Nurul Aini Mohd Ahyan, Muhamad Musyrif Mazni, Hanifah Jambari, Nur Hazirah Noh@Seth, Mohamad Rasidi Pairan
Nowadays, the use of social media is increasingly widespread and pervasive, especially among students. Various useful information and resources can be obtained quickly due to the existence of social media. Recognizing the importance and the need for social media usage, this study aims to identify the perceptions of final-year students in the Technical and Vocational Education and Training (TVET) field at the School of Education, Universiti Teknologi Malaysia, regarding the use of social media in teaching and learning, specifically Twitter, Youtube, and Instagram. A quantitative approach was employed in this study, involving a sample of 75 respondents who completed a questionnaire to answer the research questions. Data analysis was performed using the Statistical Package for Social Science (SPSS) version 26 to obtain minimum values, percentages, and frequencies for the research questions. Regression analysis was also utilized to examine the effects of social media usage on students' skills, communication, and instructional content. Overall, the findings indicate that the 'Youtube' platform had a more positive perception in its use as a teaching media compared to 'Facebook' and 'Twitter' platforms. Additionally, the study reveals that the use of social media has a positive impact on improving students' skills (42.9%), communication (60.7%), and instructional content (51.5%). Abstrak: Penggunaan media sosial pada masa kini semakin luas dan menyeluruh terutamanya di kalangan pelajar. Pelbagai maklumat dan informasi yang bermanfaat boleh diperolehi dalam masa singkat setelah kewujudan media sosial ini. Melihat kepada kepentingan dan keperluan penggunaan media sosial, kajian ini dijalankan bagi mengenalpasti persepsi pelajar tahun akhir bidang pendidikan teknikal dan vokasional (TVET) di Sekolah Pendidikan, Universiti Teknologi Malaysia terhadap penggunaan media sosial dalam pengajaran dan pembelajaran yang merangkumi Twitter, Youtube dan Instagram. Pendekatan kuantitatif telah digunakan dalam kajian ini yang melibatkan sampel seramai 75 responden melalui satu soal selidik bagi menjawab persoalan kajian. Penganalisisan data dibuat dengan menggunakan perisian Statistical Package for Social Science SPSS Statistics (SPSS) versi 26 bagi mendapatkan nilai min, peratusan dan kekerapan bagi persoalan. Analisis regresi pula telah digunakan bagi melihat kesan penggunaan media sosial kepada kemahiran pelajar, komunikasi pelajar dan kandungan pelajaran. Secara keseluruhannya, dapatan kajian mendapati bahawa platform ‘Youtube’ mempunyai persepsi yang lebih baik dalam penggunaannya sebagai media pengajaran berbanding platform ‘Facebook’ dan ‘Twitter’. Selain itu, kajian juga menunjukkan bahawa, penggunaan media sosial memberikan impak positif terhadap peningkatan kemahiran pelajar (42.9%), komunikasi pelajar (60.7%) dan kandungan pelajaran (51.5%).
如今，社交媒体的使用越来越普遍，尤其是在学生中。由于社交媒体的存在，各种有用的信息和资源可以快速获得。认识到社交媒体使用的重要性和必要性，本研究旨在确定马来西亚科技大学教育学院技术和职业教育与培训(TVET)领域的最后一年级学生对教学和学习中使用社交媒体的看法，特别是Twitter, Youtube和Instagram。本研究采用了定量方法，涉及75名受访者的样本，他们完成了一份问卷来回答研究问题。使用社会科学统计软件包(SPSS)版本26进行数据分析，以获得研究问题的最小值，百分比和频率。回归分析也被用来检验社交媒体的使用对学生的技能、沟通和教学内容的影响。总的来说，研究结果表明，与“Facebook”和“Twitter”平台相比，“Youtube”平台在作为教学媒体的使用方面有更积极的看法。此外，研究显示，使用社交媒体对提高学生的技能(42.9%)、沟通(60.7%)和教学内容(51.5%)有积极影响。摘要:彭根南媒体社交媒体的社交媒体媒体，在社交媒体上的社交媒体媒体，在社交媒体上的社交媒体媒体，在社交媒体上的社交媒体媒体，在社交媒体上的社交媒体。Pelbagai maklumat dan informasi yang bermanfaat boleh diperolehi dalam masa singkat setelah kewujudan media social ini。马来西亚科技大学(Universiti technology Malaysia)，马来西亚科技大学(university of Malaysia)，马来西亚科技大学(university of Malaysia)，马来西亚科技大学(university of Malaysia)，马来西亚科技大学(university of Malaysia)，马来西亚科技大学(university of Malaysia)，马来西亚科技大学(university of Malaysia)，马来西亚科技大学(university of Malaysia)，马来西亚科技大学(university of Malaysia)Pendekatan kuantitatif telah digunakan dalam kajian ini yang melibatkan抽样调查了75名应答者的melaluu satu selidik bagi menjawab个人kajian。彭纳里桑数据发布彭纳里桑社会科学统计软件包SPSS统计(SPSS) version 26 bagi mendapatkan nilai min, peratusan dan kekerapan bagi personal。分析回归大众传媒，大众传媒，大众传媒，大众传媒，大众传媒。“Youtube”平台、“Youtube”平台、“Youtube”平台、“Youtube”平台、“Facebook”平台和“Twitter”平台。Selain itu, kajian juga menunjukkan bahawa, penggunaan media social memberikan impak positif terhadap peningkatan kemahiran pelajar (42.9%)， komunikasi pelajar (60.7%) dan kandungan pelajan(51.5%)。
{"title":"Persepsi Pelajar Tahun Akhir Bidang TVET Terhadap Penggunaan Media Sosial dalam Pengajaran dan Pembelajaran","authors":"Nurul Aini Mohd Ahyan, Muhamad Musyrif Mazni, Hanifah Jambari, Nur Hazirah Noh@Seth, Mohamad Rasidi Pairan","doi":"10.11113/itlj.v7.98","DOIUrl":"https://doi.org/10.11113/itlj.v7.98","url":null,"abstract":"Nowadays, the use of social media is increasingly widespread and pervasive, especially among students. Various useful information and resources can be obtained quickly due to the existence of social media. Recognizing the importance and the need for social media usage, this study aims to identify the perceptions of final-year students in the Technical and Vocational Education and Training (TVET) field at the School of Education, Universiti Teknologi Malaysia, regarding the use of social media in teaching and learning, specifically Twitter, Youtube, and Instagram. A quantitative approach was employed in this study, involving a sample of 75 respondents who completed a questionnaire to answer the research questions. Data analysis was performed using the Statistical Package for Social Science (SPSS) version 26 to obtain minimum values, percentages, and frequencies for the research questions. Regression analysis was also utilized to examine the effects of social media usage on students' skills, communication, and instructional content. Overall, the findings indicate that the 'Youtube' platform had a more positive perception in its use as a teaching media compared to 'Facebook' and 'Twitter' platforms. Additionally, the study reveals that the use of social media has a positive impact on improving students' skills (42.9%), communication (60.7%), and instructional content (51.5%).\u0000Abstrak:\u0000Penggunaan media sosial pada masa kini semakin luas dan menyeluruh terutamanya di kalangan pelajar. Pelbagai maklumat dan informasi yang bermanfaat boleh diperolehi dalam masa singkat setelah kewujudan media sosial ini. Melihat kepada kepentingan dan keperluan penggunaan media sosial, kajian ini dijalankan bagi mengenalpasti persepsi pelajar tahun akhir bidang pendidikan teknikal dan vokasional (TVET) di Sekolah Pendidikan, Universiti Teknologi Malaysia terhadap penggunaan media sosial dalam pengajaran dan pembelajaran yang merangkumi Twitter, Youtube dan Instagram. Pendekatan kuantitatif telah digunakan dalam kajian ini yang melibatkan sampel seramai 75 responden melalui satu soal selidik bagi menjawab persoalan kajian. Penganalisisan data dibuat dengan menggunakan perisian Statistical Package for Social Science SPSS Statistics (SPSS) versi 26 bagi mendapatkan nilai min, peratusan dan kekerapan bagi persoalan. Analisis regresi pula telah digunakan bagi melihat kesan penggunaan media sosial kepada kemahiran pelajar, komunikasi pelajar dan kandungan pelajaran. Secara keseluruhannya, dapatan kajian mendapati bahawa platform ‘Youtube’ mempunyai persepsi yang lebih baik dalam penggunaannya sebagai media pengajaran berbanding platform ‘Facebook’ dan ‘Twitter’. Selain itu, kajian juga menunjukkan bahawa, penggunaan media sosial memberikan impak positif terhadap peningkatan kemahiran pelajar (42.9%), komunikasi pelajar (60.7%) dan kandungan pelajaran (51.5%).","PeriodicalId":161558,"journal":{"name":"Innovative Teaching and Learning Journal","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126403446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mazlan Setapa, Nor Aishah Binti Abu Samah, Fatin Aliah Phang Abdullah, Abd Khamim Ismail, Mohamad Bilal Ali
Creativity and innovation in the teaching and learning process are critical at this time in order to produce a generation of first-class thinking students capable of competing in the twenty-first century and beyond in the era of Revolution 4.0. Nonetheless, some studies have found that students' use of the value of creativity is still low. Furthermore, creativity in the field of science differs from creativity in the field of art and artistic because learning science is more than just mastering science knowledge or simply following the prescribed procedures; rather, students must think beyond the existing knowledge and procedures in order to comprehend a phenomenon. As a result, the purpose of this study was to determine the impact of the Robotics Project-Based Physics Creative Module (MKFBPR) on the level of scientific creativity of students in Form 4 of a Full Boarding School (SBP). As part of the school's Robotics Club activities, this module was created using the Directed Creativity Model and Project-Based Learning. For eight weeks, this study used a quasi-experimental design with 33 students in the treatment group and 33 students in the control group. This study's sample consists of 4th grade students from two SBPs. The study's findings indicate that using MKFBPR can boost students' scientific creativity more than traditional methods. This study also shows that robotics club activities can help students improve their scientific creativity. Abstrak: Kreativiti dan inovasi dalam proses PdPc menjadi tuntutan penting pada masa ini untuk melahirkan generasi pelajar yang berfikiran kelas pertama supaya mampu bersaing dalam abad ke-21 dan seterusnya era Revolusi 4.0. Walaupun begitu, beberapa kajian mendapati penerapan nilai kreativiti dalam diri murid masih rendah. Tambahan pula, kreativiti dalam bidang sains berbeza dengan kreativiti dalam bidang seni dan artistik kerana pembelajaran sains bukan hanya menguasai pengetahuan sains atau hanya mengikut prosedur yang ditetapkan malah murid perlu berfikir melampaui pengetahuan dan prosedur sedia ada dalam proses memahami sesuatu fenomena. Oleh itu, kajian ini dijalankan bagi mengkaji keberkesanan Modul Kreatif Fizik Berasaskan Projek Robotik (MKFBPR) terhadap tahap kreativiti saintifik murid tingkatan 4 Sekolah Berasrama Penuh (SBP). Modul ini telah dibangunkan berasaskan Model Kreativiti Terarah dan Pembelajaran Berasaskan Projek sebagai salah satu aktiviti Kelab Robotik sekolah. Kajian ini dijalankan berpandukan reka bentuk kuasi-eksperimen yang melibatkan 33 orang murid kumpulan rawatan dan 33 orang murid kumpulan kawalan selama lapan minggu. Sampel kajian ini terdiri daripada murid tingkatan 4 dari dua buah SBP. Dapatan kajian menunjukkan bahawa penggunaan MKFBPR dapat meningkatkan tahap kreativiti saintifik murid lebih tinggi berbanding kaedah konvensional. Kajian ini turut membuktikan bahawa aktiviti kelab robotik dapat membantu meningkatkan tahap kreativiti saintifik murid.
在这个时候，教学过程中的创造力和创新是至关重要的，这样才能培养出能够在21世纪和4.0革命时代竞争的一流思维的学生。然而，一些研究发现，学生对创造力价值的利用程度仍然很低。此外，科学领域的创造力不同于艺术和艺术领域的创造力，因为学习科学不仅仅是掌握科学知识或简单地遵循规定的程序;相反，为了理解一个现象，学生必须超越现有的知识和程序去思考。因此，本研究的目的是确定基于机器人项目的物理创意模块(MKFBPR)对全寄宿学校中四学生科学创造力水平的影响。作为学校机器人俱乐部活动的一部分，该模块使用定向创新模型和基于项目的学习创建。在八周的时间里，这项研究采用了准实验设计，实验组有33名学生，对照组有33名学生。本研究的样本包括来自两个SBPs的四年级学生。研究结果表明，使用MKFBPR比传统方法更能提高学生的科学创造力。本研究还表明，机器人俱乐部活动可以帮助学生提高科学创造力。摘要/ abstract摘要:在revusi 4.0时代，我们将PdPc menjadi tuntunan和pada masa ini untuk结合在了一起，我们的研究结果表明:PdPc menjadi tuntunan和pada masa是一致的。Walaupun begitu, beberapa kajian mendapati penerapan nilai kreativiti dalam diri murid masih rendah。我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说。模块技术、技术、工程、机器人技术(MKFBPR)技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术、技术等。模块ini telah dibangunkan beraskan模型Kreativiti Terarah和Pembelajaran beraskan项目jek sebagai salah satu aktiviti Kelab Robotik sekolah。Kajian ini dijalankan berpandukan reka bentuk kuasi-eksperimen yang melibatkan 33 orange murid kumpulan rawatan dan 33 orange murid kumpulan kawalan selama lapan minggu。Sampel kajian ini terdiri daripada murid tingkatan 4 dari dua buah SBP。Dapatan kajian menunjukkan bahawa penggunaan MKFBPR dapat meningkatkan tahap kreativiti saintifik murid lebih tingding and kaedah konvention。我的意思是:我的意思是:我的意思是:我的意思是:我的意思是:我的意思是:我的意思是:我的意思是:我的意思是:我的意思是:
{"title":"Keberkesanan Modul Kreatif Fizik Berasaskan Projek Robotik dalam Meningkatkan Tahap Kreativiti Saintifik Pelajar","authors":"Mazlan Setapa, Nor Aishah Binti Abu Samah, Fatin Aliah Phang Abdullah, Abd Khamim Ismail, Mohamad Bilal Ali","doi":"10.11113/itlj.v7.114","DOIUrl":"https://doi.org/10.11113/itlj.v7.114","url":null,"abstract":"Creativity and innovation in the teaching and learning process are critical at this time in order to produce a generation of first-class thinking students capable of competing in the twenty-first century and beyond in the era of Revolution 4.0. Nonetheless, some studies have found that students' use of the value of creativity is still low. Furthermore, creativity in the field of science differs from creativity in the field of art and artistic because learning science is more than just mastering science knowledge or simply following the prescribed procedures; rather, students must think beyond the existing knowledge and procedures in order to comprehend a phenomenon. As a result, the purpose of this study was to determine the impact of the Robotics Project-Based Physics Creative Module (MKFBPR) on the level of scientific creativity of students in Form 4 of a Full Boarding School (SBP). As part of the school's Robotics Club activities, this module was created using the Directed Creativity Model and Project-Based Learning. For eight weeks, this study used a quasi-experimental design with 33 students in the treatment group and 33 students in the control group. This study's sample consists of 4th grade students from two SBPs. The study's findings indicate that using MKFBPR can boost students' scientific creativity more than traditional methods. This study also shows that robotics club activities can help students improve their scientific creativity.\u0000Abstrak:\u0000Kreativiti dan inovasi dalam proses PdPc menjadi tuntutan penting pada masa ini untuk melahirkan generasi pelajar yang berfikiran kelas pertama supaya mampu bersaing dalam abad ke-21 dan seterusnya era Revolusi 4.0. Walaupun begitu, beberapa kajian mendapati penerapan nilai kreativiti dalam diri murid masih rendah. Tambahan pula, kreativiti dalam bidang sains berbeza dengan kreativiti dalam bidang seni dan artistik kerana pembelajaran sains bukan hanya menguasai pengetahuan sains atau hanya mengikut prosedur yang ditetapkan malah murid perlu berfikir melampaui pengetahuan dan prosedur sedia ada dalam proses memahami sesuatu fenomena. Oleh itu, kajian ini dijalankan bagi mengkaji keberkesanan Modul Kreatif Fizik Berasaskan Projek Robotik (MKFBPR) terhadap tahap kreativiti saintifik murid tingkatan 4 Sekolah Berasrama Penuh (SBP). Modul ini telah dibangunkan berasaskan Model Kreativiti Terarah dan Pembelajaran Berasaskan Projek sebagai salah satu aktiviti Kelab Robotik sekolah. Kajian ini dijalankan berpandukan reka bentuk kuasi-eksperimen yang melibatkan 33 orang murid kumpulan rawatan dan 33 orang murid kumpulan kawalan selama lapan minggu. Sampel kajian ini terdiri daripada murid tingkatan 4 dari dua buah SBP. Dapatan kajian menunjukkan bahawa penggunaan MKFBPR dapat meningkatkan tahap kreativiti saintifik murid lebih tinggi berbanding kaedah konvensional. Kajian ini turut membuktikan bahawa aktiviti kelab robotik dapat membantu meningkatkan tahap kreativiti saintifik murid.","PeriodicalId":161558,"journal":{"name":"Innovative Teaching and Learning Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126373754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic has been accompanied by a deluge of misinformation and falsehoods about the virus, which have made it challenging to discern facts from fake news. This study aims to investigate the correlation between university students' background and their knowledge of fake news, as well as their perception of their ability to distinguish between facts and fake news. Data was collected through an online Google Form as the pandemic intensified, and it became imperative to contain the spread of COVID-19. This study utilised quantitative cross sectional survey design with purposive sampling to select active social media users who are studying full time programs from a private higher learning institution as the research samples. The collected data of 261 respondents was then analysed using Social Science Statistical Software (SPSS) and Excel. The study's findings reveal that most university students have a commendable level of knowledge about fake news, which empowers them to differentiate between factual information and fake news. However, the study also indicates that the level of education of college students does not significantly affect their knowledge of fake news or their ability to recognize the differences between fake news and facts. Furthermore, the research demonstrates that there is a positive correlation between knowledge of fake news and the ability to distinguish between fake news and real news. In conclusion, this study's results suggest that university students possess a good understanding of fake news and are capable of differentiating it from factual information. The findings imply that there is a need to prioritize teaching critical thinking skills to all students to equip them to effectively combat misinformation and fake news.
{"title":"Unmasking Reliable News: An Investigation of University Students' Search for Trustworthy Information during the Pandemic","authors":"K. New, Jia Yee Liew","doi":"10.11113/itlj.v7.116","DOIUrl":"https://doi.org/10.11113/itlj.v7.116","url":null,"abstract":"The COVID-19 pandemic has been accompanied by a deluge of misinformation and falsehoods about the virus, which have made it challenging to discern facts from fake news. This study aims to investigate the correlation between university students' background and their knowledge of fake news, as well as their perception of their ability to distinguish between facts and fake news. Data was collected through an online Google Form as the pandemic intensified, and it became imperative to contain the spread of COVID-19. This study utilised quantitative cross sectional survey design with purposive sampling to select active social media users who are studying full time programs from a private higher learning institution as the research samples. The collected data of 261 respondents was then analysed using Social Science Statistical Software (SPSS) and Excel. The study's findings reveal that most university students have a commendable level of knowledge about fake news, which empowers them to differentiate between factual information and fake news. However, the study also indicates that the level of education of college students does not significantly affect their knowledge of fake news or their ability to recognize the differences between fake news and facts. Furthermore, the research demonstrates that there is a positive correlation between knowledge of fake news and the ability to distinguish between fake news and real news. In conclusion, this study's results suggest that university students possess a good understanding of fake news and are capable of differentiating it from factual information. The findings imply that there is a need to prioritize teaching critical thinking skills to all students to equip them to effectively combat misinformation and fake news.","PeriodicalId":161558,"journal":{"name":"Innovative Teaching and Learning Journal","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124645323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nurhidaya Mohamad Jan, H. Kaco, Fadzidah Mohd Idris, Siti Munirah Mohd
In the era of Education 4.0, various concepts of learning and assessment are introduced along with the advancement of technology. In schools, teachers no longer focus on summative assessment but now implement the concept of continuous classroom assessment. Classroom assessment can be implemented through formative and summative methods, which can be used as learning, for learning, and about learning. At Kolej GENIUS Insan (KGI), integrated assessment using the concept of gifted and talented education assessment (IGEd) has been implemented since the year of 2020 during COVID-19 pandemic. This assessment concept integrates STEM (Science, Technology, Engineering and Mathematics) subjects with language, social and religious elements. This study has been divided into two phases, namely the development of IGEd assessment at KGI in the first phase and followed by the second phase, which is the collection of lecturers' feedback on the implementation of IGEd assessment. In the second phase, a questionnaire survey was conducted on 20 lecturers at KGI regarding the implementation of assessment to obtain feedback from lecturers through purposive sampling and convenience sampling. In addition, this study also discusses the impact of smart and gifted education assessment of naqli and aqli integration on students, educators, families, society and the country. Abstrak: Di era Pendidikan 4.0, pelbagai konsep pembelajaran dan pentaksiran diperkenalkan seiring dengan kemajuan teknologi di zaman ini. Di sekolah, guru-guru tidak lagi terlalu fokus kepada pentaksiran sumatif sahaja, malah sekarang turut dilaksanakan konsep pentaksiran berterusan bilik darjah. Pentaksiran Bilik Darjah boleh dilaksanakan melalui dua kaedah iaitu secara formatif dan sumatif di mana ianya boleh dijadikan sebagai pembelajaran, untuk pembelajaran dan tentang pembelajaran. Di Kolej GENIUS Insan (KGI), pentaksiran bersepadu menggunakan konsep pentaksiran pendidikan pintar dan berbakat integrasi naqli dan aqli (IGEd) telah dilaksanakan bermula pada tahun 2020 ketika pandemik COVID-19. Konsep pentaksiran ini menggabungjalinkan elemen STEM (Science, Technology, Engineering and Mathematics) dengan elemen bahasa, sastera dan agama. Kajian ini telah dibahagikan kepada dua fasa iaitu pembangunan pentaksiran IGEd di KGI pada fasa pertama dan diikuti dengan fasa kedua, iaitu pengumpulan maklum balas pensyarah terhadap pelaksanaan pentaksiran IGEd. Pada fasa kedua, kajian soal selidik telah dijalankan ke atas 20 orang pensyarah di KGI terhadap pelaksanaan pentaksiran bagi memperoleh maklum balas pensyarah melalui kaedah pensampelan bertujuan dan persampelan mudah. Selain itu, kajian ini juga membincangkan tentang impak pentaksiran pendidikan pintar dan berbakat integrasi naqli dan aqli kepada murid, pendidik, keluarga, masyarakat dan negara.
在教育4.0时代，随着技术的进步，各种学习和评估的概念被引入。在学校里，教师不再注重总结性评价，而是实行持续课堂评价的理念。课堂评估可以通过形成性方法和总结性方法来实施，可以作为学习，用于学习，关于学习。在KGI，自2020年COVID-19大流行期间开始实施利用资优教育评估(IGEd)概念的综合评估。这种评估理念将STEM(科学、技术、工程和数学)科目与语言、社会和宗教元素结合起来。本研究分为两个阶段，第一阶段是在凯基发展IGEd评估，第二阶段是收集讲师对实施IGEd评估的反馈。第二阶段，对凯基大学20位讲师进行了问卷调查，内容涉及评估的实施情况，通过目的性抽样和便利性抽样，获取讲师的反馈。此外，本研究还探讨了智商与资优教育评估与智商融合对学生、教育者、家庭、社会和国家的影响。摘要:Di era Pendidikan 4.0, pelbagai konsep pembelajaran和pentaksiran diperkenalkan seiring dengan kemajuan tecknoologi Di zaman ini。上师，上师，上师，上师，上师，上师，上师，上师，上师，上师Pentaksiran Bilik Darjah boleh dilaksanakan melalui dua kaedah iiti secara formatif dan sumatif di mana ianya boleh dijadikan sebagai pembelajan, untuk pembelajan dan tentang pembelajan。2019年中国新冠肺炎大流行(2019冠状病毒病)科学、技术、工程和数学(STEM, Science, Technology, Engineering and Mathematics, Science, Technology, Engineering and Mathematics)Kajian ini telah dibahagikan kepada dua fasa iata pembangunan pentaksiran IGEd. KGI pada fasa perama dan diikuti dengan fasa kedua, iitu pengumpulan maklum balas pensyarah terhadap pelaksanaan pentaksiran IGEd。Pada fasa kedua, kajian soal selidik telah dijalankan katas 20 orang pensyarah di KGI terhadap pelaksanaan和pentaksiran bagi memperoleh maklum balas pensyarah melalui kaedah pensampelan bertujuan dan persanpelan mudah。Selain itu, kajian ini juga membincangkan tentang impak pentaksiran pendidikan pintar dan berbakat integrasi naqli dan aqli kepada murid, pendidik, keluarga, masyarakat dan negara。
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Norhasyimah Hamzah, Muhammad Yusuf Aziz Abdul Ghoni, Arihasnida Ariffin, N. Zakaria, Siti Nur Kamariah Rubani
Nowadays, 21st century education emphasizes a holistic development in all aspects, including student safety during practical work in laboratories. Therefore, awareness of safety signs is crucial to prevent accidents during the Teaching and Learning (T&L) process in Science labs. This study aims to design, develop, and evaluate the functionality of an Augmented Reality application related to safety signs in school science laboratories. The design model used in this study is the Dick and Carey model, which consists of four main phases: analysis, design, development, and evaluation. The research findings were obtained through assessment forms completed by experts, including two secondary school science teachers and two experienced lecturers in creative multimedia. Overall, the expert analysis revealed positive response acceptance among the experts, along with their perspectives and suggestions for improvement to enhance the application in the future. In conclusion, the developed product will have a positive impact on students studying science subjects by enhancing their understanding and awareness of safety signs in school science laboratories. Abstrak: Pada masa kini, pendidikan abad ke 21 bersifat holistik dalam semua aspek termasuk aspek keselamatan kepada pelajar ketika merealisasikan kerja-kerja amali di makmal. Justeru itu, kesedaran terhadap tanda-tanda keselamatan adalah amat penting bagi mengelakkan berlakunya kemalangan semasa melakukan kerja amali sepanjang proses Pengajaran dan Pembelajaran (P&P) di makmal sains. Kajian ini bertujuan untuk mereka bentuk, membangunkan dan menilai kebolehfungisan aplikasi pembangunan Augmented Reality berkaitan tanda-tanda keselamatan di dalam makmal sains sekolah. Model reka bentuk yang digunakan ialah model Dick dan Carey yang mengandungi empat fasa utama iaitu analisis, reka bentuk, pembangunan dan penilaian. Dapatan kajian yang diperolehi melalui borang penilaian terhadap pakar yang terdiri daripada empat pakar iaitu dua orang guru sains sekolah menengah dan dua orang pensyarah berpengalaman dalam bidang multimedia kreatif. Secara keseluruhannya, dapatan analisis pakar menunjukkan tanda penerimaan respon yang positif dalam kalangan pakar disamping pandangan dan cadangan untuk penambahbaikan agar aplikasi dapat dihasilkan dengan lebih baik pada masa akan datang. Kesimpulannya, produk yang dihasilkan ini akan memberikan satu kesan yang positif kepada pelajar yang mengambil subjek sains dalam mengenal dan memahami tanda-tanda keselamatan di dalam makmal sains sekolah.
21世纪的教育强调各方面的全面发展，包括学生在实验室实际工作中的安全。因此，在科学实验室教学过程中，安全标志的意识对于预防事故的发生至关重要。本研究旨在设计、开发和评估与学校科学实验室安全标志相关的增强现实应用程序的功能。本研究使用的设计模型是Dick和Carey模型，该模型包括四个主要阶段:分析、设计、开发和评估。研究结果是由两名中学科学教师和两名创意多媒体经验丰富的讲师完成的评估表格得出的。总体而言，专家分析显示了专家的积极响应接受度，以及他们的观点和改进建议，以提高未来的应用。综上所述，开发的产品将对学生学习科学科目产生积极的影响，提高他们对学校科学实验室安全标志的理解和意识。摘要:Pada masa kini, pendidikan abad, 21 bersifat holistik dalam semua ask termasuk ask keselamatan kepada pelajar ketika merealisasikan kerja-kerja amali di makmal。就像我说的那样，我说，我说，我说，我说，我说，我说，我说，我说，我说，我说，我说，我说，我说，我说，我说，我说，我说，我说，我说，我说，我说，我说，我说。增强现实(ar)技术，增强现实(ar)技术，增强现实(ar)技术，增强现实(ar)技术。模型reka bentuk yang digunakan ialah模型Dick dan Carey yang mengandungi empat fasa utama iata分析，reka bentuk, pembangunan dan penilaian。大巴坦·卡吉安·杨(音译)，他的女儿(音译)，她的女儿(音译)，她的女儿(音译)，她的女儿(音译)，她的女儿(音译)，她的女儿(音译)，她的女儿(音译)，她的女儿(音译)，她的女儿(音译)，她的女儿(音译)，她的女儿(音译)，她的女儿(音译)，她的女儿(音译)，她的女儿(音译)。我的意思是，我的意思是我的意思是我的意思是我的意思是我的意思是我的意思是我的意思是我的意思是我的意思是我的意思是我的意思。kespranannya，产品yang dihasilkan ini akan成员kan satu kesan yang positif kepaada pelajar yang mengbill主题sains dalam mengenal dan mahami tanda keselamatan di dalam makmal sains sekolah。
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The purpose of this study is to investigate the level of educational technology skills from pedagogical and technical aspects in teaching and learning of science and mathematics teachers in secondary schools in the Federal Territory of Kuala Lumpur. The study employs a simple random sampling method to select 320 science and mathematics teachers from 292 secondary schools under the Education Department of the Federal Territory of Kuala Lumpur (JPWPKL). A questionnaire was used to collect data from respondents, and the Statistical Package for the Social Sciences (SPSS) was used to analyze the data using descriptive and inferential statistical methods. The analysis results indicate that science and mathematics teachers in secondary schools in the Federal Territory of Kuala Lumpur have high levels of pedagogical and technical skills. The results also showed no significant difference in levels of pedagogical and technical skills based on race and education level. However, there are significant differences in levels of pedagogical and technical skills based on gender and teaching experience. The results of this study can serve as a foundation for designing targeted professional development programs for science and mathematics teachers in the Federal Territory of Kuala Lumpur. Abstrak: Kajian ini bertujuan mengkaji tahap kesediaan penggunaan alat teknologi pendidikan dalam kalangan guru sains dan matematik sekolah menengah di Wilayah Persekutuan Kuala Lumpur. Kesediaan penggunaan alat teknologi guru diukur berdasarkan Indeks Kesediaan Teknologi (TRI) dan perkaitannya dengan tahap kemahiran pedagogi dan tahap kemahiran teknikal. Teknik persampelan rawak mudah digunakan dalam kajian ini untuk memilih sampel. Sampel yang dipilih adalah seramai 320 guru bidang sains dan matematik dari 292 buah sekolah menengah di bawah pentadbiran Jabatan Pendidikan Wilayah Persekutuan Kuala Lumpur (JPWPKL). Soal selidik digunakan sebagai instrumen pengumpulan data kajian dari responden terlibat. Data kajian dianalisis melalui kaedah statistik secara deskriptif dan inferensi dengan menggunakan perisian Statistical Package for Social Science (SPSS). Hasil analisis data yang diperoleh menunjukkan bahawa tahap kemahiran pedagogi dan kemahiran teknikal guru sains dan matematik sekolah menengah di Wilayah Persekutuan Kuala Lumpur adalah di tahap tinggi. Hasil kajian juga menunjukkan tiada perbezaan yang signifikan dalam tahap kemahiran pedagogi dan teknikal berdasarkan kaum dan tahap pendidikan. Walau bagaimanapun, terdapat perbezaan yang ketara dalam tahap kemahiran pedagogi dan teknikal berdasarkan jantina dan pengalaman mengajar. Hasil kajian ini boleh dijadikan asas untuk mereka bentuk program pembangunan profesional yang disasarkan untuk guru sains dan matematik di Wilayah Persekutuan Kuala Lumpur.
本研究的目的是从教学和技术方面调查吉隆坡联邦直辖区中学科学和数学教师的教学和学习的教育技术技能水平。该研究采用简单的随机抽样方法，从吉隆坡联邦直辖区教育局(JPWPKL)的292所中学中选择了320名科学和数学教师。采用问卷调查的方式收集调查对象的数据，并使用SPSS (Statistical Package for the Social Sciences)软件对数据进行描述性和推理性分析。分析结果表明，吉隆坡联邦直辖区中学的科学和数学教师具有高水平的教学和技术技能。结果还显示，在教学和技术技能水平上，种族和教育水平没有显著差异。然而，根据性别和教学经验，在教学和技术技能水平方面存在显著差异。本研究的结果可作为设计吉隆坡联邦直辖区科学和数学教师有针对性的专业发展计划的基础。摘要:Kajian ini bertujuan mengkaji tahap kesediaan penggunaan alat teknologi pendidikan dalam kalangan guru sains dan matematik sekolah menengah di Wilayah Persekutuan Kuala Lumpur。Kesediaan penggunaan alat技术大师diukur berdasarkan Indeks Kesediaan技术(TRI) dan perkaitannya dengan tahakemahiran pedagogi dantahakemahiran teknikal。技术上来说，这是一种很好的方法。Sampel yang dipilih adalah seramai 320 guru bidang sains dan matematik dari 292 buah sekolah menengah di bawah pentadbiran Jabatan pendididikan Wilayah Persekutuan吉隆坡(JPWPKL)。遥感数据采集，遥感数据采集，遥感数据采集，遥感数据采集。数据分析、统计分析、统计分析、数据分析、数据分析、数据分析、数据分析、数据分析、数据分析、数据分析、数据分析、数据分析、数据分析等。Hasil分析数据yang diperoleh menunjukkan bahawa tahap kemahiran pedagogi dan kemahiran teknikal guru sains dan matematik sekolah menengah di Wilayah Persekutuan吉隆坡adalah di tahap tinggi。Hasil kajian juga menunjukkan tiada perbezaan yang signfikan dalam taha kemahiran pedagogi dan teknikal berdasarkan kaum dantaha pendidikan。Walau bagaimanapun, terdapat perbezaan yang ketara dalam, tahap kemahiran，教育学，teknikal berdasarkan, jantina, danpengalaman mengajar。Hasil kajian ini boleh dijadikan和untuk mereka bentuk计划pembangunan专业的yang disasarkan untuk大师在吉隆坡的Wilayah Persekutuan。
{"title":"Tahap Kemahiran Penggunaan Alat Teknologi Pendidikan dalam Kalangan Guru Sains dan Matematik di Sekolah Menengah: Pedagogi dan Teknikal","authors":"Norah Md Noor, Tengku Farahnorfadhilah Engku Azman","doi":"10.11113/itlj.v7.127","DOIUrl":"https://doi.org/10.11113/itlj.v7.127","url":null,"abstract":"The purpose of this study is to investigate the level of educational technology skills from pedagogical and technical aspects in teaching and learning of science and mathematics teachers in secondary schools in the Federal Territory of Kuala Lumpur. The study employs a simple random sampling method to select 320 science and mathematics teachers from 292 secondary schools under the Education Department of the Federal Territory of Kuala Lumpur (JPWPKL). A questionnaire was used to collect data from respondents, and the Statistical Package for the Social Sciences (SPSS) was used to analyze the data using descriptive and inferential statistical methods. The analysis results indicate that science and mathematics teachers in secondary schools in the Federal Territory of Kuala Lumpur have high levels of pedagogical and technical skills. The results also showed no significant difference in levels of pedagogical and technical skills based on race and education level. However, there are significant differences in levels of pedagogical and technical skills based on gender and teaching experience. The results of this study can serve as a foundation for designing targeted professional development programs for science and mathematics teachers in the Federal Territory of Kuala Lumpur.\u0000Abstrak:\u0000Kajian ini bertujuan mengkaji tahap kesediaan penggunaan alat teknologi pendidikan dalam kalangan guru sains dan matematik sekolah menengah di Wilayah Persekutuan Kuala Lumpur. Kesediaan penggunaan alat teknologi guru diukur berdasarkan Indeks Kesediaan Teknologi (TRI) dan perkaitannya dengan tahap kemahiran pedagogi dan tahap kemahiran teknikal. Teknik persampelan rawak mudah digunakan dalam kajian ini untuk memilih sampel. Sampel yang dipilih adalah seramai 320 guru bidang sains dan matematik dari 292 buah sekolah menengah di bawah pentadbiran Jabatan Pendidikan Wilayah Persekutuan Kuala Lumpur (JPWPKL). Soal selidik digunakan sebagai instrumen pengumpulan data kajian dari responden terlibat. Data kajian dianalisis melalui kaedah statistik secara deskriptif dan inferensi dengan menggunakan perisian Statistical Package for Social Science (SPSS). Hasil analisis data yang diperoleh menunjukkan bahawa tahap kemahiran pedagogi dan kemahiran teknikal guru sains dan matematik sekolah menengah di Wilayah Persekutuan Kuala Lumpur adalah di tahap tinggi. Hasil kajian juga menunjukkan tiada perbezaan yang signifikan dalam tahap kemahiran pedagogi dan teknikal berdasarkan kaum dan tahap pendidikan. Walau bagaimanapun, terdapat perbezaan yang ketara dalam tahap kemahiran pedagogi dan teknikal berdasarkan jantina dan pengalaman mengajar. Hasil kajian ini boleh dijadikan asas untuk mereka bentuk program pembangunan profesional yang disasarkan untuk guru sains dan matematik di Wilayah Persekutuan Kuala Lumpur.","PeriodicalId":161558,"journal":{"name":"Innovative Teaching and Learning Journal","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122570760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Traditional teacher education overemphasizes know-what and know-about attributes of theories. There is always a disjuncture between theories and practicalities in teaching education. Video case is an effective tool for teacher education to bridge theory and practice. Video cases provide pre-service teachers with early scaffolding for pedagogical preparation in respect of understanding of curriculum, teaching skills, students, and pedagogical uses of course content. This research addressed the importance of video cases and the way of using it in teacher education through combing through literature review and investigated the attitudes of student teachers towards the use of video cases in pre-service teacher education in China. It is found that 37.5% of the respondents claimed that the lack of video cases is the biggest barrier in the development of teaching competence. And the lack of practice (84.4%) and the lack of guidance from the experts (50%) are comparatively more serious than the lack of video cases. Based on the student teachers’ problems and suggestions, a new teacher training model－two cycle video-case based lesson study is proposed to connect theory with practice in the present research. Video-case based lesson study allows the practice to prepare student teachers to become confident and competent novice teachers in the future.
{"title":"The Survey of the Use of Video cases in the Pre-service Teacher Education in China","authors":"Jixin Liu, Nurhasmiza Abu Hassan Sazalli","doi":"10.11113/itlj.v7.113","DOIUrl":"https://doi.org/10.11113/itlj.v7.113","url":null,"abstract":"Traditional teacher education overemphasizes know-what and know-about attributes of theories. There is always a disjuncture between theories and practicalities in teaching education. Video case is an effective tool for teacher education to bridge theory and practice. Video cases provide pre-service teachers with early scaffolding for pedagogical preparation in respect of understanding of curriculum, teaching skills, students, and pedagogical uses of course content. This research addressed the importance of video cases and the way of using it in teacher education through combing through literature review and investigated the attitudes of student teachers towards the use of video cases in pre-service teacher education in China. It is found that 37.5% of the respondents claimed that the lack of video cases is the biggest barrier in the development of teaching competence. And the lack of practice (84.4%) and the lack of guidance from the experts (50%) are comparatively more serious than the lack of video cases. Based on the student teachers’ problems and suggestions, a new teacher training model－two cycle video-case based lesson study is proposed to connect theory with practice in the present research. Video-case based lesson study allows the practice to prepare student teachers to become confident and competent novice teachers in the future.","PeriodicalId":161558,"journal":{"name":"Innovative Teaching and Learning Journal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128382316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The guidance process among teachers is a sharing of teaching experiences and pedagogical skills that must be carried out by School Improvement Partners Plus (SIPartners+) and School Improvement Specialist Coaches Plus (SISC+). However, since the COVID-19 pandemic started spreading in the country in early 2020, all educational institutions such as schools, colleges, and universities were directed to temporarily close by the government to contain the spread of COVID-19. However, at the same time, the guidance process still needs to continue to improve the pedagogy of teachers. Therefore, the previously face-to-face guidance process had to be conducted online. This includes the use of online applications such as Google Meet and Padlet. Hence, this study aims to examine the readiness of SIPartners+ and SISC+ teachers in using Google Meet and Padlet as online guidance platforms in terms of knowledge and skills. This study utilized a survey method involving a random sample of 131 respondents, consisting of 33 SIPartners+ teachers and 98 SISC+ teachers. The Readiness Questionnaire was developed to measure the aspects of knowledge and skills in using Google Meet and Padlet. The survey was distributed online to the sample using Google Form. The SPSS (Statistical Package for Social Science) software was used to analyze the data descriptively, involving frequencies, percentages, and means. The findings show high mean levels of readiness in terms of knowledge and skills for SIPartners+ teachers in using Google Meet, with values of 4.51 and 4.21, respectively. Similarly, the mean levels of readiness for SISC+ teachers in using Google Meet are also high, with values of 4.62 and 4.23 for knowledge and skills, respectively. On the other hand, the mean levels of readiness for SIPartners+ and SISC+ teachers in terms of knowledge for using Padlet are high, with values of 4.18 and 4.06, respectively. However, the mean levels of readiness for skills in using Padlet are moderate, with values of 3.22 and 3.48 for SIPartners+ and SISC+ teachers, respectively. This indicates that SIPartners+ and SISC+ teachers are ready in terms of knowledge and skills in using Google Meet for implementing online guidance. However, the skills level of SIPartners+ and SISC+ teachers in using Padlet needs improvement to enhance the effectiveness of the online guidance process. Abstrak: Proses bimbingan dalam kalangan guru adalah satu proses perkongsian pengalaman pengajaran dan kemahiran pedagogi yang wajib dijalankan oleh School Improvement Partners Plus (SIPartners+) dan School Improvement Specialist Coaches Plus (SISC+). Walau bagaimanapun, sejak pandemik COVID-19 mula menular dalam negara pada awal tahun 2020, semua institusi pendidikan seperti sekolah, kolej dan universiti telah diarah tutup oleh pihak kerajaan buat sementara waktu bertujuan untuk mengekang penularan penyakit COVID-19. Walau bagaimanapun, pada masa yang sama, proses bimbingan masih perlu diteruskan bagi menambah baik
教师之间的指导过程是教学经验和教学技能的分享，必须由学校改进合作伙伴Plus (SIPartners+)和学校改进专家教练Plus (SISC+)来执行。但是，自2020年初新冠肺炎疫情在国内蔓延以来，政府指示中小学、大学等所有教育机构暂时关闭，以遏制新冠肺炎疫情的蔓延。但与此同时，指导过程中还需要不断完善教师的教学方法。因此，以前面对面的指导过程必须在网上进行。这包括使用在线应用程序，如Google Meet和Padlet。因此，本研究旨在考察SIPartners+和SISC+教师在知识和技能方面使用Google Meet和Padlet作为在线指导平台的准备情况。本研究采用随机抽样调查的方法，共131名受访者，其中SIPartners+教师33名，SISC+教师98名。准备调查问卷是用来衡量在使用Google Meet和Padlet方面的知识和技能。该调查是通过谷歌表格在线分发给样本的。使用SPSS (Statistical Package for Social Science)软件对数据进行描述性分析，包括频率、百分比和均值。调查结果显示，SIPartners+教师在知识和技能方面使用Google Meet的平均准备程度很高，分别为4.51和4.21。同样，SISC+教师使用Google Meet的平均准备水平也很高，知识和技能的平均准备水平分别为4.62和4.23。另一方面，SIPartners+和SISC+教师在使用Padlet的知识方面的平均准备水平较高，分别为4.18和4.06。然而，使用Padlet技能的平均准备水平是中等的，SIPartners+和SISC+教师的准备水平分别为3.22和3.48。这表明SIPartners+和SISC+教师在知识和技能方面已经准备好使用Google Meet实施在线指导。然而，SIPartners+和SISC+教师使用Padlet的技能水平需要提高，以提高在线指导过程的有效性。摘要:Proses bimbingan dalam kalangan guru adalah satu Proses perkongsian pengalaman pengajaran dan kemahiran pedagogi yang wajib dijalankan oleh School Improvement Partners Plus (SIPartners+)和School Improvement Specialist Coaches Plus (SISC+)。武汉武汉大学，武汉武汉大学，武汉武汉大学，武汉武汉大学，武汉武汉大学，武汉武汉大学，武汉武汉大学，武汉武汉，武汉武汉，武汉武汉，武汉武汉，武汉武汉，武汉武汉，武汉武汉。Walau bagaimanapun, pada masa yang sama, probbingan masih perlu diiteruskan bagi menambah bak pedagogi guru-guru。Oleh yang demikian，他的论文是:bbingan yang dahuunya dilakukan secara bersemuka terpaksa dijalankan secara dalam talan。Ini termasuklah penggunaan applikasi dalam意大利独立谷歌会见丹·帕德莱特。Justeru, kajian ini dilakukan bertujuan mengkaji kesediaan大师SIPartners+ dan SISC+ terhadap penggunaan Google会见dan Padlet sebagai平台bimbingan dalam意大利daripada演讲者pengetahuan dan kemahiran。Kajian ini menggunakan kaedah tinjauan yang melibatkan persampelan rawak 131 respondyang terdiri daripada 33猩猩导师SIPartners+ dan 98猩猩导师SISC+。Soal Selidik Kesediaan telah dibangunkan untuk mengukur说话，pengetahuan dan kemahiran terhadap penggunaan应用，谷歌会见dan Padlet。Soal Selidik Kajian ini telah diedarkan kepada sampel secara dalam talan menggunakan Google Form。西班牙语SPSS(社会科学统计软件包)telah digunakan untuk menganalysis数据分析，数据分析，数据分析，数据分析，数据分析，数据分析，数据分析，数据分析，数据分析，数据分析，数据分析，数据分析，数据分析，数据分析Min tahap kesediaan daripada讲话pengetahuan dan kemahiran bagi SISC+ terhadap penggunaan Google会见juga tinggi denengan nilai 4.62 dan 4.23。Manakala, min tahap kesediaan和daripada，彭格塔环bagi SIPartners+ dan SISC+ terhadap penggunaan Padlet adalah tinggi dengan nilai 4.18 dan 4.06。Tetapi sederhana bagi说kemahiran dengan nilai 3.22丹3.48。@ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @ @Akan tetapi, tahap kemahiran SIPartners+ dan SISC+ dalam penggunaan Padlet perlu ditingkatkan bagi meningkatkan keberkesanan proses bimbingan secara dalam talan。
{"title":"Kesediaan Penggunaan Google Meet dan Padlet sebagai Platform Bimbingan dalam Talian dalam Kalangan Guru Negeri Johor","authors":"Junit Yasir, N. D. Abd Halim, Nurulashikin Saidin","doi":"10.11113/itlj.v7.124","DOIUrl":"https://doi.org/10.11113/itlj.v7.124","url":null,"abstract":"The guidance process among teachers is a sharing of teaching experiences and pedagogical skills that must be carried out by School Improvement Partners Plus (SIPartners+) and School Improvement Specialist Coaches Plus (SISC+). However, since the COVID-19 pandemic started spreading in the country in early 2020, all educational institutions such as schools, colleges, and universities were directed to temporarily close by the government to contain the spread of COVID-19. However, at the same time, the guidance process still needs to continue to improve the pedagogy of teachers. Therefore, the previously face-to-face guidance process had to be conducted online. This includes the use of online applications such as Google Meet and Padlet. Hence, this study aims to examine the readiness of SIPartners+ and SISC+ teachers in using Google Meet and Padlet as online guidance platforms in terms of knowledge and skills. This study utilized a survey method involving a random sample of 131 respondents, consisting of 33 SIPartners+ teachers and 98 SISC+ teachers. The Readiness Questionnaire was developed to measure the aspects of knowledge and skills in using Google Meet and Padlet. The survey was distributed online to the sample using Google Form. The SPSS (Statistical Package for Social Science) software was used to analyze the data descriptively, involving frequencies, percentages, and means. The findings show high mean levels of readiness in terms of knowledge and skills for SIPartners+ teachers in using Google Meet, with values of 4.51 and 4.21, respectively. Similarly, the mean levels of readiness for SISC+ teachers in using Google Meet are also high, with values of 4.62 and 4.23 for knowledge and skills, respectively. On the other hand, the mean levels of readiness for SIPartners+ and SISC+ teachers in terms of knowledge for using Padlet are high, with values of 4.18 and 4.06, respectively. However, the mean levels of readiness for skills in using Padlet are moderate, with values of 3.22 and 3.48 for SIPartners+ and SISC+ teachers, respectively. This indicates that SIPartners+ and SISC+ teachers are ready in terms of knowledge and skills in using Google Meet for implementing online guidance. However, the skills level of SIPartners+ and SISC+ teachers in using Padlet needs improvement to enhance the effectiveness of the online guidance process.\u0000Abstrak:\u0000Proses bimbingan dalam kalangan guru adalah satu proses perkongsian pengalaman pengajaran dan kemahiran pedagogi yang wajib dijalankan oleh School Improvement Partners Plus (SIPartners+) dan School Improvement Specialist Coaches Plus (SISC+). Walau bagaimanapun, sejak pandemik COVID-19 mula menular dalam negara pada awal tahun 2020, semua institusi pendidikan seperti sekolah, kolej dan universiti telah diarah tutup oleh pihak kerajaan buat sementara waktu bertujuan untuk mengekang penularan penyakit COVID-19. Walau bagaimanapun, pada masa yang sama, proses bimbingan masih perlu diteruskan bagi menambah baik ","PeriodicalId":161558,"journal":{"name":"Innovative Teaching and Learning Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126751141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mohd. Taqwudin, M. Yazid, Wan Muhammad, Sulong Wan, Nik Farhan Mustapha, Mohd Azidan, Ab Jabar, Kata Kunci, Pembelajaran Bahasa, Berbantukan Komputer
Computer-Assisted Language Learning and e-learning are among the features that characterize Arabic language learning in the 21st century and the era of the Fourth Industrial Revolution. The presence of e-modules that incorporate these features into the online Arabic language learning landscape has successfully ensured the continuity of teaching and learning processes amidst the COVID-19 pandemic. This study aims to explore the potential and effectiveness of e-modules in Arabic language teaching and learning. The study adopts a qualitative approach and utilizes a literature review methodology. Data collection involves reviewing past studies and relevant documents, which are then analyzed descriptively. The findings reveal five main potentials identified, namely, e-modules operating through various Internet of Things (IoT) based products, e-modules serving as a virtual learning alternative, e-modules that can be used anytime and anywhere, e-modules rich in multimedia elements, e-modules employing personalized learning approaches, and e-modules fostering responsible technology use. The study also suggests further in-depth research in the future regarding the trends in the development of Arabic language e-modules based on the insights gained from previous studies, in order to strengthen this field. Abstrak: Pembelajaran Bahasa Berbantukan Komputer dan e-pembelajaran adalah antara ciri-ciri yang mencorakkan pembelajaran bahasa Arab pada era Pembelajaran Abad ke-21 dan era Revolusi Industri 4.0. Kehadiran e-modul yang mengadunkan dua ciri tersebut ke dalam landskap pembelajaran bahasa Arab secara dalam talian berjaya memastikan kelangsungan proses pengajaran dan pembelajaran (PdP) di tengah penularan pandemik COVID-19. Kajian ini bertujuan untuk merungkai potensi e-modul dan keberkesanan dalam PdP bahasa Arab. Kajian ini adalah berbentuk kualitatif dan menggunakan pendekatan kajian kepustakaan. Pengumpulan data kajian melibatkan penelitian bahan literatur kajian lepas dan dokumen berkaitan yang seterusnya dianalisis secara deskriptif. Hasil kajian mendapati terdapat lima potensi utama yang dikenalpasti iaitu e-modul beroperasi melalui sebarang produk berasaskan Internet of Things (IoT), e-modul sebuah alternatif pembelajaran secara maya, e-modul boleh digunakan tanpa mengira waktu dan tempat, e-modul kaya dengan elemen multimedia, e-modul menggunakan pendekatan pembelajaran yang diperibadikan dan e-modul memupuk cara menggunakan teknologi dengan sewajarnya. Kajian turut mencadangkan agar penelitian lebih mendalam pada masa akan datang berhubung trend perkembangan e-modul bahasa Arab berdasarkan sorotan kajian lepas dijalankan agar bidang tersebut boleh diperkasakan.
计算机辅助语言学习和电子学习是21世纪和第四次工业革命时代阿拉伯语学习的特征之一。将这些功能纳入在线阿拉伯语学习环境的电子模块的存在，成功地确保了在COVID-19大流行期间教学过程的连续性。本研究旨在探讨电子模块在阿拉伯语教学中的潜力和有效性。本研究采用定性研究方法，并采用文献回顾法。数据收集包括回顾过去的研究和相关文件，然后对其进行描述性分析。研究结果揭示了五个主要潜力，即通过各种基于物联网(IoT)的产品运行的电子模块、作为虚拟学习替代品的电子模块、可以随时随地使用的电子模块、丰富的多媒体元素的电子模块、采用个性化学习方法的电子模块以及促进负责任的技术使用的电子模块。该研究还建议在以往研究的基础上进一步深入研究阿拉伯语电子模块的发展趋势，以加强这一领域。Abstrak: Pembelajaran印尼语Berbantukan Komputer丹e-pembelajaran adalah安塔拉ciri-ciri杨mencorakkan Pembelajaran印尼语阿拉伯篇时代Pembelajaran Abad ke-21丹时代Revolusi Industri 4.0。Kehadiran e-modul yang mengadunkan dua cicii teresbut ke dalam landskap pembelajan bahasa Arab secara dalam talan berjaya masastikan kelangsungan提议pengajan dan pembelajan (PdP) di tengah penbelajan大流行COVID-19。我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说。Kajian ini adalah berbentuk kualitatif dan menggunakan pendekatan Kajian kepusstakan。彭普兰的数据，卡吉安·梅利巴坎的文学，卡吉安·梅利巴坎的文学，卡吉安·梅利巴坎的文学，卡吉安·梅利巴坎的文学，卡吉安·梅利巴坎的文学，卡吉安·梅利巴坎的文学，分析，文学。Hasil kajian mendapati terdapat lima potensi utama yang dikenalpasti iata e- module berberjanan secara maya, e- module boleh digunakan tanpa mengira waktu dan tempat, e- module kdenan element multimedia, e- module menggunakan pendekatan pembelajan yang diperibadikan, e- module memupuk cara menggunakan technology dengan sewajanya。Kajian turut menencadangkan agar penelitian lebih mendalam padadmasa akan datang berhubung trend perkembangan e- modle bahasa Arab berdasarkan sorotan Kajian lepas dijalankan agar bidang tersebut boleh diperkasakan。
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Fatimah Sarah Yaacob, Norasykin Mohd Zaid, Jamalludin Harun
This paper aim to investigate on type of student’s interaction in learning Research Methodology course through a mobile learning environment. A qualitative research design was used in this study and data was collected from ten postgraduate students (purposive sampling) who have enrolled in a social science research course for one semester. Face-to-face interviews were conducted to collect the qualitative data to gather comprehensive information for this study. The findings and discussions in this study relate to five types of student interactions which are learner-learner, learner-instructor, learner-content, learner-self and learner-interface in the development of a mobile learning environment for a social science research course. The study concludes that student roles, instructor roles, learning tools, learning activities, and learning materials are important criteria to consider when developing student interactions, especially for social science researchers, in a mobile learning environment. In conclusion, this paper discusses four limitations and makes recommendations for future studies.
{"title":"Type of Student’s Interaction in Learning Research Methodology Course","authors":"Fatimah Sarah Yaacob, Norasykin Mohd Zaid, Jamalludin Harun","doi":"10.11113/itlj.v7.119","DOIUrl":"https://doi.org/10.11113/itlj.v7.119","url":null,"abstract":"This paper aim to investigate on type of student’s interaction in learning Research Methodology course through a mobile learning environment. A qualitative research design was used in this study and data was collected from ten postgraduate students (purposive sampling) who have enrolled in a social science research course for one semester. Face-to-face interviews were conducted to collect the qualitative data to gather comprehensive information for this study. The findings and discussions in this study relate to five types of student interactions which are learner-learner, learner-instructor, learner-content, learner-self and learner-interface in the development of a mobile learning environment for a social science research course. The study concludes that student roles, instructor roles, learning tools, learning activities, and learning materials are important criteria to consider when developing student interactions, especially for social science researchers, in a mobile learning environment. In conclusion, this paper discusses four limitations and makes recommendations for future studies.","PeriodicalId":161558,"journal":{"name":"Innovative Teaching and Learning Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125403359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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