การจัดการแหล่งเรียนรู้วิถีมุสลิมโดยใช้กระบวนการแบบมีส่วนร่วมสำหรับครู สังกัดศูนย์ส่งเสริมการเรียนรู้อำเภอสายบุรี จังหวัดปัตตานี

Abstract

This action research aimed to achieve the following objectives: 1) investigate challenges and provide guidelines for effective management of educational resources for teachers, 2) devise a participatory process for managing resources related to Muslim lifestyle education, 3) evaluate the outcomes of implementing this participatory process, and 4) assess the mechanisms needed to extend the results to educational institutions. The research targeted two groups: the Sai Buri District Learning Promotion Center, consisting of 36 individuals, and a separate group of 5 community members from Sai Buri District Municipality. These groups were selected through purposive sampling. Research tools included proposed activities for enhancing participatory processes, a group interview questionnaire, a participatory process skills assessment for teachers, a learning resource management plan assessment for teachers, and a teacher satisfaction assessment. Qualitative data underwent content analysis, while quantitative data were analyzed using percentages, averages, and standard deviations. The study revealed the following results: 1) Challenges in educational resource management for teachers encompassed issues related to learners, teaching methods, teaching processes, and community network engagement. Guidelines for improved resource management for teachers involved integrating resources with relevant subjects, fostering a conducive learning environment, creating student experiences rooted in participatory principles, and designing learning techniques and processes in collaboration with network partners. 2) The development of a participatory process for managing resources related to Muslim lifestyle education involved six key steps: analysis, design, develop. 3) Implementation of the participatory process to manage Muslim lifestyle learning resources resulted in teachers demonstrating good skills in learning resource management plan design (x̅ = 4.18, SD = 0.80), achieving a good level of proficiency in participatory process skills (x̅= 3.96, SD = 0.68), and overall, expressing high satisfaction with the participatory process (x̅ = 4.20, SD = 0.58). 4) Examination of the mechanism for extending the use of the participatory process for managing Muslim lifestyle learning resources to educational institutions revealed the development mechanism comprises four components: management, academic, motivation, and partnership.