Mahamakut Buddhist University

Penelitian ini dilatar belakangi oleh siswa yang suka bermain gaple disaat jam pelajaran khususnya pada pelajaran bahasa Arab yang akan menjadikan bahan evaluasi belajar siswa, bahwa dampak tersebut menjadikan sikap siswa kurang dan nilai menurun, maka hal ini menjadi alasan penyebab permasalahan dalam penelitian ini. Penelitian ini dilaksanakan di MTs Nahdotut Talamidz Jombor Tambak Banyumas, jumlah siswa yang diteliti 20 siswa. Penelitian ini bertujuan untuk mengukur hasil belajar dan etika siswa dalam belajar bahasa Arab. Penelitian ini menggunakan metode penelitian kuantitatif dengan jenis penelitian “One Group Pretest-Posttest Design”. Hasil penelitian ini memberikan kemajuan pada nilai bahasa Arab siswa dan meberikan pengarahan dalam merubah etika belajar, hal ini dibuktikan dengan pemghitungan uji normalitas dengan KolmogorovSimonov test diperoleh nilai Asymp. Sig. (2-tailed). Sebesar 0,200 lebih besar dari 0,05. Data berdistribusi normal dan didukung dengan uji t, sig. sebesar 0,000 < 0,05, maka H0 ditolak dan Ha diterima. Sehingga dapat disimpulkan bahwa ada perbedaan rata-rata antara hasil belajar Pre Tes dengan Post Test, yang artinya ada pengaruh penggunaan media gaple pada pembelajaran bahasa Arab.

Reading comprehension is an essential skill for academic achievement and lifelong learning, yet challenges persist among primary-level learners in the Philippines, particularly in the remote barangays of Manticao, Misamis Oriental. This study investigated the impact of interactive reading activities on developing reading comprehension skills among Grade 4 learners at Mahayahay Integrated School. The research focused on interactive methods such as story sequencing, drama role-playing, and questioning strategies to enhance student engagement and comprehension. The study is grounded in three theoretical frameworks: Interactive Reading Theory, Constructivist Learning Theory, and Social Learning Theory, all of which emphasize active engagement, collaboration, and meaningful learning experiences. By applying these theories, the research examined how interactive reading activities influence the reading proficiency of learners, specifically focusing on pretest and posttest scores using the Phil-IRI assessment tool. Findings revealed a significant improvement in reading comprehension scores following the intervention. The majority of students progressed from the Frustration Level to the Instructional Level, indicating the effectiveness of story sequencing in enhancing reading skills. These results underscore the importance of incorporating interactive and engaging reading activities into the curriculum to improve reading comprehension and foster a love of reading among primary-level learners.This study highlighted the potential of interactive reading methods in improving literacy and provides actionable insights for educators, administrators, and policymakers in the Manticao District and beyond.

Buddhist ordination involves significant lifestyle changes including meal timing, diet, and sleep patterns, yet short-term physiological effects remain poorly understood. This study examined effects of two-week ordination on dietary intake, body composition, and sleep quality in newly ordained Thai Dhammayut monks. Fifty-two participants (mean age 30.03 ± 1.13 years; BMI 26.70 ± 0.46kg/m²) underwent assessments at baseline, one week, and two weeks post-ordination. While total energy intake remained stable, macronutrient composition shifted significantly: protein decreased > 20%, sugar nearly doubled, and fiber increased substantially. Body composition improved with reductions in weight, BMI, waist and hip circumference. Muscle mass modestly decreased while body fat percentage and visceral fat remained stable. Sleep quality improved significantly, particularly sleep latency and subjective restfulness, despite unchanged efficiency. Findings suggest Buddhist ordination may produce beneficial short-term physiological adaptations similar to time-restricted eating. Though improvements in abdominal adiposity and sleep quality were observed, declining muscle mass highlights nutritional adequacy concerns. Monastic routines may provide culturally appropriate frameworks for structured lifestyle interventions.

This study employed a user experience (UX) research approach to investigate students' interactions with an AI-driven diagnostic and tutoring system in real mathematics classrooms across six regions of Thailand. The system featured a five-level diagnostic structure and personalized learning interventions tailored to diverse performance levels. Using a stratified random sampling method, 294 Grade 7 students from 14 schools participated in the study. Data was collected using a validated Learner Feedback and Usability Questionnaire to capture perceptions of appropriateness, usability, and satisfaction. Results showed that 98% of students agreed with their assigned diagnostic level, and 81% expressed confidence in the system’s feedback and recommendations. While the average satisfaction rating was 3.5 out of 5, 22% of students did not engage with supplementary materials, and 15.92% reported dissatisfaction due to usability challenges. The findings provide practical insights into integrating AI tools in education, highlighting the system’s potential to enhance personalized learning and areas for UX-based improvement, including more precise navigation and adaptive content delivery.

Aim. This study aimed to develop and validate a social competencies scale (SOCS) for undergraduate students and examine the mean differences in SOCS across gender and family income. Methods. This cross-sectional study comprised six stages. Stage I: Items Generation and Selection, the initial SOCS was constructed through literature reviews. Stage II: Expert Reviewing, the items were further reviewed by experts to ensure content validity, clarity, and alignment with theoretical constructs. Stage III: Pilot Study, a pilot study was conducted with 20 undergraduate students. Feedback from this study was used to refine the wording and structure of the items. Stage IV: Construction of SOCS, this survey was administered to students from 15 universities in Thailand using a 5-point Likert scale. Exploratory Factor Analysis (EFA) was performed on responses from 955 students to identify the structure of SOCS. Stage V: Scale Validation, the SOCS measurement model was tested for reliability and construct validity using Confirmatory Factor Analysis (CFA). Stage VI: Comparison of Means Difference, independent t-test and ANOVA were conducted to compare mean differences in SOCS. Results. The final SOCS model included six latent factors: self-responsibility (SRS), social relationships (REL), self-awareness (AWR), teamwork-building (TWB), social networking (NET), and communication (COM). The second-order CFA of SOCS fits the data adequately. Female students scored higher on SRS, REL, TWB, and COM, indicating significant gender differences but there was not significantly impacted by family income. Conclusions. The results of this study demonstrated the basic psychometric properties of a new questionnaire to measure social competencies for undergraduate students that can be applied in similar contexts.

<ns3:p>Background: Atopic dermatitis is a chronic inflammatory allergic disease linked to sleep disturbances in infants, often causing agitation in children and concern for parents. Aims: This research aimed to evaluate the topical application of chamomile and oserin oil on improving atopic dermatitis healing in Iran. Methods: It was a randomized double-blind clinical trial involving 52 infants (26 in the test group and 26 in the control group) aged from birth to 12 months. Drug usage was thoroughly explained and instructed, with scores assigned and medication prescribed for two weeks.The test group were given 60 cc of chamomile oil, while those in the control group received 60 cc of Oserin for treatment at no cost. Follow-up assessments were scheduled at zero, 7, and 14 days post-treatment, with recorded data. Improvement in infants' skin conditions was assessed using the Scorad index. Data analysis was performed using the SPSS version 24 software, including group statistics, independent sample tests, paired sample tests, and chi-square tests. Results: The study revealed no significant statistical difference in the severity and extent of atopic dermatitis between the two groups in preintervention(P&gt;0.05). However, qualitative and quantitative aspects of atopic dermatitis treatment in the test group were statistically significant, with no observed side effects during the study(P&lt;0.001). Conclusion: The clinical study highlighted significant and definite benefits of this treatment, including alleviation of skin itching, hydration of dry skin, and overall skin restoration, without necessitating additional drug usage due to acute side effects.</ns3:p>

This research explores teachers' perceptions of AI-generated English lesson plans specifically designed for students with intellectual disabilities. The objective is to assess the effectiveness and usability of AI tools, namely ChatGPT, in enhancing lesson planning for this unique student population. A mixed-methods approach was employed, combining qualitative interviews and quantitative surveys with 14 teachers who work with students with intellectual disabilities. The findings reveal a general satisfaction among teachers regarding the innovative ideas and time-saving benefits of AI-generated lesson plans. However, challenges were identified, including the inability of the AI to create multimedia content, discrepancies in formatting with government standards, and a lack of specificity in assessments. These insights highlight the potential of AI tools to support teachers while also underscoring the need for professional development and training to address the limitations encountered. The study concludes that while AI-generated lesson plans can enhance teaching practices, further research and support are essential to optimize their integration in special education settings.

Objective: The Cortical bone formation at enthesial sites of ligament attachments to the sphenoid bone is indeed multifactorial, involving various biological, mechanical, and biomechanical processes. The present study is aimed to observe the ossified ligaments of sphenoid bone of skull manifesting various neurological complications. Methods: An observational study conducted on sphenoid bones of 36 dried human skulls of unknown gender and age procured from the Department of Anatomy at Gautam Buddha Chikitsa Mahavidyalaya, Dehradun and People’s College of Medical Sciences and Research Centre, Bhopal. These bones were observed for enthesopathic modifications in their ligaments. Results: The present study showed ossified caroticoclinoid ligament (intra cranial ligament) predominated by 41.66% followed by pterygospinous ligament ossification (extra cranial ligament) with total 38.88% prevalence. Conclusion: Altered morphology of sphenoid bone knowledge is a must for neurosurgeons and orthopedic surgeons while operating at these sites to avoid hindrances and has scope for newer approaches for better prognosis.

This research uses the Research and Development (R&amp;D) methodology to develop “The Online Self-Training Program for Empowering Teachers' Learning to Enhance Students' Accountability Skills” to be effective according to the research hypothesis set out. It is a program that consists of development projects for learning of the teacher and the project for teachers to use learning outcomes to develop students with characteristics according to the specified indicators. Results of testing the program's effectiveness from experimental research in the first project found that teachers in the experimental group had learning results according to the standard criteria of 90/90 and the mean score from the test results after the experiment was significantly higher than before the experiment. The results of the experimental research in the second project found that students who were the target group for development had a considerably higher average score from the post-experiment evaluation than before the experiment. The research results are therefore following the established research hypothesis. It shows that “The Online Self-Training Program for Empowering Teachers' Learning to Enhance Students' Accountability Skills” has confirmed its effectiveness. This program can therefore be used for the benefit of teachers and students in schools who are the target population for disseminating research results.