Proceeding ICER 9

Education for Sustainable Development 151 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 The Influence of Multicultural Blending on Music Education in Chinese Universities Shuying Jian1 ABSTRACT The objective of this study is to examine the influence of multicultural blending on musiceducation in Chinese universities. Music is a fundamental subject in higher education and plays acritical role in students’ musical training and theoretical courses. In the current context of multicultural integration, music culture has been integrated into all aspects of society and has also affected traditional music. To promote cultural innovation, music education in Chinese universities needs to establish an innovative teaching concept that helps students develop an innovative learning approach, enhance music literacy, and lay the foundation for their future social development in fusion music. This study analyzes music education in Chinese universities under the integration of diverse cultures and offers corresponding recommendations. The study concludes that contemporary multicultural integration in music education in Chinese universities needs to enhance innovation awareness and promote the cultivation of music culture connotation.As society evolves, the education system should be optimized to create a diversified language environment that offers a better music platform. The results of this study will contribute to the improvement of music education curricula in Chinese universities, enhancing students’ musical understanding and appreciation in a multicultural context. Keywords: Multicultural Blending, Music Education, Innovative thinking 1 Corresponding author. E-mail: [email protected] Ph.D. Student, College of Music Mahasarakham University, Thailand.

The 9th International Conference 152 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Design and Implementation of Online Music Teaching under the Background of Closed Isolation for Epidemic Prevention and Control Wang Lili,Wang Tinghuai, Ban Junrong ABSTRACT The author tried to design a set of “Design and Implementation of Music Teaching under the Closed and isolated Background of Epidemic Prevention and Control” based on the principles and skills of music facilitation and combined with the isolation environment of some students in Dongguan Campus of Guangzhou Xinhua College. Through the analysis of the results, we can understand the extent to which the online music guidance can relieve some people’s bad emotions such as depression, anxiety and fear during major special periods, and make adequate coping means and theoretical basis for the upset emotions such as depression, anxiety and fear of the local people under major public events that may occur in the future. Students with mild depression, anxiety and other negative emotions were screened out by telephone interview with psychologists in isolation hotels and psychological scale test. Use wechat face-to-face group building to organize students into groups: In the case of isolation, use wechat face-to-face group building function to set up a group for students who are voluntarily registered and selected by the isolation point. The group name is called “Xinhua Glory 100 People Chorus”, and the words with the name of the school the students are studying are more cohesive, so that students feel the warm care from the school and teachers, and reduce the loneliness and loneliness of the heart. Use Tencent conference online teaching. According to the overall results after statistical analysis, during the epidemic isolation period, students grounded in the room for more than 3 days would appear anxiety, depression, fear and other bad emotions, affecting students’ normal cognition and causing inconvenience to life. The psychological counseling function of music plays an irreplaceable role in mental health education. Through online music courses and singing exercises, a large amount of empty time in the confined room during the isolation period of students is filled, and the depression and anxiety brought by the isolation are alleviated. 1. During the period of epidemic isolation, a set of “Music teaching on the Offline Background of closed isolation for Epidemic Prevention and Control” was designed according to the real situation. It was feasible to use online music lessons for music guidance under the intensive isolation of hotels; The teacher guides the students to understand their own state by teaching and singing songs, and positively adjusts the psychology; Students fill a lot of leisure time through song singing and singing practice, and help and relieve students’ anxiety, depression, fear and other nega- tive emotions generated during isolation. 2. In this case of intensive isolation in hotels, students voluntarily accept isolation, and Dongguan City provides good services and a smooth network. During the epidemic period, the hotel is isolated, and the network can realize the corresponding connectivity of isolation; 3. The average age of participating students is 20 years old. As young people yearn for a better life and love, choosing songs suitable for their age is conducive to empathy, easier to mobilize their enthusiasm and participation, and has a great relieving effect on the tension, depression and anxiety caused by isolation. Keywords: online music teaching during the epidemic, aesthetic education, music counseling, depression or anxiety, students of Guangzhou Xinhua University Corresponding author. [email protected] College of music, Mahasarakham University

Education for Sustainable Development 153 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Education for Sustainable Development (ESD) in Postmodernism: A Case Study of Japanese Value Manifestation in Vocational Education in Greater Mekong Sub-Region Country Reni Juwitasari1 ABSTRACT Realists believe vocational education and training (VET) serves global economic-oriented goals. Consequently, a Perennialism-based curriculum is implemented to emphasize market-relevant skills. In Mekong Region, the vocational education reality is expected to promote skilled labor, but it still needs to be improved. Since establishing Greater Mekong Sub-Region (GMS) in 1992, the presence of major power countries, such as Japan, is claimed to impact the Mekong Region’s economic activity significantly. Japan’s official development assistance (ODA) and vocational Education’s Japanese value, Kaizen, assist in improving human resources, especially with green skills. This research explicates the Kaizen value in Education for Sustainable Development (ESD) by balancing a 3-pillar of environment, socio-culture and economy in postmodernism in two emerging economic powers of the Mekong, Thailand and Vietnam, to promote knowledge, situational, and cultural relativism in developing meaningful green skills. This qualitative study used semi-structured interviews. Four respondents from four Thai and Vietnamese institutions were identified using purposive sampling techniques. The results found pragmatism underpinning-based Kaizen cultivated in Thai and Vietnamese VET has retained green skills and environmental awareness influenced by constructive culture. Critically, a postmodernism-based curriculum provides and arises a diverse truth in calling to decolonize local values from an absolute Western global agenda claim or Cosmo-localism. Keywords: ESD, VET, Japan, GMS, Postmodernism 1 Corresponding author. Address:, School of Social Innovation, Mae Fah Luang University, Disaster Resilience and Environmental Sustainability (DRES), Asian Research Center for International Development (ARCID), School of Social Innovation, Mae Fah Luang University E-mail: [email protected]

The 9th International Conference 154 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Implementing STEAM Education in Vietnamese Preschools: An Analysis of The National Early Childhood Curriculum Framework Viet-Nhi Tran1, Tuan-Vinh Nguyen1, Thi-Lam Bui2 ABSTRACT The aim of this article is to analyze the National Early Childhood Education (ECE) curriculum and propose recommendations for implementing STEAM education in Vietnamese kindergartens. The study’s primary research method is document analysis. According to studies worldwide, the STEAM approach has been researched and implemented in ECE as an educational innovation strategy for many countries. An analysis of the present Vietnamese National ECE revealed several parallels in its cross-cutting viewpoint with the STEAM education approach, indicating that it could be utilized in Vietnamese ECE to improve comprehensive education effectiveness in children. With the intention of presenting scenarios, several recommendations for implementing STEAM education in Vietnamese kindergartens were presented. Keywords: STEAM education, Vietnamese preschools, National Early Childhood Curriculum Framework Implementation, Early childhood education.

Education for Sustainable Development 155 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 The Development of Learning Achievement on the Exponent with Rational Degree of 11th Grade Students using Inquiry Cycle (5E) with Exercise Woranitipat Worakaensai1, Prasert Ruannakarn2, Panuwat Kiatnaruemol3 ABSTRACT The objectives for this research were: 1) to determine the efficiency of learning management on the Exponent with a rational degree of 11th-grade students using Inquiry Cycle (5E) with Exercise to meet the 75/75 criteria; 2) to compare learning achievements on the Exponent with the rational degree of 11th-grade students using Inquiry Cycle (5E) with Exercise between pre-test and post-test and 3) to study the satisfaction of 11th-grade students using Inquiry Cycle (5E) with Exercise. Based on cluster random sampling, the samples for this study were 33 students in 1 classroom of 11th-grade, 5/5 rooms, who attended Borabu School during the first semester of 2022. In addition, the study used four research tools, including lesson plans, exercises, tests, and a survey of learning management. The statistics for analyzing results were the average, standard deviation, and t-test for two dependent samples. The results showed that the efficiency of learning management on the Exponent with the rational degree of 11th-grade students using Inquiry Cycle (5E) with Exercise was 92.90/80.08, which was above the criteria of 75/75 as well as achievement of learning of post-test on the Exponent with the rational degree of 11th-grade students using Inquiry Cycle (5E) with Exercise was significantly higher than that of pre-test at 0.05. Moreover, the satisfaction of 11th-grade students on the management of learning using the Inquiry Cycle (5E) with Exercise was the most satisfactory level. Keywords: Achievement of learning, Inquiry Cycle (5E) with Exercise, Satisfaction 1Bachelor of Education Program in Mathematics, Mahasarakham University E-mail [email protected] 2Associate Professor, Faculty of Education, Mahasarakham University 3Senior Professional Level Teachers, Borabu School

The 9th International Conference 156 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Introduction In the twenty-first century, mathematics was essential because it allowed people to think creatively, logically, and methodically. It has a pattern and can attentively and thoroughly assess issues or circumstances, aiding in anticipation and planning. Make the appropriate choices and be able to put them to good use in everyday situations (Ministry of Education, 2017). Basic Curriculum Core Curriculum The 2008 Edition (Revised Edition 2017) considers the promotion of students who possess critical skills: educating students in critical thinking techniques, critically analyzing, the ability to solve problems creatively, use technology, communicate effectively, and collaborate may help them compete and coexist with the global population. The administration of literacy classes has not yet been as effective as it could have been. Students nationwide received an average score of 21.28 out of 100 on tests like the 2021 Ordinary National Educational Test (O-NET) for 12th graders, as can be seen. The standard average score is 20.06, while the topic average score is 20.06. Because the school’s average score is lower than the national average and this learning standard equals 15.73 points, it should be accelerated. Additionally, this standard has knowledge about exponential numbers with an exponential number (Borabu School, 2022). In order to give pupils an effective education, the management of mathematics learning in this content is required. Learners who engage in the inquiry cycle (5E) produce new knowledge. Change the learner’s own knowledge or concept by relating what you have learned to prior knowledge. They share information with each other. Using cyclical procedural processes to improve one’s understanding of oneself. Following is a teaching methodology focused on the pursuit of knowledge (5E) (Sindhpanon, 2019). The 5 steps are as follows: Step 1: Engagement. Introduce it into the lecture at this point to get students interested in the subject being discussed. Step 2: Exploration. At this stage, students must seek out their own information. Step 3: Explanation. The learner will contribute knowledge to the conversation at this point. guiding students through interconnected experiences Summary and thorough justification Step 4: Elaboration. At this step, students apply what they’ve learned to a new circumstance. Step 5: Evaluation. The learner checks to see if the principles they have learned are accurate. The mathematics instructional skill training is a document that will record the essence of each subject studied and use it for all the activities assigned to it, thus providing a document that will help to practice thinking and doing, which will result in greater success in the study (Thavikulsap, 2011), in line with the research of Chiangsakul (2014), which has been researched on the development of a series of mathematics learning activities using the quest-based teaching and learning model (5Es) as the basis for organizing learning activities. Adding, subtracting, multiplying, and dividing fractions showed that the math achievement of sixth graders after school was statistically significantly higher than before school at.05. Because of the aforementioned factors. Our goal is to raise academic performance. The Development of Learning Achievement on the Exponent with Rational Degree of 11th Grade Students Using the Inquiry Cycle (5E) with Exercise Acquiring information and sharing learning abilities. Linkages in knowledge are created. When you complete a skills training exercise, you can develop your abilities, gain experience, and determine whether there are any gaps in your knowledge right away after finishing the coursework. As a result, instruction and learning are more effective. As a result, it can aid in the development of students’ talents considering the significance of mathematics.

Education for Sustainable Development 157 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Objectives 1. To determine the efficiency of the learning management, the Exponent with rational degree of 11th on grade students using Inquiry Cycle (5E) with Exercise to meet the 75/75 criteria. 2. To compare achievements of the Exponent with rational degree of 11th grade students using Inquiry Cycle (5E) with Exercise between before and after learning. 3. To study the satisfaction of 11th grade students using Inquiry Cycle (5E) with Exercise. Methods 1. The population studied in this study consisted of 188 students in the 11th grade at Bora- bu School in Semester 1, 2022, with mixed-use classroom management. 2. Based on cluster random sampling, the samples for this study were 33 students who attended Borabu School during the first semester of the 2022 scholastic year, including 1 classroom of 11th grade, 5/5 rooms. 3. Innovations used in education included using Inquiry Cycle (5E) with Exercise and variables based on academic achievement and satisfaction with learning management. 4. The tools used in the research included (1) 6 lesson plans, (2) 6 skill training exercis- es, (3) achievement tests with 25 questions consisting of 4 multiple choices for 20 items and 5 subjective questions, and (4) a measure of satisfaction with 5 levels of 10 items. 5. Data analysis 1. Analyze the efficiency of learning management according to criteria 75/75 using the E1/E2 performance determination formula. 2. Analyze the results of the comparison of academic achievement between before and after learning, analyzed using the two dependent samples t-test. 3. Analyze the results of the study on student satisfaction with learning manage- ment by finding the average and standard deviation, and then interpreting the average according to the criteria and interpreting the average according to the following criteria (Srisaare, 2013: 102-103). An average of 4.50 – 5.00 is the most satisfied. The average of 3.50 – 4.49 is very satisfying. An average of 2.50 – 3.49 with moderate satisfaction. An average of 1.50 – 2.49 is less satisfied. An average of 1.00 – 1.49 with minimal satisfaction. Results 1) The efficiency of learning management on the Exponent with rational degree of 11th grade students using Inquiry Cycle (5E) with Exercise was 92.90/80.08, which was above the threshold of 75/75 shown in Table 1. According to Table 1, the average scores during study (E1) was 314.94 out of 339, representing 92.90% of the full score. E2 averaged 32.03 out of 40 points, representing 80.08% of the full score. This indicated the efficiency of knowledge-seeking learning management (5E) in combination with the skill training model of exponential numbers with exponential numbers as logic numbers. Secondary school year 5 (E1/E2) was equal to 92.59/80.08, which was higher than the set threshold of 75/75. 2) Achievement of exponential exponents in the number of logics of 5th graders after studying with a quest for knowledge management (5E) in combination with a skill training exercise, significantly higher than before class at the level of 0.05, shown in Table 2.

The 9th International Conference 158 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 According to Table 2, the P-value of the test was 0.00, which was significantly less than the 0.05 level, hence the achievement of students in the 5th grade after studying with the Quest for Learning (5E) in combination with the skill training exercise on exponential numbers as the number of logic was statistically significantly higher than pre-school at 0.05. 3) The satisfaction of 11th-grade students on the management of learning using the Inquiry Cycle (5E) with Exercise was the most satisfactory level. According to Table 3, students were satisfied with their studies by learning management in a quest for knowledge (5E) in combination with a skill exercise on exponential numbers. The 5th grade was very high ( = 4.4, SD = 0.90) when considered on a case-by-case basis, the highest level of satisfaction was observed. 4 of them, and to a large extent 6 items. Table 1 The efficiency of learning management on the Exponent with rational degree of 11th grade students using Inquiry Cycle (5E) with Exercise. Score Full Score S.D. Percentage of mean comparing 339 to full score Scores during study (E1) 40 314.94 9.50 92.90 Post test (E2) 32.03 The efficiency of learning 3.16 80.08 management (E1/E2) is 92.59/80.08. Table 2 Comparison of pre-school and post-school achievements of students by learning management (5E) in combination with a skill exercise on exponential numbers with logical numbers for Secondary School Year 5 Score N Full Score S.D. t P-value Pre test 33 40 10.12 2.63 38.35 .00* Post test 33 40 32.03 3.16 * P – value less than the 0.05 level of significance ( = 0.05) Table 3 Average and standard deviation of students’ s satisfaction on the Exponent with rational degree of 11th grade students using Inquiry Cycle (5E) with Exercise No. Satisfaction items S.D. Level of satisfaction 1 The presentation of the content has a good sequence of steps. It’s easy to understand the lessons. 4.55 0.62 the most satisfied 2 Bringing it into the lesson to arouse interest in the learner 4.48 0.76 very satisfying raises suspicions. Curious and eager to find out. 3 Teaching materials make it easy for students to understand 4.67 0.60 the most satisfied lessons. 4 Teachers are prepared to teach in a step-by-step, 4.76 0.44 the most satisfied easy-to-understand way.

Education for Sustainable Development 159 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 No. Satisfaction items S.D. Level of satisfaction 5 Teachers are clearly giving examples. Increase student 4.55 0.62 the most satisfied understanding 6 Students work methodically and thoughtfully. 4.33 0.85 very satisfying 7 Students are willing and willing to explain their knowledge 4.45 0.90 very satisfying when a friend comes to ask. 8 Students have the courage to exchange ideas with teachers 4.36 0.96 very satisfying and classmates. 9 Students are interested and active in their studies. 4.18 1.13 very satisfying 10 Students study mathematics with pleasure. 3.73 1.35 very satisfying Average 4.41 0.90 very satisfying Conclusions and Discussions This research developed an achievement of the Exponent with rational degree of 11th grade students via organizing with using Inquiry Cycle (5E) with Exercise. The results showed as follow. 1. The efficiency of learning management of the Exponent with rational degree of 11th grade students via organizing with using Inquiry Cycle (5E) with Exercise was 92.90/80.08, which was higher than the criteria 75/75. This means that the score from the Exercise during the course is 92.90% of the full score, and the score from post-test is 80.08% of the full score. This is because the researchers employ the Exponent with rational degree of 11th grade students via organizing with using Inquiry Cycle (5E) with Exercise, which is teaching tool that emphasizes the learners to think and learn by themselves by studying the Exercise. This can help them develop cognitive abilities and problem-solving skills, making them more successful. In addition, it has also undergone an updated review process from a research advisor and experts with extensive knowledge of mathematics curriculum, teaching, and research. This enables learners to improve their academic achievement associated with the theory of Master learning, resulting in learners achieving higher academic achievement. Although it took quite much time at the beginning to lay a basic knowledge, the time spent is gradually reduced to entering other unit lessons because learners have a strong basic knowledge (Bloom, 1968). It also provides high achievement to mathematics because they are subjects with systematic learning processes (Guskey, 1980). This is related with Masjaras (2546: 21), who reported that the exercise was learning tool for learners to develop skills in reading, thinking, analyzing, and writing, all of which are learning tool for solving problems in learners’ learning and developing learners’ knowledge, skills, and attitudes. Sintapanon (2008: 88-89) reported that the exercise help learners develop strong skills, leading to practicing immediately after each lesson and precisely understanding the subject. The exercise also was tool to support the lesson, textbook or teachings of the teacher and to practice learning skills, which are to strengthen the capabilities of learners to solve various problems. The result of this research was consistent with findings of Pinmun (2014: 110-115) on the effect of synthetization between inquiry cycle (5Es) and Polya’s problem solving process on the topic of application of linear equation with one variable for mathayomsuka II students. The efficiency was 80.56/80.56, which was higher than the specified criteria of 80/80. This was also consistent with the findings of Poolperm (2018: 59-62) conducting research on the development of mathematics achievement on probability using inquiry cycle (5E) for

The 9th International Conference 160 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 mathayomsuksa 3 of Borkruwittaya school. The results showed that the plan of mathematics learning management on probability using inquiry cycle (5E) for mathayomsuksa 3 had an efficiency of 87.37/73.05, which was higher than the criteria 70/70. The result of this research also consistent with the findings of Thippinit (2017: 65-70) on a study of the achievement in mathematical skills exercises by KWDL technique on problems solving involving addition, subtraction, multiplication, and division for prathomsuka 3 students at Ban Samakkitham School Nakhon Si Thammarat. The results showed that the efficiency of math exercise with KWDL technique for prathomsuka 3 students met the criteria of E1/E2, which was 87.33/84.33. 2. Students who learned about the Exponent with rational degree of 11th grade students via organizing with using Inquiry Cycle (5E) with Exercise had significantly higher post-test achievement than pre-test at .05. This is because the researchers employed the Exponent with rational degree of 11th grade students via organizing with using Inquiry Cycle (5E) with Exercise, which was teaching tool that emphasizes the learners to practice through exercise, in which teachers would guide them in creating knowledge systematically and with appropriate methods. As a result, students can actively construct or make their own knowledge, and that reality is determined by their experiences as a learner. This is consistent with the finding of Kammanee (2008: 44), reporting that students who learned about Inquiry Cycle (5E) can learn and seek knowledge on their own. The result was also related with Sunthorroj (2006: 131), demonstrating that the exercise allows students to better understand the lessons. Teachers have developed guidelines of teaching and learning for students. Moreover, the result of this research was associated with the findings of Pinmun (2014: 110-115) who conducted research on the effect of synthetization between inquiry cycle (5Es) and Polya’s problem solving process on the topic of application of linear equation with one variable for mathayomsuka II students. The results showed that the achievement and problem-solving skills in mathematics on the application of single-variable linear equations of the post-test were statistically significantly higher than that of pre-test at the level of 0.05. Furthermore, the result was also consistent with the findings of Chiangsakul (2014:150-155) on development of Mathematics learning activity package using the inquiry instructional model (5Es) on learning activities for addition, subtraction, multiplication, and division of fraction of sixth grade elementary students. The result revealed that the post-test achievement in Mathematics of sixth grade elementary students with a series of mathematics learning activities using the inquiry cycle (5Es) as the basis for organizing learning activities on addition, subtraction, multiplication, and division of fraction was significantly higher than that of pre-test at the level of .05. In addition, the result of this research also was consistent with the findings of Srisang. (2020: 111-120) who conducted research on the development of Mathematics skills exercises using KWDL technique to enhance problem solving ability on percentage for Prathomsuksa 5 students. The result showed that student who learnt about Mathematics exercises using KWDL technique to enhance problem solving ability on percentage had higher abilities to solve the problem than that of pre-test at .01. 3. Students were satisfied with using Inquiry Cycle (5E) with Exercise of 11th grade students at a very high level ( = 4.41, SD = 0.90). This is because the researcher utilized the Inquiry Cycle (5E) with Exercise on the Exponent with the rational degree of 11th grade students with interesting teaching materials. This made students understand the lessons easily and faster. Teachers prepared systematic teaching tools, which help students become more interested and active in their studies. Learning satisfaction has an influence on students during the teaching and learning sessions (Oliver, 1980; 1999). Keeves (1972: 53) showed that learners’ attitudes towards lessons are higher. If the learner is aware that their academic achievements are higher, their attitude towards the subjects learned will be greater. The result was also consistent with Sommai Suphapini (2008: 54) finding, which revealed that satisfaction is a feeling of a person and it

Education for Sustainable Development 161 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 occurs when a person receives what they want and causes the person to behave positively toward the stimulator or meet the goals they want, or does not have feelings in conflict with them. Moreover, this result was related to the report of Watcharintrangkun (2010: 42), showing that personal knowledge and preference for performing a particular activity with willingness, in which activity can satisfy the needs of that person and can motivate people to meet more and more success. It was also consistent with the findings of Chiangsakul (2014: 150-155) on the development of a series of mathematics learning activities using the quest-based teaching and learning model (5Es) as the basis for organizing learning activities on addition, subtraction, multiplication, and division of fraction of sixth-grade elementary students. The results revealed that students were satisfied with Mathematics learning activities using the Inquiry Cycle (5Es) on addition, subtraction, multiplication, and division of fraction at a very satisfying level. The result of this research was also consistent with finding of Poolperm (2018: 59-62) conducted research on the development of mathematics achievement on probability using inquiry cycle (5E) for mathayomsuksa 3. The results showed that students’ satisfaction after learning through the inquiry cycle (5E) on probability was an average satisfaction level of 4.17, which was in a very satisfying level. Furthermore, it was consistent with the findings of Srisang on the development of Mathematics skills exercises using the KWDL technique to enhance problem-solving ability on percentage for Prathomsuksa 5 students. The result demonstrated that the satisfaction of Prathomsuksa 5 students who learned with Mathematics Exercise using the KWDL technique to enhance problem-solving ability on percentage was in the most satisfaction level ( = 4.77, S.D.= 0.41). Suggestions 1. General suggestions 1.1 Learning management of the Exponent with the rational degree using Inquiry Cycle (5E) with Exercise is a teaching that emphasizes learners to think and try to seek knowledge for themselves from the exercise. Teachers must determine the timing of each steps of the activity to ensure that activities meet the time of the learning management plan. 1.2 Teachers must closely monitor activities, especially in step 2 (exploration and search). Students must be guided to try to learn from the exercises. 1.3 Teachers apply appropriately the Inquiry Cycle (5E) with Exercises with other topics. 2. Suggestions for further research 2.1 Mathematics exercises should be created and developed using various learning management techniques, many materials, and grade levels to improve Mathematics achievement. 2.2 Teachers need to create an environment within the classroom where they will conduct research so that they can properly prepare teaching materials. 2.3 Teachers should have online study materials such as Kahoot, Quizizz, etc. to apply them in teaching and learning. This can make the environment in the classroom more interesting. References Bloom, B. (1968). Learning for Mastery : Evaluation comment, 1(2), 1-5. Borabu School. (2022). Ordinary National Educational Test (O-NET) Report for the academic year 2021. Maha Sarakham: Borabu School Chiangsakul, P. (2014) The Development of Mathematics Learning Activity Package Using The Inquiry Instructional Model (5Es) on Learning Activities for Addition, Subtraction, Multiplication, and Division of Fraction of Sixth Grade Elementary Students. Chonburi:

The 9th International Conference 162 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Burapha University. Guskey, T. R. (1980). Mastery learning: Applying the theory. Theory Into Practice, 19(2), 104-111. Kammanee, T (2008). A variety of alternative instructional styles. Bangkok: Chulalongkorn University Press. Keeves J.P. Educational Environment and Student Achievement. Hawthorn, Victoria: Austra- lian Council for Educational Research. Masjaras, T. (2003). Innovative Education Series Exercises-Exercises- Skill Enhancement Exercises. Bangkok: Thanaukson. Ministry of Education. (2017). Indicators and Core Learning Strands Mathematics Learning Strand (Revised 2017) based on the Core Curriculum of Basic Education in 2008. Bangkok: The agricultural Co-operative Federation of Thailand. Oliver, R. L. (1980). A Cognitive Model of the Antecedents and Consequences of Satisfaction Decisions. Journal of Marketing Research, 17 (November), 460-469. Pinmun, J. (2014). The Effect of Synthetization Between Inquiry Cycle (5Es) and Polya’s Problem Solving Process on The Topic of Application of Linear Equation with One Variable for Mathayomsuka II Students. Chonburi: Burapha University. Poolperm, S. (2018). The Development of Mathematics Achievement on Probability Using Inquiry Cycle (5E) for Mathayomsuksa 3. Bangkok: Silpakorn University. Sintapanon, A., (2008). Organizing the Learning Process of Exercise. Bangkok: Chulalong- korn University Press. Sintapanon, A., Sukying, F., Weerakiatsuntorn, J. and Napharat, P. (2019). Variety of Teaching Methods to Improve the Quality of Thai Youth. Bangkok: 9119 Technique Printing. Srisaare, B. (2013). Preliminary Research. (2nd ed.). Bangkok: Suweeriyasan. Srisang, Y. (2020). The Development of Mathematics Skills Exercises Using KWDL Tech- nique to Enhance Problem Solving Ability on Percentage for Prathomsuksa 5 students. Maha Sarakham: Mahasarakham University Sunthorroj, W. (2006). Teaching Materials 0506702 Innovation for Learning. Maha Sara- kham: Mahasarakham University Suphapini, S. (2008). Development of Mathematic Exercise on Percentage of Prathomsuksa 5 Students. Ubon Ratchathani: Ubon Ratchathani Rajabhat University Thavikulsap, W. (2011). Media with basic education. Nonthaburi: Sukhothai Thammathirat Open University. Thippinit, N. (2017). The Achievement in Mathematical Skills Exercises by KWDL Tech- nique on Problems Solving Involving Addition, Subtraction, Multiplication and Divi- sion for Prathomsuka 3 Students at Ban Samakkitham School Nakhon Si Thammarat. Suratthani: Suratthani Rajabhat University Watcharintrangkun, J. (2010). The Development of Programmed Instruction Entitled “Kinds and Functions of Words in Thai Language” In Thai Strand For Matthatomsuksa 1 Students. Buriram: Buriram Rajabhat University.



THE ICER 2023 ORGANIZING COMMITTEE Host : Faculty of Education, Mahasarakham University Co-Hosts : 1. The Teachers Council of Thailand 2. The Southeast Asian Ministers of Education Organization (SEAMEO) 3. SEAMEO STEM-ED 4. Thailand Education Deans Council (TEDC) 5. Chevron Thailand Exploration and Production, Ltd. 6. Chevron Enjoy Science 7. Universitas Pendidikan Indonesia 8. Gyeongin National University of Education, Korea 9. Srinakharinwirot University 10. Burapha University 11. Naresuan University 12. Thaksin University 13. University of Phayao

Organizing Committee 1) Assoc.Prof.Dr.Chowwalit Chookhampaeng 2) Assist.Prof.Dr.Jiraporn Chano 3) Assoc.Prof.Dr.Songsak Phuseeorn 4) Assoc.Prof.Montree Wongsaphan 5) Dr.Watthanapong Khongsuebsor 6) Prof.Dr.Jame Chapman 7) Prof.Dr.Darren Hanson 8) Prof.Dr.Vanessa Dennen 9) Prof.Dr Xuân Phan Thi. H^ong 10) Prof.Dr.Curt Bonk 11) Assoc.Prof.Dr.Batiar Bin Mohamad 12) Dr.Herli Salim 13) Dr.Chi Cheng Wu, 14) Dr.Supriadi Supriadi 15) Dr.Chalie Patarapichayatham 16) Assoc.Prof.Dr.Yannapat Seehamongkon 17) Assoc.Prof.Dr.Ratchneewan Tangpakdee 18) Assist.Prof.Dr.Manit Asanok 19) Assist.Prof.Dr.Ratasa Laohasurayothin 20) Assist.Prof.Dr.Kanyarat Sonsupap 21) Dr.Araya Piyakun 22) Dr.Anurakpapop Meeton 23) Dr.Chanayuth Changpetch 24) Dr.Hemmin Thanapatmeemanee 25) Mr.Chirawut Achariyacheevin

Reviewing Committee Prof.Dr.Jame Chapman, Massey University, New Zealand Prof.Dr.Darren Hanson NEOMA Business School, Paris, France Prof.Dr.Vanessa Dennen Florida State University, USA Prof.Dr Xuân Phan Th.i H^ong Vietnam National University, Vietnam Prof.Dr.Curt Bonk Indiana University, USA Prof.Dr.Prachyanun Nilsook King Mongkut’s University of Techonolgy North Bangkok, Thailand Prof.Dr.Sumalee Chaijaroen Khon Kaen University, Thailand Prof.Dr.Jintavee Khlaisang Chulalongkorn University, Thailand Prof.Dr.Arunya Tuicomepee Chulalongkorn University, Thailand Assoc.Prof.Dr.Batiar Bin Mohamad Universiti Utara Malaysia, Malaysia Dr.Herli Salim Universitas Pendidikan, Indonesia Dr.Chi Cheng Wu, Kun Shan University, Taiwan Dr.Supriadi Supriadi Universitas Pendidikan, Indonesia Assoc.Prof.Dr.Prasert Ruannakarn Mahasarakham University, Thailand Assoc.Prof.Dr.Prasart Nuangchalerm Mahasarakham University, Thailand Assoc.Prof.Dr.Kanyarat Cojorn Mahasarakham University, Thailand Assoc.Prof.Dr.Pachern Kijrakarn Mahasarakham University, Thailand Assoc.Prof.Dr.Waraporn Erawan Mahasarakham University, Thailand Assoc.Prof.Dr.Pacharawit Chansirisira Mahasarakham University, Thailand Assoc.Prof.Dr.Wanida Pharanat Mahasarakham Rajabhat University, Thailand Assoc.Prof.Dr.Parichart Prasertsang Roi-Et Rajabhat University, Thailand Assist.Prof.Dr.Jatuphum Ketchatturat Khon Kaen University, Thailand Assist.Prof.Dr.Kowat Tesaputa Roi-Et Rajabhat University, Thailand Assist.Prof.Dr.Kanyarat Sonsupap Mahasarakham University, Thailand Assist.Prof.Dr.Panomporn Phoomchan Kasetsart University, Thailand Assist.Prof.Dr.Prasong Saihong Mahasarakham University, Thailand Assist.Prof.Veena Prachagool Mahasarakham University, Thailand Dr.Chalie Patarapichayatham Southern Methodist University, USA Dr.Araya Piyakun Mahasarakham University, Thailand

Proceeding Committee Assoc.Prof.Songsak Phuseeorn Assoc.Prof.Dr.Kanyarat Cojorn Dr.Penpisut Mitharat Assoc.Prof.Dr.Prasart Nuangchalerm Dr.Chanayuth Changpetch Mr.Pongthorn Asawaniwed Assoc.Prof.Dr.Waraporn Erawan Mr.Peter James Hoffman Assoc.Prof.Dr.Thapanee Seechaliao Miss.Chanasda Pudla Assoc.Prof.Dr.Ratchaneewan Tangpakdee Miss.Jutamas Putthasarawong Miss.Natpaphat Chanchaivong Assist.Prof.Dr.Thanadol Phuseerit Mr.Phacharapol Yumtaisong Assit.Prof.Dr.Kanyarat Sonsupap Miss.Nittaya Phantha Assist.Prof.Dr.Titiworada Polyiem Miss.Wanlaya Udonsawai Assist.Prof.Dr.Tatsirin Sawangboon Miss.Rungnapa Chantrathep Assist.Prof.Dr.Thatchai Chittranun Miss.Phatharaporn Chaonakorn Assist.Prof.Dr.Prasong Saihong Miss.Amorn Singphan Assist.Prof.Dr.Yada Thadanatthaphak Miss.Pornpet Sriweangya Assist.Prof.Dr.Chairat Choosakul Mrs.Rungthip Singporn Miss.Melinda Tuaypar Assist.Prof.Kokeit Kwunsakul Miss.Kannika Boonpikam Dr.Areerat Nonsuwan Miss.Wasinee Preechamras Dr.Wipanee Suk-Erb Dr.Dussadee Lebkhao Dr.Wannaporn Samranpat Brady





The 9th International Conference 170 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023