The Development of Research-Based Learning Management in the Curriculum Design and Development Course for Teacher Students

Abstract

The purposes of the current study are to develop research-based learning management in the Curriculum Design and Development course for student teachers and to study the effectiveness of the research-based learning management in the Curriculum Design and Development course for student teachers. The instruments were a structured interview form, a learning management quality assessment, learning management, a learning achievement test, and a questionnaire. The data were analyzed by mean score, standard deviation, t-test, and content analysis. The results of the study indicate that there were 6 components including ground theories, objectives, instruction processes, social system, principles in responses and supportive system, and learning management in the research-based learning management. In detail, there were 5 stages in learning management including ideas and information analysis, planning and creative design, action-taking, presentation and reflection, and evaluation and improvement. The result of the study shows that there was a significant difference between the students’ learning achievement before and after learning with the developed learning management. The students’ attitudes toward learning management were found at a high level in every aspect.

Implementation, Outcomes, and Effectiveness of Research-Based Learning: A Systematic Literature Review

“…So that these differences ultimately become a reference for how the relationship between the two can be built. What happens a lot is trying to carry out learning using research methods, as done by Al-Maktoumi et al In addition, studies on the development of RBL to find a suitable formula related to implementation in learning have also been carried out, such as research from Worapun (2021) to produce management learning based on RBL principles; Usmeldi (2017) The integration of RBL in learning has also been carried out by several researchers. Like Nuchwana (2012), McGill et al (2012, Brennan et al (2019), Rattanaprom (2019), Behrmann (2019), Westwell and Ingle (2020), Helgøy et al (2022), Marín (2021), Marín (2020), Kırıcı and Bakırcı (2021), Espinoza-Figueroa et al (2021).…”

Optimizing The Prototype Curriculum Based on Religious Values and Local Wisdom through The Principal's Role

“…The curriculum is likened to the spirit or soul of an educational institution. Educational institutions that do not have a curriculum are the same as lifeless creatures (Worapun, 2021). The curriculum continues to experience development from time to time; until now, the latest curriculum that is called upon by the minister of education to be implemented is the prototype curriculum which was later called the independent learning curriculum.…”

Nature-based Learning Management in Improving Children's Natural Intelligence

“…Nature-based learning management is a learning process that integrates teaching materials and the surrounding natural environment (Mukaromah, 2020;Worapun, 2021). However, in its implementation, nature-based learning management is not only carried out outside the environment or nature but can make what is in nature usable and transferred in the classroom with various learning models.…”