Main Article Content
The objectives of this research were to 1) synthesis the Buddhist method focused on active learning (BMAL) process 2) compare logical thinking ability before, between, and after learning management 3) compare mathematical learning habits of mind before and after learning management, and 4) study work commitment after learning management. Key informants were 5 high school teachers expert on mathematical learning management and Buddhist method. Research samples were 38 Matthayomsuksa 6 students at the second semester of academic year 2020 of Rachineeburana School, Nakhon Pathom province. Research design was one-group pretest-posttest design mixed with time series design. Research tools consisted of 1) assessment form of suitability, theoretical consistency and possibility of implementation 2) lesson plan 3) logical thinking test 4) mathematical learning habits of mind test and 5) work commitment evaluation form. Statistical data analysis used were arithmetic mean, standard deviation, t-test, and repeated measure analysis of variance.
The results of this research founded that 1) the BMAL process entitle of “METHA” comprised of 5 steps of learning management : mental readiness (M), explore the content (E), trust on investigation (T), human interaction (H) and assessment & conclusion (A), with suitable, theoretical consistency, and possibility of its implementation at the highest level, 2) logical thinking ability of Matthayomsuksa 6 students after learning management by BMAL was higher than between learning, and logical thinking between learning was higher than before learning at 0.05 statistical significant, and there was an upward trend, respectively 3) mathematical learning habits of mind of the students after learning management by BMAL was higher than between and before learning at 0.05 statistical significant, and 4) work commitment of the students after learning management by BMAL was at a good level.
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