ENHANCING SOCIAL COHESION IN THE AGING SOCIETY WITH AN ADDITIONAL COURSES ABOUT KNOWLEDGE INTEGRATION OF LOCAL CULTURE IN ORDER TO LIVE TOGETHER IN A QUALITY SOCIETY FOR GRADE 3 STUDENTS

Abstract

The objectives of this research were 1) to study the necessary needs for additional courses development, 2) to create additional courses, 3) to try out the additional courses by comparing the social cohesion, and 4) to assess the additional courses, implemented by research and development in 4 phases: 1) study the needs by document synthesis Interview with curriculum experts culture and 30 elderly people. The data were confirmed by focus group discussions with 10 experts; 2) prepare additional courses and assess the curriculum quality of additional subjects with 18 teachers; 3) trial with 30 students in One Group Pre-Posttest Design and interview with 21 parents; and 4) assess the curriculum with teachers, parents and 34 students analyzed the mean, standard deviation and comparing social cohesion by dependent t-test, it was found that 1) the course was the most necessary, 2) additional courses consist of principles, aims, and important competencies of learners. desirable characteristics, structure, course description learning outcomes scope of content, study time, guidelines for organizing learning activities media/learning resources measurement and evaluation. The contents consisted of 1) family members and roles and responsibilities of children towards fathers, mothers, guardians and relatives, 2) taking care of family members consisting of stepping, washing and soaking feet with herbs, 3) costume sweeping, mopping, helping to lift, store dishes, bowls, and 4) behavior appropriately. The way of organizing activities is focused on students. The teachers work with learners to search for knowledge and create a body of knowledge. Family practice There were media/learning resources: 1) knowledge sheets, 2) activity sheets, 3) pictures, 4) internet, and 5) own home/family. The measurement and evaluation methods were used as follows: 1) knowledge: pre-test and post-test check the activity sheet, 2) process skills use the observation of operational behavior operational behavior recording and quality assessment results for additional courses, 3) students had higher post-learning social cohesion than before at the statistical significance level of 0.01, and 4) input side process and productivity were at the highest level.