The Journal of Institute of Trainer Monk Development https://so06.tci-thaijo.org/index.php/tmd <p><strong><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">วัตถุประสงค์และขอบเขตของวารสาร</span></span></strong><br /><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"> วารสารวิชาการสถาบันพัฒนาพระวิทยากร เป็นวารสารวิชาการของสถาบันพัฒนาพระวิทยากร มีวัตถุประสงค์</span></span>เพื่อส่งเสริมและสนับสนุนการศึกษาค้นคว้าเผยแพร่บทความวิจัยและบทความวิชาการแก่นักวิจัย นักวิชาการ คณาจารย์และนักศึกษา รวมถึงผู้สนใจ ได้เผยแพร่ผลงานวิชาการด้านพระพุทธศาสนา ด้านการศึกษา ด้านการฝึกอบรม และผลงานทางสังคมศาสตร์และมนุษยศาสตร์ ตลอดจนบทวิเคราะห์เชิงบูรณาการที่เสนอองค์ความรู้ใหม่ และสหวิทยาการด้านการศึกษา การพัฒนาการศึกษา หลักสูตรการเรียนการสอน การฝึกอบรมสำหรับพระสงฆ์และประชาชนทั่วไป อีกทั้งเพื่อเป็นสื่อกลางในการแลกเปลี่ยนความรู้ทางพระพุทธศาสนาและการประยุกต์ใช้หลักธรรมในเชิงวิชาการ</p> <p><strong><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">ประเภทของผลงานที่ตีพิมพ์ในวารสาร</span></span></strong></p> <p> 1) บทความวิจัย (Research Article)</p> <p> 2) บทความวิชาการ (Academic Article)</p> <p> 3) วิจารณ์หนังสือ (Book Review)</p> <p><strong>กำหนดการเผยแพร่วารสาร</strong></p> <p> กำหนดการเผยแพร่ ปีละ 4 ฉบับ เป็น 3 เดือน</p> <p> ฉบับที่ 1 มกราคม – มีนาคม<br /> ฉบับที่ 2 เมษายน – มิถุนายน<br /> ฉบับที่ 3 กรกฎาคม – กันยายน<br /> ฉบับที่ 4 ตุลาคม – ธันวาคม</p> <p><strong>กระบวนการพิจารณาบทความจากผู้ทรงคุณวุฒิ</strong></p> <p> วารสารมีกระบวนการประเมินคุณภาพบทความจากผู้ทรงคุณวุฒิก่อนตีพิมพ์ บทความที่จะได้รับการตอบรับเพื่อตีพิมพ์ในวารสารจะต้องผ่านการพิจารณาจากผู้ทรงคุณวุฒิ อย่างน้อย 2 ท่าน ในลักษณะปกปิดรายชื่อ (Double blind peer-reviewed) ทั้งนี้ บทความจากผู้นิพนธ์ภายในสถาบันจะได้รับการพิจารณาจากผู้ทรงคุณวุฒิภายนอกหน่วยงานที่จัดทำวารสาร ส่วนบทความจากผู้นิพนธ์ภายนอกจะถูกพิจารณาจากผู้ทรงคุณวุฒิที่อยู่หน่วยงานที่ต่างกัน และไม่มีส่วนได้ส่วนเสียกับผู้นิพนธ์ ซึ่งจะทำให้เกิดความเข้มข้นในการประเมินคุณภาพบทความก่อนออกตีพิมพ์เผยแพร่สู่สาธารณะ ในกรณีที่กองบรรณาธิการหรือผู้เชี่ยวชาญ ซึ่งได้รับเชิญให้เป็นผู้ทรงคุณวุฒิผู้ตรวจประเมินบทความมีความเห็นว่าควรแก้ไข กองบรรณาธิการจะส่งคืนเพื่อให้เจ้าของบทความแก้ไข โดยจะยึดถือข้อเสนอแนะของผู้ทรงคุณวุฒิผู้ตรวจประเมินเป็นเกณฑ์หลัก และหรือขอสงวนสิทธิ์ที่จะพิจารณาไม่ตีพิมพ์ ในกรณีที่รายงานการวิจัย บทความทางวิชาการหรือบทความวิจัยไม่ตรงกับแนวทางของวารสารวิชาการสถาบันพัฒนาพระวิทยากรหรือไม่ผ่านการพิจารณาของกองบรรณาธิการหรือผู้เชี่ยวชาญ เมื่อบทความที่ได้รับการตีพิมพ์ผู้เขียนจะได้รับลิ้งค์วารสารที่นำบทความลงตีพิมพ์ผลงานแล้ว พร้อมกับหนังสือรับรองการตีพิมพ์บทความในวารสารวิชาการสถาบันพัฒนาพระวิทยากร</p> สถาบันพัฒนาพระวิทยากร en-US The Journal of Institute of Trainer Monk Development 2586-9841 <p>บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวารสารวิชาการสถาบันพัฒนาพระวิทยากร</p> <p>ข้อความที่ปรากฎอยู่ในบทความที่ได้รับการตีพิมพ์ในวารสาร ถือเป็นความรับผิดชอบของผู้เขียนบทความ และข้อคิดเห็นนั้นไม่ถือว่าเป็นทัศนะและความรับผิดชอบของกองบรรณาธิการวารสารวิชาการสถาบันพัฒนาพระวิทยากร</p> MakeeShop's Sales Style in Online Shopping Culture https://so06.tci-thaijo.org/index.php/tmd/article/view/257214 <p>The objective of this research articles is to study MarkeeShop's sales style in online shopping culture. by studying from the MakeeShop in Platform Facebook account name MakeeShop by selecting 3 live clips with more than 500,000 views, the results of the study found that MakeeShop's sales style in online shopping culture It appears that there are 3 types and analyzed using the concept of verbal style, which are: Casual style, Intimate style, Consultative style, Frozen style and Formal style. The results of the study found that 1) Casual style, including the use of pronouns to call customers and self-Using repetitions to emphasize the customer and the use of comfortable spoken language for short, easy-to-understand, showing friendliness to the customers. 2) Intimate speech, such as the use of slang words that are rarely found in the products of MakeeShop. The use of suffixes, which is the highlight of the seller when talking about the product. and the use of words known to specific groups to communicate knowledge between buyers and sellers. And 3) Consultative style, used in professional conversations Q&amp;A between customer and seller using the Internet as a medium to build intimacy sociability and discussing and agreeing on purchasing products through applications, all 3 types of speech, are important to the culture of selling products online as well.</p> Kanyanat Rergwitee Sombat Somsriploy Copyright (c) 2022 Kanyanat Rergwitee, Sombat Somsriploy https://creativecommons.org/licenses/by-nc-nd/4.0 2022-09-28 2022-09-28 5 3 1 13 Instructional Leadership of School Administrator Affecting Learning Organization in School under the Secondary Educational Service Area Office 9 https://so06.tci-thaijo.org/index.php/tmd/article/view/255048 <p>This Article aimed to study 1) the Instructional Leadership of School Administrator under the Secondary Educational Service Area Office 9 2) the Learning Organization in School under the Secondary Educational Service Area Office 9 and 3) the Instructional Leadership of School Administrator affecting the Learning Organization in School under the Secondary Educational Service Area Office 9. The research instrument was an opinionnaire about the Instructional Leadership based on the concept of (Blase, J. and Blase J.), and the Learning Organization based on the concept of (Peter M. Senge). The statistical used to analyze the data were frequency, percentage, arithmetic mean, standard deviation and stepwise multiple regression analysis.</p> <p>The research results were found as follows; 1) The Instructional Leadership of School Administrator under the Secondary Educational Service Area Office 9, as a whole and as individual, were at a high level. When ranking by arithmetic mean from the highest to the lowest; talking with teacher’s to promote, and promoting professional growth. 2) The Learning Organization in School under the Secondary Educational Service Area Office 9, as a whole and as individual, were at a high level. When ranking by arithmetic mean from the highest to the lowest; team learning, personal mastery, shared vision, systems thinking, and mental models. 3) The Instructional Leadership of School Administrator affecting the Learning Organization in School under the Secondary Educational Service Area Office 9, as a whole, were talking with teacher’s to promote (x<sub>1</sub>) and promoting professional growth (x<sub>2</sub>), was found statistically significant at .01 and a multiple linear regression equation as follows: (Y<sub>tot</sub>) = 0.138+1.265 (X<sub>1</sub>) + 0.297 (X<sub>2</sub>)</p> Krongkarn Aroonmak Copyright (c) 2022 Krongkarn Aroonmak https://creativecommons.org/licenses/by-nc-nd/4.0 2022-09-27 2022-09-27 5 3 14 26 Digital Skills of Secondary School Administrators https://so06.tci-thaijo.org/index.php/tmd/article/view/257334 <p>This descriptive research objectives were to determine: 1) the components of school administrators’ digital skill under the Secondary Educational Service Area Office and 2) the verification result of the components of school administrators’ digital skill under the Secondary Educational Service Area Office. The research samples were 335 secondary school under education school of service area office. The respondents in each secondary school were a director, in total of 335 school directors, administers. The 3 research instruments used were semi-structured interview, an opinionnaire and component verification from. The statistical used for analyzing the data were frequency, percentage, arithmetic mean and standard deviation, Exploratory Factor Analysis and content analysis.</p> <p>The research finding was as follows:</p> <ol> <li>The digital skills of secondary school administrators 6 components were as follows; 1) Improving the digital literacy and information technology skills, 2) Knowledge and Experience Management Skills for Digital Organization Administration, 3) Assessment Skills in Digital Organization Performance, 4) Human Resources Management Skills of Digital Organizations, 5) Digital problem solving and related laws Skills, 6) Analytical thinking skills of school digital application.</li> <li>The experts confirmed that the components they were accuracy, propriety, feasibility and utility.</li> </ol> Orawan Kanlanon Copyright (c) 2022 Orawan Kanlanon https://creativecommons.org/licenses/by-nc-nd/4.0 2022-09-27 2022-09-27 5 3 27 37 Assessment of Supervision Projects Within Educational Institutions Nongreeprachanimit School under the Secondary Educational Service Office Kanchanaburi https://so06.tci-thaijo.org/index.php/tmd/article/view/257187 <p>The purposes of this research were to evaluate the supervision projects within educational institutions Nongreeprachanimit school. The research staff conducted by using the CIPPI Model. The data collected by using a questionnaire on opinions of those involved in the supervision project in schools namely administrators, Board of Basic Education Institutions, teachers, and students. The data were analyzed by using percentage, mean, standard deviation. The results of the research were as follows:</p> <p>Context was appropriate at the highest level. The activities are consistent with the needs of the teachers. The project is consistent with the policies of the school and the parent organization. The project activities are in line with the school's needs. In terms of import factors, they are appropriate at a high level. Teachers have the knowledge and abilities according to learning management structure There is a clear and concrete project implementation calendar and there is a sufficient number of personnel to carry out project activities. The process aspect is appropriate at the highest level. Instructors and supervisors exchange knowledge with each other about teaching and learning management. Supervisors reflect results for development to meet the goals of teachers. Teachers receive feedback that is useful for the development of teaching and learning management. The productivity aspect is appropriate at a high level. Instructors have developed the ability to manage learning according to the field of study. Teachers have a variety of teaching and learning management styles. and has guidelines for teaching and learning that focus on learners. And the impact aspect was appropriate at a high level. Parents and the community were satisfied with the teaching management development process. Create a community of professional learning at the classroom level. Students are satisfied with the teacher's teaching and learning management.</p> Mutita Eamtip Copyright (c) 2022 Mutita Eamtip https://creativecommons.org/licenses/by-nc-nd/4.0 2022-09-27 2022-09-27 5 3 38 50 The Relationship between Management Skills in the 21st Century of School Administrators and Academic Affairs Administration Schools for the Deaf in Group 1 the Special Education Bureau https://so06.tci-thaijo.org/index.php/tmd/article/view/257263 <p>The research aimed to study the management skills in the 21<sup>st </sup>century of school administrators, the academic affairs administration, and the relationship between management skills in the 21<sup>st</sup> century of school administrators and the academic administration in schools for the deaf in group 1 under the Special Education Bureau.</p> <p>The sample was 138 administrators and teachers. The research instrument was a five-level rating scale questionnaire with content validity of 1.00 and a reliability of 0.78. The data were analyzed in terms of percentage, mean, standard deviation, and Pearson' correlation coefficient at a statistical significance of 0.05. The findings:</p> <ol> <li>The management skills in the 21<sup>st </sup>century of school administrators in schools for the deaf in group 1 were overall at a high level, when considering in each individual aspect, planning skills and development was at a highest level, aspects at the highest level, as written in descending order were communication and community relations skills, organizational management skills, visionary leadership skills, instructional management skill, personal management skills, and education research evaluation and planning skills.</li> <li>The academic affairs administration in schools in group 1 for the deaf was overall high, when considering in each individual aspect was at the highest level, as written in descending order as aspect of schools’ curriculum development, development and promotion of learning resources, and the highest level ranking in descending order as aspect of development and use of media and technology for education, teaching and learning management in schools and research for improving the quality of education.</li> <li>The relationship between management skills in the 21<sup>st </sup>century of school administrators and academic affairs administration in schools for the deaf in group 1 under the Special Education Bureau, in overall, was at the significantly highest positive correlation of 0.05</li> </ol> Miss Kanjana Phumma Copyright (c) 2022 กาญจนา ภุมมา https://creativecommons.org/licenses/by-nc-nd/4.0 2022-09-27 2022-09-27 5 3 51 63 The Development of Problem Based Learning model to for Fostering Creative Innovation Ability of Secondary 1 Students https://so06.tci-thaijo.org/index.php/tmd/article/view/257288 <p>The purpose of this research was to study students' innovation ability Secondary 1 students Learning by Problem Based Learning. The sample group used in this research consisted of Secondary 1 at Nongreeprachanimit school Studying science subjects, semester 2, academic year 2021, 1 classroom, total 40 students by purposive sampling The tools used in the experiment were the science learning plan by Problem–based Learning: PBL for Secondary 1 About heat, 2 plans, 4 hours. The tools used for data collection are: Student Innovation Ability Assessment Form The duration of the experiment was 4 hours. Statistics used to analyze the data, percentage, mean, standard deviation. The results of the research showed that: The ability to create innovations of Secondary 1 after experiments had an average score of 44.85 points (99.67%). Comparison between the criteria and the students' innovation abilities. Secondary school year 1 of the students after studying, it was found that the scores of innovation abilities of Secondary 1 After experiments were significantly higher than the threshold at the .01 level.</p> Mutita Eamtip Ubonwan Songserm Copyright (c) 2022 Mutita Eamtip, Ubonwan Songserm https://creativecommons.org/licenses/by-nc-nd/4.0 2022-09-27 2022-09-27 5 3 64 75 The Development of learning achievements in Buddhism by using group learning process skills Cooperative Learning of students secondary 2 https://so06.tci-thaijo.org/index.php/tmd/article/view/255982 <p>This research aims to 1. Comparison of teaching achievement by using cooperative learning process skills of students secondary 2 before and after school. 2. To study the satisfaction of teaching and learning by using cooperative learning process skills of students secondary 2. The samples used in the research are students secondary 2/1 who are studying in the second semester of the academic year 2021, Wat Dao Khanong Secondary School, Thonburi District, Bangkok, 25 people. The tools used in the research consisted of a learning management plan, teaching and learning management in Buddhism. Achievement evaluation form and the satisfaction assessment form for teaching and learning by using cooperative learning process skills. The statistics used in the data analysis were mean, standard deviation (S.D), and t-test dependent. The results showed that : 1. Achievement The story of Buddhist disciples, Buddhasavika of students secondary 2 who studied with teaching and learning by using cooperative learning process skills had a statistically significantly higher learning achievement after school than before at .05 level 2. The students in secondary 2 who studied by teaching and learning by using cooperative learning process skills on Buddhist disciples, Buddhasavika, had the highest satisfaction</p> Phrawitthaya Khonchaiyaphum THANAKIT RATCHATASIRAKUL Copyright (c) 2022 Phrawitthaya Khonchaiyaphum, THANAKIT RATCHATASIRAKUL https://creativecommons.org/licenses/by-nc-nd/4.0 2022-09-27 2022-09-27 5 3 76 88 Operation Guidelines for the Formative Assessment of 21st Century Skills for Hearing Impaired Students: School for the Deaf, Southern Thailand https://so06.tci-thaijo.org/index.php/tmd/article/view/257888 <p>The research aims to study the conditions and needs of formative assessment in 21<sup>st</sup> century skills for hearing impaired students and develop the formative assessment in 21<sup>st</sup> century skills’ operation guidelines for hearing impaired students. The target groups are 106 educational institution administrators and teachers, as well as a group of 9 experts. The tools used in this research consisted of conditions and Needs Assessment questionnaires for Skills Development in the 21<sup>st</sup> century, interview form and Formative Assessment Development Skills in 21<sup>st</sup> century assessment form. Data were analyzed by using frequency, percentage, mean, standard deviation and PNI<sub>Modified</sub> index.</p> <p>The results of this research showed that: 1) The conditions and needs of Formative Assessment Skills in 21<sup>st</sup> Century for Hearing Impaired Students with the highest hearing impairment were learners owning their learning, followed by setting learning objectives and successful criteria, activating students as instructional resources for one another, feedback recommendations for effective learning, and finding evidence of learning success and 2) the Formative Assessment Skills in 21st Century operation guidelines for Hearing Impaired Students, School for the Deaf, Southern Thailand at the educational institutions and class levels were the most appropriate and be able to practical application at a high level. The guideline with the highest average at the school level was educational institutions should have a workshop or review their knowledge about assessment for formative assessment development and should have a learning exchange between teachers for design learning activities that involves students in setting goals of learning and self-assessment criteria.</p> Jongkon Buakaew Sophon Chaiwatthanakunwanich Copyright (c) 2022 Jongkon Buakaew, Sophon Chaiwatthanakunwanich https://creativecommons.org/licenses/by-nc-nd/4.0 2022-09-28 2022-09-28 5 3 89 101 The Development of Problem-Based Learning Management to Promote Competence, Systematic Thinking and Life Skills for Prathom 5 Students https://so06.tci-thaijo.org/index.php/tmd/article/view/257685 <p>The objectives of this research are to develop problem-based learning management. Integrate local content for grade 5 students and compare learning outcomes. before and after school and to study the ability to think systematically and to study the life skills competence of students in grade 5 The sample group is grade 5 students at Ban Sra Tuei Phatthana School, Nong Son Sub-district, Lao Khwan District, Kanchanaburi Province. 17 students studying in the academic year 2021 were qualified by simple random sampling or random drawing. The research instrument was the 5 lesson plans having a consistency index of 1.00, the 40 items parallel exam which was used in both pre-test and post-test Difficulty = 0.68 and Discrimination = 0.51, systematic thinking ability assessment form, and life skills assessment form. The content validity was between 0.80–1.00. The analysis of the data includes the conformity index values. Difficulty discriminant power, mean, and standard deviation The statistical significance level was set at 0.05. Results that:</p> <ol> <li>Learning creation by using problems as a base for integrating local knowledge consists of 1) Understand the problem 2) Identify the problem key information 3) Brainstorm from the knowledge they have 4) Analyze the problem 5) Determine the object of problem solving 6) Do self-learning experiment 7) Report the problem solving result.</li> <li>Comparison of learning outcomes after school was significantly higher than before the course at 0.05.</li> <li>The systemic thinking ability of the grade 5 student is at a good level.</li> <li>The student's life skills have a higher average.</li> </ol> Putsadee Petsila Karanphon Wiwathamongkon Supalak Satpretpry Copyright (c) 2022 Putsadee Petsila, Karanphon Wiwathamongkon, Supalak Satpretpry https://creativecommons.org/licenses/by-nc-nd/4.0 2022-09-28 2022-09-28 5 3 102 113 Promoting the Usage of Information and Communication Technology for Education Administrators under Kanchanaburi Primary Educational Service Area Office 1 https://so06.tci-thaijo.org/index.php/tmd/article/view/257367 <p>The purpose of this research was to study and compare promoting the usage of information and communication technology for education administrators under Kanchanaburi Primary Educational Service Area Office 1, classified by educational management areas. The sample was 306 teachers joining in promoting the usage of information and communication technology for education administrators under Kanchanaburi Primary Educational Service Area Office 1They was selected by proportionate stratified random sampling on educational management areas, the instrument for collecting data was five-level-rating scale questionnaire with a content validity between of 0.67-1.00 and a reliability of 0.98. Analysis data by Descriptive statistics, one-way analysis of variance and Scheffer’s, statistical significance level of 0.05 Content Analysis. The research results were found as follows;</p> <ol> <li>The level of promoting information and communication technology of school administrators under Kanchanaburi Primary Educational Service Area Office 1, classified by educational management areas was overall and in each individual aspect a high level. ranked by averages in management schools, followed by teaching, networking and participation, resource learning, infrastructure and learning process</li> <li>The comparison of promoting information and communication technology of school administrators under Kanchanaburi Primary Educational Service Area Office 1, classified by educational management areas as a whole and each aspect found that there were statistically significant differences, there was a statistically significant difference at the 0.01 level, meaning that school administrators in Dan Makham Tia district had more promote than school administrators in Mueang Kanchanaburi district. and Tha Muang District, as for Mueang Kanchanaburi District and Tha Muang District There was a statistically significant difference at the 0.05 level, meaning that the school administrators in Si Sawat District had more promote than the school administrators in Mueang Kanchanaburi District and Tha Muang District, so the school administrators in Dan Makham Tia District and Si Sawat District, there was more promotion than the school administrators in Muang Kanchanaburi and Tha Muang districts.</li> </ol> Thanawit Thongkwaw Saroch Pauwongsakul Nipon Wonnawed Copyright (c) 2022 Thanawit Thongkwaw, Saroch Pauwongsakul, Nipon Wonnawed https://creativecommons.org/licenses/by-nc-nd/4.0 2022-09-28 2022-09-28 5 3 114 126 The Development Learning Package with Task Based Learning to Encourage Japanese Learning Achievement for Secondary 4 https://so06.tci-thaijo.org/index.php/tmd/article/view/257683 <p>The purposes of this research were to develop learning package with task based learning to encourage Japanese learning achievement, to compare encourage Japanese learning achievement before and after treatment and to study secondary 4 students’ opinions for learning package with task based learning. The sample of this research consisted of 25 secondary 4 students studying at Kanchananukroh School. The duration of implementation covered 18 hours; taking pretest and posttest over class time for 2 hours. The tools of this research were 7 lesson plans using task based learning activity, the Japanese language proficiency test with 30 items, the difficulty at 0.55 and the discrimination at 0.56, the students’ opinion questionnaire for learning package with task based learning with 3 level rating scale. The data were analyzed by percentage, average, standard deviation, the efficiency index E1/E2 = 75/75 and dependent T-test with the level of statistical significance of the test at 0.05. The results of this research were as follow:</p> <ol> <li>Learning package with task-based learning for secondary 4 including 7 learning packages and task-based learning including 1) Pre-task 2) Authentic practice 3) Task cycle 4) Introduce the pedagogical Task reached the efficiency index E1/E2 = 75.28/75.73</li> <li>Japanese learning achievement posttest scores were higher than pretest scores significantly.</li> <li>The opinions of secondary 4 students towards using Learning package with task-based learning were overall at the high level.</li> </ol> Kulnisa Buaprarot Karanpol Wiwatthamongkol Akkarawit Phocharuang Copyright (c) 2022 Kulnisa Buaprarot, Karanpol Wiwatthamongkol, Akkarawit Phocharuang https://creativecommons.org/licenses/by-nc-nd/4.0 2022-09-28 2022-09-28 5 3 127 136 The Development of Learning Achievement on the Buddhist Principles of Matthayomsueksa Three Students the Four Noble Truths Method with Case Study https://so06.tci-thaijo.org/index.php/tmd/article/view/257285 <p>The purpose of this research is 1) to compare the pretest and posttest achievement of the subjects titled “the Dharma principles in Buddhism” of Mathayomsueksa three students by teaching the four noble truths by using a case study 2) to study the development of critical thinking skill of Mathayomsueksa three students by teaching the four noble truths by using a case study 3) to study the opinions of Mathayomsueksa three students by teaching the four noble truths by using a case study. The sample was 32 students in Mathayomsueksa three of Sathaporn Witthaya school in Banglen district Nakhon Pathom province during second semester, academic year 2021 are unit of analysis which is obtained by simple random method. The instrument that used in the research consisted of 1) instructional plan of the four noble truths by using a case study 2) achievement test of the subjects titled “the Dharma principles in Buddhism” 3) critical thinking skill test and 4) opinion questionnaire of Mathayomsueksa three students by teaching the four noble truths by using a case study. The data analysis by percentage, mean, standard deviation and t-test dependent. The results with follow:</p> <ol> <li>The posttest achievement of the subjects titled “the Dharma principles in Buddhism” of Mathayomsueksa three students by teaching the four noble truths by using a case study higher than pretest achievement, was found statistically significant at .05.</li> <li>2. The development of critical thinking skill after learning of Mathayomsueksa three students by using a case study is higher.</li> <li>3. The opinions of Mathayomsueksa three students by teaching the four noble truths by using a case study, as a whole were at a most agree level.</li> </ol> kantapon caenkintub Copyright (c) 2022 kantapon caenkintub https://creativecommons.org/licenses/by-nc-nd/4.0 2022-09-28 2022-09-28 5 3 137 147 Development of Professional Learning Community Model to Improve Competency on Active Learning Management of Secondary School Teachers https://so06.tci-thaijo.org/index.php/tmd/article/view/257734 <p>This is a Research and Development Research. The objectives of this research were 1) to develop professional learning community model to improve competency on active learning management of secondary school teachers 2) to examine professional learning community model to improve competency on active learning management of secondary school teachers using Mixed Methods Research approach, designing the research as an embedded design through studying qualitative method and supporting with quantitative method. The target group were 2 school administrators, 8 heads of subject department and 5 qualified experts. The research instruments consisted of documentary analysis form, structured interview, and innovation evaluation form. The data was analyzed by mean, standard deviation. and content analysis. The research showed that:</p> <ol> <li>The professional learning community model to improve competency on active learning management for secondary school teachers consisted of 6 components: 1. Principles 2. Objectives 3. Processes which included 1) Consider 2) Action 3) Reflect and 4) Evaluation 4. Evaluation 5. Conditions, and 6. Contributing Factors</li> <li>The result of the examination of the professional learning community model to improve competency on active learning management of secondary school teachers as a whole was at the highest level (= 4.53, S.D.= 0.47)</li> </ol> Supakorn Mekkhayai Copyright (c) 2022 Supakorn Mekkhayai https://creativecommons.org/licenses/by-nc-nd/4.0 2022-09-28 2022-09-28 5 3 148 159 The Development of a Youth Guide Training Corriculum in Chinese Language by Integeted Kanchanaburi Local for Mathayomsuksa 6 students https://so06.tci-thaijo.org/index.php/tmd/article/view/257681 <p>The purposes of this research were to 1) develop youth guide training curriculum</p> <p>in Chinese language by integrated Kanchanaburi local, 2) study capacity in Chinese language communication, 3) study pride in self local and 4) study student’s satisfaction to developed curriculum. The targets used in the research were 17 persons (Chinese language learning plan) in mathayomsuksa 6 students from Srinagarindra the Princess Mother School Kanchanaburi, studied in the second semester, academic year of 2021.The instrument used inthis research were youth guide training curriculum in Chinese language by integrated local Kanchanaburi, lesson plans, Chinese language communication, evaluation forms, the pride in self local interview form and student’s satisfaction evaluationform. The statistics employed for data analysis were percentage, mean, standard deviation and content analysis. The result of research:</p> <p>1) The youth guide training curriculum in Chinese language by integrated Kanchanaburi local were consists 1) rationale 2) learning objective 3) course description 4) course structure 5) learning activity 6) media and learning resource 7) measurement and evaluation and 4 leaning units had the Index of Congruence was between 0.60–1.00.</p> <p>2) Students had capacity in Chinese language communication after higher than before study.</p> <p>3) Students had pride in self local that an understanding in history and be aware to important of tourist attraction in self-local.</p> <p>4) Students’s satisfaction for developed curriculum was at the highest level.</p> ์NIPAWAN WASINNITIWONG Chitnarong Iamsam-ang Copyright (c) 2022 ์NIPAWAN WASINNITIWONG, Chitnarong Iamsam-ang https://creativecommons.org/licenses/by-nc-nd/4.0 2022-09-30 2022-09-30 5 3 160 169 Research and development of training curriculum https://so06.tci-thaijo.org/index.php/tmd/article/view/253041 <p>This article aims to present the principles of writing research and developing training courses. Training course development process Tools used to develop training courses Procedures for implementing training courses to benefit. This enables the training course maker to plan the course training accordingly. and continually Throughout the course, avoiding the repetition of subject topics. Helping the speakers prepare for teaching and choose appropriate training techniques It also helps train participants to know the training guidelines and what they have gained from the course. which will be useful in motivating and invite them to follow to learn</p> Witthaya Khonchaiyaphum Maream Nillapun Copyright (c) 2022 Witthaya Khonchaiyaphum, Maream Nillapun https://creativecommons.org/licenses/by-nc-nd/4.0 2022-09-30 2022-09-30 5 3 170 181 An Analysis of Taking the Threefold Refuge in the Tripitaka https://so06.tci-thaijo.org/index.php/tmd/article/view/255156 <p>This article is intended to be an analytical study of the trinity in the Tripitaka. This is qualitative research done by studying academic documents. It was found that There are many people who can attain the Tri-Sarah Ghana and attain the Dharma. Buddhist doctrine has a method of teaching dharma principles that are accessible to people of all classes and levels of education. Therefore, it can be seen that person to be able to access the Dharma The first proclamation must make an oath by voicing a java to remember the three words of wisdom first.</p> <p> Speaking in remembrance of the Three Sacred Words is an important element for Buddhists. It is an oath in front of another person. It is an expression of faith in the Triple Gem. When the Buddha's time to respect Buddhism The first is to be able to utter the words of a request for the tribunal first. Therefore, it is regarded as a person who has access to the Buddha, Dharma, and Sangha as a lifelong relic.</p> Phramaha Chainarong Abhinando Phramaha Chiravat Kantawanno Copyright (c) 2022 Phramaha Chainarong Abhinando, Phramaha Chiravat Kantawanno https://creativecommons.org/licenses/by-nc-nd/4.0 2022-09-30 2022-09-30 5 3 182 194 A model for solving the crisis of Thai monk’s faith on Buggalappasãtasutta https://so06.tci-thaijo.org/index.php/tmd/article/view/255189 <p>This article aims to present a model for solving the crisis of faith in monks on Buggalappasãtasutta. by using studies from documents Related books and articles the study found that Buddhists should not be attached to themselves. or sacred objects to adhere to the true Dharma If the person is seized When a monk makes a mistake, moves a monastery, passes away, and dies, he will not pay attention to the Sangha. And the Sangha should supervise those who are ordained to be in the framework of the Dharma and Discipline, to supervise their conduct so that they do not go outside the Dharma outside the Discipline. in order to prevent critics for negative image that will occur in the future. The four companies of Buddhism should believe in the true Dharma. Train yourself by teaching the Buddha Dharma to understand fully. Look at benefits as virtues that will occur more than personal interests. A person should have faith and wisdom. see the truth before believing should be neutral not too greedy Faith coupled with wisdom. Confidently bring the Buddha Dharma to refine one's mind When there is news of some monks in the negative, we should look at ourselves that we are not perfect yet we still need to train ourselves. Make your mind free from 4 prejudices, stay with yourself, look at yourself, purify yourself.</p> damrong Sampawong Phramaha Chiravat Kantawanno Copyright (c) 2022 damrong Sampawong, Phramaha Chiravat Kantawanno https://creativecommons.org/licenses/by-nc-nd/4.0 2022-09-30 2022-09-30 5 3 195 205 An Analytical Study of Concept of Medicine in Tripitaka https://so06.tci-thaijo.org/index.php/tmd/article/view/257343 <p>This article entitled to analyze of concept of medicine in Tripitaka. This is qualitative research done by studying academic documents. It was found that concept of medicine came from a mechanistic view believed that the mind and body were separate parts. Medical treatment is primarily a matter of the body, but the healing in the Tripitaka was born through to use of herbs. Although Medicines are the treatment of diseases in that era. There is also a body treatment to make the body light and comfortable, no suffering from various diseases. In the other hand, holistic healing is the view that the mind and body are related, so it’s related. By the way, the present healing is found through cultural connections inherited from the past, such as Thai traditional medicine, while in the Tripitaka it is considered to heal the mind of Dhamma as healing the body. This approach is the healing of the mind through consideration of the natural reality of the body itself without control and suffering. Therefore, it accepts and makes the mind above the body. When you’re sick, you can cure by yourself.</p> Jantra Briggs Phramaha Chiravat Kantawanno Copyright (c) 2022 Jantra Briggs, Phramaha Chiravat Kantawanno https://creativecommons.org/licenses/by-nc-nd/4.0 2022-09-30 2022-09-30 5 3 206 220 A Development of Critical Reading by Problem-Based Learning https://so06.tci-thaijo.org/index.php/tmd/article/view/257349 <p>This academic article of objectives for presenting learning management on critical reading of development by problem-based learning which has 5 steps: Step 1 opening experience that the teacher encourages students to learn, to be motivated studying by using conversation questioning or presenting something. Step 2 presenting the situation that the teacher presents a challenging situation for the learners and that situation can open experiences, knowledge, link previous experiences. Step 3 brainstorming activities where learners read or receive information about the situation and work together to think analysis synthesize and evaluate what is being studied or work together to solve a problem, in-group discussion. Step 4 knowledge building that learner present own ideas or group ideas or the concept of a group then students summarize the concepts each group presents together and share the differences, compare the similarities and differences between group. Step 5 reflecting idea that learners together summarize the knowledge gained from learning to reflect ideas or knowledge gained and check for discrepancies in the knowledge summary.</p> bancha thammabut Copyright (c) 2022 bancha thammabut https://creativecommons.org/licenses/by-nc-nd/4.0 2022-09-30 2022-09-30 5 3 221 232 Pali and Sanskrit Words in Isan Folktale “The Legend of Phadaeng Nang Ai” https://so06.tci-thaijo.org/index.php/tmd/article/view/258481 <p>The objective of the academic article was to study the Isan folktale “The Legend of Phadaeng Nang Ai,” written by Kittithorn Khotchateep. It was derived from So Phayak’s plot written in a form of Thai octameter poem. So Phayak was a pseudonym of Suttha Sophakul. The Legend of Phadaeng Nang Ai, an Isan folktale in Kumphawapi District, Udon Thani Province, composed of the previous life, the current incarnation, the rocket competition, the white squirrel hunting, he dissolution of Jagita, and battle drumming. The findings of the study revealed that the Legend of Phadaeng Nang Ai reflected the Buddhist beliefs as a result from several ancient beliefs of Lan Xang people, which were considered from eleven types of Pali and Sanskrit words, namely, 1) the Buddhist terms like Boon and Bab, 2) the royal terms like Khattiya in Pali (king) and Aishawan in Sanskrit (kingship), 3) the natural and environmental terms like Thorani (land or Dharani in Sanskrit) and Phueksa (tree/flora or Vriksha in Sanskrit), 4) the terms on time and seasons like Ratri (night) and Sonthaya (sundown or sunset or Sandhaya in Sanskrit), 5) the terms on the human body and organs like Nasika (nose) and Phak (face or Vaktra in Sanskrit), 6) the terms on animals like Kunchorn (elephant or Kunjara in Pali) and Phuchong (serpent or Phujanga in Pali), 7) the terms on the abstract things like Panya (wisdom or Panya in Pali) and Arom (feeling or Aramana in Pali), 8) the terms used to call women like Kanya (girl)and Kamon (darling or Kamala in Pali, 9) the terms used to call kinsmen like Anucha (younger brother or Anuja in Pali) and Chettha (elder brother or Jettha in Pali), 10) the terms on things like Kanchana (gold or Kancana in Pali) and Thanu (arrow), and 11) the terms on verbs like Akhat (feud or Aghata in Pali) and Athitthan (firm intention or Adhitthana in Pali).</p> Kittiya Khunarak Pranita Chantharapraphan Bancha Thammabut Copyright (c) 2022 Kittiya Khunarak, Pranita Chantharapraphan, Bancha Thammabut https://creativecommons.org/licenses/by-nc-nd/4.0 2022-09-30 2022-09-30 5 3 233 242