 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
This study aims to 1) analyze pedagogical strategies in developing learners of the 21st century, 2) examine relationships and analyze factors related to the implementations of such strategies, and 3) synthesize strategies and develop implementational guidelines for Islamic private schools in the southern border provinces. Through multimethodology, the data were collected using an in-depth interview, a focus group discussion, a non-participant observation, and survey research. Subsequently, content analysis, descriptive statistics, and multiple regression were employed to process the data. The primary target group comprises teachers from private religious schools in charge of integrated curriculums in Malaysia, Indonesia, Singapore, and Thailand whereas the secondary one comprises school administrators, learners, and parents. The findings revealed the following insights:<br /> 1. The teachers perceive that 21st-century education is about nurturing lifelong learners so that they can flexibly adapt themselves to situations. Learners should possess practical communication skills, religious knowledge should be integrated into courses, learners should have adequate information literacy and communication technology media literacy, and learners should have the quality to become global citizens. Furthermore, teachers should be equipped with these nine desirable capacities: being coaches, introducing experiences and life skills to learners, understanding the differences among learners, being able to integrate science into teaching, being lifelong learners, being specialized in the fields, being technology literate, having modern pedagogical techniques, and being a team player. Additionally, the pedagogical strategies were analyzed from six strategic frameworks, including 1) curriculum and learning management, 2) pre-instructional preparation, 3) pedagogical-barrier analysis, 4) new measurement and evaluation designs, 5) developmental systems that utilize evaluation results, and 6) teaching quality assurance system.<br /> 2. The variables with pedagogical-strategy predictability at 0.05 statistical significance were guidelines for 21st-century educational management, teacher professional development, parents, and public policies. The variables with 21st-century-skill predictability at 0.05 statistical significance were pre-instructional preparation, teaching quality assurance, and pedagogical development.<br /> 3. The synthesized strategies for the contexts of Islamic private schools were 1) Islamic integrated general education (learning-strand/course-structure integrations), 2) new pedagogies for Islamic integrated courses, 3) measurement and evaluation for Islamic integrated learning management, 4) pedagogical utilization of educational technology in teaching and school management, 5) class-based integrated teacher development systems, and 6) educational partnership to enhance the quality of Islamic private schools providing integrated curriculums. On the implementational scale, driving pedagogical transformations and developing learners of the 21st century, a scheme known as ?UPLEARN? was proposed. The scheme contains six processes: 1) understanding, 2) prioritizing, 3) learning, 4) employing and evaluation, 5) reflecting and revising, and 6) networking
| Name | มูฮัมหมัดอาฟีฟี อัซซอลีฮีย์ |
| Organization | มหาวิทยาลัยสงขลานครินทร์ |
| Name | ยุโสบ บุญสุข |
| Organization | มหาวิทยาลัยสงขลานครินทร์ |
| Name | นัชชิมา บาเกาะ |
| Organization | มหาวิทยาลัยราชภัฏยะลา |
| Name | อิบรอฮีม ลามีน ซาโน |
| Organization | มหาวิทยาลัยสงขลานครินทร์ |
| Cover |
| Abstract |
| Acknowledgements |
| Contens |
| Chapter1 |
| Chapter2 |
| Chapter3 |
| Chapter4 |
| Chapter5 |
| Chapter6 |
| Chapter7 |
| References |
| Appendix |
ด้านการศึกษา
--นโยบายทางการศึกษา
--การจัดการศึกษา
--บุคลากรทางการศึกษา
อิสลามศึกษา
| Name: | สำนักงานคณะกรรมการส่งเสริมวิทยาศาสตร์ วิจัยและนวัตกรรม (สกสว.) |
| Roles: | ผู้สนับสนุนงานวิจัย |
| Name | : | มหาวิทยาลัยสงขลานครินทร์ วิทยาเขตปัตตานี |
| Address | : | ปัตตานี (Pattani) |