Ethno-Pedagogy Learning Management Innovation Through Indigenous Herbal Knowledge to Promote Green Citizenship of Students in the Greater Mekong Subregion Area

Abstract

This research project aimed to: 1) study the process of transferring indigenous herbal knowledge in the Greater Mekong Subregion area; 2) design and develop an ethno-pedagogy learning management innovation through indigenous herbal knowledge to promote green citizenship of students in the Greater Mekong Subregion area; and 3) investigate the results of using the ethno-pedagogy learning management innovation through indigenous herbal knowledge to promote green citizenship of students in the Greater Mekong Subregion area. This study employed a Participatory Action Research (PAR) approach. The research sample comprised three groups, totaling 127 participants: 1) 20 individuals who provided data on the process of transferring indigenous herbal knowledge, selected using Snowball Sampling; 2) 7 evaluators for the suitability of the learning management innovation, selected using Purposive Sampling; and 3) 100 students for the experimental use of the learning management innovation, also selected using Purposive Sampling. The research instruments included: 1) in-depth interview forms; 2) an evaluation form for the suitability of the learning management innovation; 3) a green citizenship assessment form; and 4) group discussion record forms. Qualitative data were analyzed using Content Analysis, while quantitative data were analyzed using statistical software to determine means and standard deviations. The results of the analysis are presented in a descriptive format. 1) The study of the process of transferring indigenous herbal knowledge in the Greater Mekong Subregion area can be categorized into three approaches: 1) the process of transferring indigenous herbal knowledge utilized for medicinal purposes, 2) the process of transferring indigenous herbal knowledge utilized for culinary purposes, and 3) the process of transferring indigenous herbal knowledge utilized for cosmetic purposes. 2) In designing and developing the ethno-pedagogy learning management innovation through indigenous herbal knowledge to promote green citizenship of students in the Greater Mekong Subregion area, it was found that the research team designed a learning management innovation called CMIL of learning management approach through indigenous herbal knowledge, which was deemed to be at the highest level of appropriateness. 3) The study of the results of using the ethno-pedagogy learning management innovation through indigenous herbal knowledge to promote green citizenship of students in the Greater Mekong Subregion area revealed that students exhibited a high level of green citizenship.