDENTS https://so06.tci-thaijo.org/index.php/IEJ/article/view/274378 <p>The purposes of this research were: 1) to compare the learning achievement of the career learning subject area of grade 8 students between before and after learning management based on Harrow's instructional model for psychomotor domain; 2) to compare the practical skills of making Thai desserts of grade 8 students after learning management based on Harrow's instructional model for psychomotor domain with the criteria of 80%; and 3) to study students’ satisfaction toward learning using Harrow's instructional model for psychomotor domain. The sampling group used in this research were 28 grade 8 students, Songkhla Primary Educational Service Area Office 2, in second semester of 2023 academic year. The research instruments consisted of: 1) five lesson plans for career subjects using Harrow’s instructional model for the psychomotor domain on making Thai dessert; 2) a learning achievement test on making Thai dessert; 3) a Thai dessert practice skill test; and 4) a satisfaction assessment form. The data were analyzed using the mean, standard deviation, and t-test. The results of this research showed that 1) the learning achievement after learning management based on Harrow's instructional model for the psychomotor domain was higher than before learning, with statistically significant at the level of. 05. 2) Thai dessert-making practice skills of grade 8 students after learning management based on Harrow's instructional model for the psychomotor domain were higher than the criteria of 80% with statistically significant at the level of. 05. 3) the satisfaction of grade 8 students toward learning using Harrow's instructional model for the psychomotor domain was at a highest level.</p> Sirirat Kamacheewa Copyright (c) 2024 Journal of Intellect Education 2024-05-30 2024-05-30 3 2 The Learning Management Based on Harrows’s Instructional Model for Psychomotor Domain on Learning Achievement and Practical Skill on Making Thai Desserts of Grade 8 Students https://so06.tci-thaijo.org/index.php/IEJ/article/view/274035 <p>The aims of this study were 1) to compare the learning outcomes in Occupations of 8<sup>th</sup> Grade students before and after learning management with Harrow's instructional model for the psychomotor domain. 2) to compare 8<sup>th</sup> Grade students' practical skills in making Thai desserts after learning management based on Harrow's instructional model for the psychomotor domain with the criteria of 80%; and 3) to examine students’ satisfaction with learning based on Harrow's instructional model for the psychomotor domain. The sample was 28 Grade 8 students, Songkhla Primary Educational Service Area Office 2, in the second semester of academic year 2023. The research instruments consisted of 1) five lesson plans using Harrow’s psychomotor domain instructional model for making a Thai dessert; 2) a learning achievement test for making a Thai dessert; 3) a practical skills test for making a Thai dessert; and 4) a satisfaction assessment form. The data were analyzed using the mean, standard deviation, and t-test. The results of this study show that 1) Learning performance after learning management based on Harrow's instructional model for the psychomotor domain was higher than before learning, with results statistically significant at the level of. 05. 2) Grade 8 students' practice skills after learning management based on Harrow's instructional model for the psychomotor domain were higher than the criteria of 80%, with the level being statistically significant. 05. 3) Grade 8 students' satisfaction with learning based on Harrow's model for the psychomotor domain was the highest.</p> Sirirat Kamacheewa Jongkon Buakaew Copyright (c) 2024 2024-04-30 2024-04-30 3 2 1 14 Development of School Management Model to Create Good People by Integrating Sufficency Economy Philosophy Mattayomnongkait School https://so06.tci-thaijo.org/index.php/IEJ/article/view/274389 <p>The objectives of this research were to: 1) study the problems and guidelines of school management to create good people; 2) create a school management model to create good people; 3) study the results of using the school management model to create good people; and 4) evaluate and improve the management model of educational institutions to create good people by integrating Sufficiency Economy philosophy. There are 4 steps: Step 1: Study problems and approaches to promoting good people. Step 2: Develop a school management model to create good people. Step 3: Use the school management model to create good people. Step 4: Evaluate the use of the school management model to create good people by integrating the Sufficiency Economy philosophy. The results were as follows: 1) Problems and guidelines for school management to create good, divided into 5 aspects: (1) Management; (2) Curriculum; (3) Learning Activities; (4) Parent Engagement; (5) Teachers and educational personnel. 2) The management model of educational institutions to schools creates good people by integrating the Sufficiency Economy Philosophy (BTH Model) appropriate and useful at the highest level. 3) The results of the school management model to create good people by Integrating Sufficiency Economy Philosophy found that students after using the assessment are higher than before, and the results of the evaluation of student opinions of people participating in this project were found to have the highest level. 4). Satisfaction assessment results from education institution administration, teachers, academic staff, students, and parents were at the highest level. The objectives of this research were to: 1) study the problems and guidelines of school management to create good people; 2) create a school management model to create good people; 3) study the results of using the school management model to create good people; and 4) evaluate and improve the management model of educational institutions to create good people by integrating Sufficiency Economy philosophy. There are 4 steps: Step 1: Study problems and approaches to promoting good people. Step 2: Develop a school management model to create good people. Step 3: Use the school management model to create good people. Step 4: Evaluate the use of the school management model to create good people by integrating the Sufficiency Economy philosophy. The results were as follows: 1) Problems and guidelines for school management to create good people by integrating the Sufficiency Economy Philosophy, divided into 5 aspects: (1) Management; (2) Curriculum; (3) Learning Activities; (4) Parent Engagement; (5) Teachers and educational personnel. 2) The management model of educational institutions to schools creates good people by integrating the Sufficiency Economy Philosophy (BTH Model) appropriate and useful at the highest level. 3) The results of the school management model to create good people by Integrating Sufficiency Economy Philosophy found that students after using the assessment are higher than before, and the results of the evaluation of student opinions of people participating in this project were found to have the highest level. 4) The satisfaction assessment results from education institution administration, teachers, academic staff, students, and parents were at the highest level.</p> Prajak Banyong Copyright (c) 2024 2024-04-30 2024-04-30 3 2 15 30