Multiperspective Pedagogy Innovation in Indigenous History to Enhance Happiness Historical Consciousness of Secondary School Students in the Cultural Diversity Area of Thailand

Abstract

The objectives of the research at this time were to 1) study the multiperspective pedagogy innovation in indigenous history guideline to enhance happiness historical consciousness, 2) innovate multiperspective pedagogy innovation in indigenous history to enhance happiness historical consciousness of secondary school students in the cultural diversity area of Thailand, and 3) study the results of applying multiperspective pedagogy innovation in indigenous history to enhance happiness historical consciousness of secondary school students in the cultural diversity area of Thailand. This was action research. Samples used included 1) 15 social studies and history teachers, 2) 5 specialists in social studies education, and 3) 329 secondary students in upper northern Thailand, 349 in total. Research tools used included 1) a semi-structured interview, 2) a quality assessment form for the E-learning package, 3) a questionnaire on happiness historical consciousness, and 4) notes on group conversations. Content analysis was applied to qualitative data analysis and quantitative data was analyzed using statistical software to calculate means and standard deviation values. The results are shown below: 1) In studying the model of multiperspective pedagogy innovation in indigenous history to enhance happiness historical consciousness, it was found that hybrid learning should be applied to the model and should focus on organizing the learning management system that promotes and allows students to develop themselves to understand social conditions, trends, and problems related to living in a future society by asking questions about social phenomena. The model of learning management was called the MITH Model of Multiperspective Pedagogy Innovation in Indigenous History. The model consisted of 1) motivation, 2) independent learning issue, 3) task-based learning, and 4) holistic approach. The purposes of the model were to encourage students to adjust themselves socially, encourage them to ask questions as lifelong learners, to live with other people peacefully, and encourage them to adopt philosophy so they can live balanced lives., 2) In creating multiperspective pedagogy innovation in indigenous history to enhance happiness historical consciousness of secondary school students in the cultural diversity area of Thailand, the study found that multiperspective based history learning innovation to enhance happiness historical consciousness which had been developed was in the form of E-learning package which consisted of lesson plans and Google Classroom. The E-learning package was the highest in quality which indicates that the E-learning package can be effectively applied to multiperspective based history learning innovation to enhance happiness historical consciousness of secondary school students in the cultural diversity area of Thailand. And 3) In studying the results of using multiperspective pedagogy innovation in indigenous history to enhance happiness historical consciousness of secondary school students in the cultural diversity area of Thailand, it was found that students who participated in the multiperspective based history learning activity were at the highest level of happiness historical consciousness. From the assessment, the developed learning management system helped to instill happiness historical consciousness into students, making them proud of being active citizens who can perceive our global society in the future from a multiperspective.