https://so08.tci-thaijo.org/index.php/jeduyru/issue/feedJournal of Education Yala Rajabhat University2025-06-20T09:15:56+07:00nursula.c@yru.ac.thnasriyah.ar@yru.ac.thOpen Journal Systems<p><strong>Journal of Education Yala Rajabhat University</strong></p> <p><strong>ISSN : 2822-0099 (Online)</strong></p> <p>The Faculty of Education, Yala Rajabhat University, publishes the <em>Yala Rajabhat University Journal of Education</em> with the objective of supporting teaching and learning in master's and bachelor's degree programs at Yala Rajabhat University and other institutions. The journal serves as a platform for disseminating research findings and academic articles from students, faculty members, researchers, alumni, and interested individuals. Additionally, it aims to establish academic networks among educational institutions and other related organizations. The journal accepts and publishes articles in the fields of education, Islamic studies, linguistics and cultural studies, and social studies, and is distributed in an electronic format.</p> <p><strong>Publication schedule:</strong> 2 issues per year (Issue 1 January - June, Issue 2 July - December)</p> <p><strong>Publication Policy and Scope : </strong>The journal considers and accepts articles in the fields of education, Islamic studies, linguistics and cultural studies, and social studies<strong>.</strong> The target audience includes students, faculty members, researchers, alumni, and the general public.</p> <p> </p>https://so08.tci-thaijo.org/index.php/jeduyru/article/view/4436The Development of Mathematical Problem-Solving Skills in Grade 7 Students Using the SSCS Learning Approach Combined with Formative Assessment Techniques2025-05-28T16:02:09+07:00Anwa Thongyoo644143029@parichat.skru.ac.thJongkon Buakaewjongkon.bu@skru.ac.th<p>This research aimed to 1) develop the mathematical problem-solving abilities of Grade 7 students using the SSCS (Search, Solve, Create, Share) instructional approach combined with formative assessment techniques; 2) compare the students’ mathematical problem-solving abilities after instruction using the SSCS approach combined with formative assessment techniques with the 75% proficiency criterion; and 3) compare the students’ mathematical problem-solving abilities before and after instruction using the SSCS approach combined with formative assessment techniques. The sample consisted of 30 Grade 7 students from one classroom at Hatyaiwittayalai 2 School during the first semester of the 2024 academic year. The sample was selected through cluster random sampling, using the classroom as the sampling unit. The research instruments included: 1) six lesson plans for Unit 2: "Numbers and Numerals," designed based on the SSCS approach combined with formative assessment techniques; and 2) a mathematical problem-solving ability test. Data were analyzed using descriptive statistics and t-tests (one-sample t-test and dependent sample t-test). The results revealed that: 1) the students’ average score in mathematical problem-solving before instruction was 4.77, while the post-instruction average was 19.87 The relative gain percentage was 77.81%. 2) the students’ post instruction average score was significantly higher than the 75% criterion at the .05 level of significance. 3) the students’ post-instruction average score was significantly higher than their pre-instruction score at the .05 level of significance.</p>2025-06-20T00:00:00+07:00Copyright (c) 2025 Journal of Education Yala Rajabhat Universityhttps://so08.tci-thaijo.org/index.php/jeduyru/article/view/4565The Study of Mathematics Achievement, Problem-Solving Ability, and Determination to Work through Student Teams Achievement Division Combined with KWDL Techniques for Grade 7 Students2025-05-26T14:27:56+07:00Pitchaya Mankungpitchaya.mankung@gmail.comYupadee PanarachYupadee.p@udru.ac.th<p>This research aimed to: 1) compare students’ mathematical learning achievement before and after implementing the Student Teams Achievement Division (STAD) learning model combined with the KWDL technique; 2) compare the post-learning achievement with the 70% proficiency criterion; 3) examine students’ mathematical problem-solving skills; and 4) investigate students’ determination to work after participating in the learning activities. The sample consisted of Grade 7/1 students from Nonsoongpitthayakarn School, selected using cluster sampling. The research instruments included lesson plans based on the STAD model with KWDL technique, a mathematical achievement test, a mathematical problem-solving skill assessment, and a determination-to-work questionnaire. The data were analyzed through descriptive statistics and inferential statistics, specifically the paired sample t-test and the one-sample t-test. The results revealed that: 1) students’ mathematical learning achievement after the intervention was significantly higher than before at the .05 level; 2) the post-learning achievement was significantly higher than the 70% criterion at the .05 level; 3) students demonstrated a high level of mathematical problem-solving skills; and 4) their determination to work was found to be at the highest level.</p>2025-06-26T00:00:00+07:00Copyright (c) 2025 Journal of Education Yala Rajabhat Universityhttps://so08.tci-thaijo.org/index.php/jeduyru/article/view/4580A Study of Learning Achievement Mathematical Connection and Work Commitment through the Integration of the Learning Together Cooperative Learning Technique and Game-Based Learning for Grade 9 Students2025-06-20T09:15:56+07:00Krittimaporn Phuklangkrittimaporn09022545@gmail.comYupadee Panarachyupadee.p@udru.ac.th<p>This study aimed to: 1) compare students’ mathematics learning achievement before and after the instructional intervention; 2) compare students’ post-instruction achievement with the 70% criterion; 3) examine students’ mathematical connection skills following the instruction; and 4) investigate students’ work commitment after the intervention. The population comprised 75 Grade 9 students at Phibunrakpittaya School in the 2024 academic year. The sample group, selected through cluster random sampling, consisted of 26 students from Grade 9/1. The research instruments included: 1) a set of lesson plans based on cooperative learning using the Learning Together technique integrated with game-based learning; 2) a mathematics achievement test; 3) a mathematical connection skills assessment; and 4) a work commitment questionnaire. Data collection involved administering a pre-test, followed by eight instructional sessions using the prepared lesson plans. After the intervention, students completed the post-test, the mathematical connection skills assessment, and the work commitment questionnaire. The data were analyzed using frequency, percentage, mean, standard deviation, paired-sample t-test, and one-sample t-test. The results revealed that: 1) students’ mathematics achievement after the intervention was significantly higher than before at the .05 level; 2) the post-instruction scores exceeded the 70% criterion, but the difference was not statistically significant at the .05 level; 3) 69.20% of the students demonstrated a high level of mathematical connection skills-accurate, complete, and clear-while 19.20% showed mostly complete and clear connections, and 11.50% showed partial and moderately clear connections; and 4) students’ overall work commitment after the intervention was at the highest level.</p>2025-06-28T00:00:00+07:00Copyright (c) 2025 Journal of Education Yala Rajabhat Universityhttps://so08.tci-thaijo.org/index.php/jeduyru/article/view/4714Developing English Vocabulary Reading and Spelling Skills Using a Word Sorting Game2025-06-20T09:15:10+07:00Ilham Walohilhamwaloh2020@gmail.comAncharika Janjulaancharika.j@yru.ac.thNiburna Ma-saeanirut6368@gmail.com<p>This study aimed to: 1) develop and determine the effectiveness of a word-ordering game for Grade 2 students based on the 80/80 criterion; 2) compare students’ learning achievement before and after using the word-ordering game; and 3) examine students’ satisfaction with learning through the game. The sample consisted of 28 Grade 2/1 students from Ban Inthanin School during the first semester of the 2024 academic year. The research instruments included: 1) a word-ordering game, 2) a learning achievement test, and 3) a satisfaction questionnaire. The data were analyzed using percentage, mean, standard deviation, and dependent t-test. The research findings revealed that: 1) the developed word-ordering game, designed to enhance English vocabulary pronunciation skills of Grade 2 students at Ban Inthanin School, achieved an effectiveness score of 80.71/82.50, which exceeded the set criterion of 80/80; 2) students’ post - learning achievement scores were significantly higher than their pre-learning scores at the .05 level (<img src="https://latex.codecogs.com/svg.image?\bar{x}" alt="equation" /> = 5.46, S.D. = 0.22); and 3) students’ satisfaction with the word-ordering game was at the highest level (<img src="https://latex.codecogs.com/svg.image?\bar{x}" alt="equation" /> = 4.56, S.D. = 0.79).</p>2025-06-29T00:00:00+07:00Copyright (c) 2025 Journal of Education Yala Rajabhat Universityhttps://so08.tci-thaijo.org/index.php/jeduyru/article/view/4596Developing the Ability to Write and Read True Consonant Clusters Using Multimeadia and Gamification for Grade 3 Students at the Demonstration School of Songkhla Rajabhat University 2025-05-28T15:23:31+07:00Chanida Inwaranon644193006@parichat.skru.ac.thHathairat Srichaichanahathairat.sr@skru.ac.thNatharatchutha Chaisawatnatharatchutha.ch@skru.ac.th<p>This research aimed to 1) develop the ability to write and read true consonant clusters among Grade 3 students after using multimedia combined with gamification, and 2) compare the students’ ability to write and read true consonant clusters before and after using multimedia combined with gamification. The sample group consisted of 8 Grade 3 students enrolled in the first semester of the academic year 2024 at the Demonstration School of Songkhla Rajabhat University. The participants were purposively selected based on their performance in reading and writing true consonant clusters as assessed by the Thai language teacher. The research instruments included: 1) five lesson plans on writing and reading true consonant clusters, 2) sixteen sets of exercises on writing and reading true consonant clusters, 3) multimedia combined with gamification, and 4) a test on writing and reading true consonant clusters consisting of 10 multiple-choice questions and 20 subjective questions. Data were analyzed using median, interquartile range, and the Wilcoxon Matched Pairs Signed-Ranks Test. The results showed that: 1) the development of writing and reading abilities in true consonant clusters using multimedia combined with gamification was at a good level, and 2) the students’ abilities to write and read true consonant clusters after the intervention were significantly higher than before, with statistical significance at the 0.05 level.</p>2025-06-30T00:00:00+07:00Copyright (c) 2025 Journal of Education Yala Rajabhat Universityhttps://so08.tci-thaijo.org/index.php/jeduyru/article/view/4594Developing Grade 4 Students’ Spelling Skills in Mae Kob Pattern Words Using a Ruler Tool and Practice Exercises2025-05-28T10:29:18+07:00Nitchamon Detthongchanbanana0936699012@gmail.comPatchayakorn Poonkatepatchayakorn.po@skru.ac.thSophon ChaiwatthanakunwanichSophon.ch@skru.ac.th<p>This research aimed to: 1) develop the spelling skills of Grade 4 students in writing words with final consonants under the Mae Kob pattern using a ruler tool and practice exercises; and 2) compare the students’ spelling achievement in Mae Kob pattern words before and after using the ruler tool and practice exercises. The sample consisted of seven Grade 4 students at Wat Ang Thong School, Mueang Songkhla District, Songkhla Province, in the first semester of the 2024 academic year. These students had spelling difficulties specifically related to Mae Kob pattern words and were selected using purposive sampling. The research instruments were: 1) lesson plans, 2) a ruler tool, 3) practice exercises, and 4) a spelling test. The data were analyzed using the Index of Item–Objective Congruence (IOC), median, interquartile range, and the Wilcoxon Matched Pairs Signed-Ranks Test. The results showed that: 1) the students’ spelling skills in writing Mae Kob pattern words after using the ruler tool and practice exercises were at a good level; and 2) the students’ post-test scores were significantly higher than their pre-test scores at the .05 level of statistical significance.</p>2025-06-30T00:00:00+07:00Copyright (c) 2025 Journal of Education Yala Rajabhat Universityhttps://so08.tci-thaijo.org/index.php/jeduyru/article/view/4604Development of Writing Single Sentences in Thai Using Skill Training in Conjunction with E-Book Media for Students with Hearing Impairments, Grade 12, Songkhla School for the Deaf2025-06-06T09:34:53+07:00Atittaya Kaewpayos644193028@parichat.skru.ac.thSophon ChaiwatthanakunwanichSophon.ch@skru.ac.thPatchayakorn Poonkatepatchayakorn.po@skru.ac.th<p>This research aimed to: 1) develop the skill of writing simple sentences in Thai using skill training combined with E-Book media for students with hearing impairments, and 2) compare the writing skills of simple Thai sentences before and after using the skill training and E-Book media. The population consisted of Grade 12 students with hearing impairments in the first semester of the 2024 academic year at Songkhla School for the Deaf. The sample group included 8 Grade 12/2 students with hearing impairments without multiple disabilities. The research instruments included: 1) ten lesson plans on writing simple Thai sentences, 2) one set of pre-test and post-tests, 3) one set of E-Book media on writing simple Thai sentences, and 4) one set of skill training materials on the same topic. The statistics used for data analysis were median, interquartile range, percentage, and mean. The research findings revealed that: 1) students with hearing impairments without multiple disabilities in Grade 12/2 at Songkhla School for the Deaf achieved an average score higher than the 70 percen benchmark, and 2) their academic achievement after the lessons using the skill training and E-Book media was higher than before the instruction, reaching 70 percent.</p>2025-06-30T00:00:00+07:00Copyright (c) 2025 Journal of Education Yala Rajabhat Universityhttps://so08.tci-thaijo.org/index.php/jeduyru/article/view/4595The development of reading skills of the 5th grade students of Thesaban 1 School (Ban Khao Kaew) using reading skills exercises combined with bingo games2025-05-28T10:29:04+07:00Sofeeya Wansuya.sofeeya@gmail.comHathairat Srichaichanahathairat.sr@skru.ac.thNatharatchutha Chaisawatnatharatchutha.ch@skru.ac.th<p>This research aimed to: 1) develop the reading skills of words with final consonant clusters of the <em>Mae-Kod</em> group for Grade 5/2 students at Tessaban 1 (Ban Khao Kaew) School by using reading skill exercises combined with a bingo game, and 2) compare students' reading skills of <em>Mae-Kod</em> final consonant words before and after using the reading skill exercises with the bingo game. The population consisted of 27 Grade 5/2 students in the first semester of the 2024 academic year. The sample group included 8 students selected purposively. The research instruments consisted of: 1) six lesson plans to develop reading skills of <em>Mae-Kod</em> final consonant words, 2) a reading ability test on <em>Mae-Kod</em> final consonant words, 3) a set of reading skill exercises, and 4) a bingo game on <em>Mae-Kod</em> final consonant words. Data were analyzed using median, interquartile range, and the Wilcoxon Matched Pairs Signed-Ranks Test. The results showed that: 1) the development of reading skills using reading skill exercises with the bingo game was at a good level, and 2) the students’ reading skills after the implementation were significantly higher than before at the .05 level.</p>2025-06-30T00:00:00+07:00Copyright (c) 2025 Journal of Education Yala Rajabhat University