Transforming History Teaching on Ancient Kingdoms History of Thailand Using Inquiry-Based Learning Combined with Magic If Techniques to Promote Archaeological Literacy of Vocational Certificate Students

Abstract

This research is a research and development (R&D) study with the objectives to: 1) examine the requirements, 2) develop teaching methods, 3) evaluating the effectiveness, and 4) assessment the implementation of history teaching on ancient kingdoms of Thailand using inquiry-based learning combined with the Magic If technique to enhance archaeological literacy among vocational certificate students. The research instruments included: 1) an interview form to assess teaching design needs, 2) an assessment form for the appropriateness of the learning activity set, 3) an assessment form for archaeological literacy, and 4) a questionnaire on student opinions. The target group comprised 53 students, along with five teachers and administrators. Analyze quantitative data using mean and standard deviation, and analyze qualitative data through content analysis. The research findings revealed that: 1) Teachers and students expressed a need for instructional development in history courses, research findings revealed that: 1) Teachers and students expressed a need for instructional development in history courses, emphasizing diverse learning processes rather than rote memorization. 2) A learning activity set was designed, consisting of three learning activities with a total duration of seven hours. The appropriateness evaluation yielded the Excellent of agreement (M=4.93, SD=0.11). 3)The post-learning assessment results indicated that students' overall archaeological literacy was at the Excellent (M=4.59, SD=0.23). 4)The evaluation of instructional implementation showed that student satisfaction was at the Excellent (M=4.89, SD=0.07).