Siti Nuramirah Mohd Dzul, M. Awang, A. Ahmad, Anuar Ahmad
This paper discusses the issues of syakhsiyyah (personality) in education by relating to scholarly essays, theories, documents, and books with reference to the National Philosophy of Education, based on which, it can be concluded that the objective of the country's education is to produce outstanding and well-balanced individuals in terms of academic, personality, and self-identity. Hence, this paper concentrates on three issues on personality and their resolutions. Excellence in education today focuses on intellectual rather than personal as the achievement of each student is measured by the number of ‘A’ grades obtained in the results of examinations, especially public examinations. The dilemma is that students cannot retain academic excellence when they have poor personality. Thus, intellectual excellence alone is not sufficient to accomplish the philosophy. Holistic emphasis must be carried out to reinforce success so that everyone can reap the benefits. Through this paper, understanding about personality in education can be improved and increased.
{"title":"Syakhsiyyah (Personality) In Education: Issues and Resolutions","authors":"Siti Nuramirah Mohd Dzul, M. Awang, A. Ahmad, Anuar Ahmad","doi":"10.32698/gcs.0198","DOIUrl":"https://doi.org/10.32698/gcs.0198","url":null,"abstract":"This paper discusses the issues of syakhsiyyah (personality) in education by relating to scholarly essays, theories, documents, and books with reference to the National Philosophy of Education, based on which, it can be concluded that the objective of the country's education is to produce outstanding and well-balanced individuals in terms of academic, personality, and self-identity. Hence, this paper concentrates on three issues on personality and their resolutions. Excellence in education today focuses on intellectual rather than personal as the achievement of each student is measured by the number of ‘A’ grades obtained in the results of examinations, especially public examinations. The dilemma is that students cannot retain academic excellence when they have poor personality. Thus, intellectual excellence alone is not sufficient to accomplish the philosophy. Holistic emphasis must be carried out to reinforce success so that everyone can reap the benefits. Through this paper, understanding about personality in education can be improved and increased.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120833475","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}
This concept paper discusses the concepts of effective Education and Learning History Education. Most of the common people attribute the effectiveness of History Education to mere academic achievement. Whereas in History Education, it is not just about the knowledge of History, but also the values of History including empathy and patriotism. The improvement in the quality of learning and facilitation in particular for History Education subjects which is often considered boring and only involves memorization of facts is a false statement. History Education is far more important in applying common values that are understood and shared by all. The presentation of facts and the application of values to each historical event must be balanced and moving in parallel. Academic excellence may be easy to achieve, but the practice and appreciation of History values are paramount and are not easy to integrate into learning and facilitating. In addition, this concept paper also addresses the emerging issues and challenges faced by teachers and students in creating effective teaching and learning to achieve that goal. Emphasis will also be placed on explaining effective teaching theory as well as aspects of teacher readiness through the dimensions of content knowledge, pedagogical skills and teacher attitudes in the incorporation of Historical values. In addition, this concept paper also introduces elements of 21st-century teaching and learning covering the areas of communication, collaboration, creativity and critical thinking. Also noteworthy are the proposed improvements to the history teacher's effective teaching practice.
{"title":"Concept, Issues and Challenges for Effective Facilitations in History Education","authors":"Akhimullah Abd Hamid, A. Ahmad, M. Awang","doi":"10.32698/gcs.0193","DOIUrl":"https://doi.org/10.32698/gcs.0193","url":null,"abstract":"This concept paper discusses the concepts of effective Education and Learning History Education. Most of the common people attribute the effectiveness of History Education to mere academic achievement. Whereas in History Education, it is not just about the knowledge of History, but also the values of History including empathy and patriotism. The improvement in the quality of learning and facilitation in particular for History Education subjects which is often considered boring and only involves memorization of facts is a false statement. History Education is far more important in applying common values that are understood and shared by all. The presentation of facts and the application of values to each historical event must be balanced and moving in parallel. Academic excellence may be easy to achieve, but the practice and appreciation of History values are paramount and are not easy to integrate into learning and facilitating. In addition, this concept paper also addresses the emerging issues and challenges faced by teachers and students in creating effective teaching and learning to achieve that goal. Emphasis will also be placed on explaining effective teaching theory as well as aspects of teacher readiness through the dimensions of content knowledge, pedagogical skills and teacher attitudes in the incorporation of Historical values. In addition, this concept paper also introduces elements of 21st-century teaching and learning covering the areas of communication, collaboration, creativity and critical thinking. Also noteworthy are the proposed improvements to the history teacher's effective teaching practice.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133262377","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}
This writing discusses concepts of a child’s learning towards academic excellence with the aid of parents. Parents act as partners in improving schools and ensuring quality learning outcomes of their children. During a child’s progress and process in gaining knowledge alongside with parents’ involvement, the development of the child as an individual is greatly influenced. This study aims to investigate how parents can do their part in involving with their children’s education and to have views on the effects it imposes upon the academic achievement of students. The results showcase that the model of parental involvement initiated by Joyce Epstein is a model that discusses on parents’ involvement in boosting their children's learning activities. This model can be used as a guide in planning various activities to encourage parents to be actively getting themselves engaged in children's learning activities. A variety of activities should be built to attract attention and encourage engagement of parents alongside with schools in children's learning activities in accordance with the requirements of the government which shows the importance of educating children in early age. Overall, the study found that the willingness of parents in getting involved with their children's education will drive the children to create successes in life.
{"title":"Parent Involvement in Children Learning to Academic Excellence","authors":"Rosinah Hamidun, M. Awang, A. Ahmad, Anuar Ahmad","doi":"10.32698/gcs.0183","DOIUrl":"https://doi.org/10.32698/gcs.0183","url":null,"abstract":"This writing discusses concepts of a child’s learning towards academic excellence with the aid of parents. Parents act as partners in improving schools and ensuring quality learning outcomes of their children. During a child’s progress and process in gaining knowledge alongside with parents’ involvement, the development of the child as an individual is greatly influenced. This study aims to investigate how parents can do their part in involving with their children’s education and to have views on the effects it imposes upon the academic achievement of students. The results showcase that the model of parental involvement initiated by Joyce Epstein is a model that discusses on parents’ involvement in boosting their children's learning activities. This model can be used as a guide in planning various activities to encourage parents to be actively getting themselves engaged in children's learning activities. A variety of activities should be built to attract attention and encourage engagement of parents alongside with schools in children's learning activities in accordance with the requirements of the government which shows the importance of educating children in early age. Overall, the study found that the willingness of parents in getting involved with their children's education will drive the children to create successes in life.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134030619","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}
N. Zainal, M. Awang, A. Ahmad, Anuar Ahmad, Asmahani Muhthar
Education is a platform for nationhood development that will lead to produce a quality and competitive community. Past events that contained in history subject can be modeled for the future generations. This paper compares the History Education curriculum in Malaysia and Indonesia. The aspects discussed including the goals of education, scope of teaching and pedagogical value in History Education subjects in Malaysia and Indonesia. Based on the structure of History curriculum in Malaysia and Indonesia, teachers are supposed to be able to carry out teaching in an innovative and systematic way. Comparison of History Education in this paper enables us to see effectiveness and improve of teaching in both countries. In this paper, review on previous studies from the two countries have been conducted. It can be concluded that the enhancement of History education in both countries – Malaysia and Indonesia are more likely to focus on the values of History subjects such as self-affirmation, the spirit of unity and the spirit of belonging to the citizens of the world. Based on this comparison, it will give ideas to enhance educators' understanding and knowledge on how to translate History Education curriculum effectively. This paper would be a source of reference for future researchers to obtain information on History curriculum in Malaysia and Indonesia in order to make the teaching and learning process in both countries interesting.
{"title":"A Comparative Study of History Education Curriculum in Malaysia and Indonesia","authors":"N. Zainal, M. Awang, A. Ahmad, Anuar Ahmad, Asmahani Muhthar","doi":"10.32698/gcs.0176","DOIUrl":"https://doi.org/10.32698/gcs.0176","url":null,"abstract":"Education is a platform for nationhood development that will lead to produce a quality and competitive community. Past events that contained in history subject can be modeled for the future generations. This paper compares the History Education curriculum in Malaysia and Indonesia. The aspects discussed including the goals of education, scope of teaching and pedagogical value in History Education subjects in Malaysia and Indonesia. Based on the structure of History curriculum in Malaysia and Indonesia, teachers are supposed to be able to carry out teaching in an innovative and systematic way. Comparison of History Education in this paper enables us to see effectiveness and improve of teaching in both countries. In this paper, review on previous studies from the two countries have been conducted. It can be concluded that the enhancement of History education in both countries – Malaysia and Indonesia are more likely to focus on the values of History subjects such as self-affirmation, the spirit of unity and the spirit of belonging to the citizens of the world. Based on this comparison, it will give ideas to enhance educators' understanding and knowledge on how to translate History Education curriculum effectively. This paper would be a source of reference for future researchers to obtain information on History curriculum in Malaysia and Indonesia in order to make the teaching and learning process in both countries interesting.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114105328","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}
Learning history is not just about learning the facts or events of the past but it is necessary to understand what is being taught and to analyze and generate new ideas about it to solve a problem or situation that students will encounter. Therefore, the element of High Level Thinking Skills (HOTS) that a student should possess will help students to achieve that level. High Level Thinking Skills (HOTS) is the ability to apply knowledge, skills and values in reasoning and reflection to solve problems, make decisions, innovate and create things. Malaysian Education Ministry has introduced the High Level Thinking Skills (HOTS) in the school system to produce young people with creative and critical thinking skills to deal with their own problems. In conjunction with that, the implementation of HOTS in History Education is expected to attract students to History subjects and to enhance the achievement of the students in this subject. In addition, the implementation of HOTS is also to create a situation where the quality of education system in Malaysia can compete with world level. This concept paper discusses the implementation of HOTS in History Education at Malaysia. The concept of High Level Thinking Skills (HOTS) is described in detail. Next, the issues faced by the teachers and the students are also explained. Finally, some suggestions for addressing the issues of HOTS implementation are outlined in this concept paper. Overall, this concept paper describes the implementation of Higher Level Thinking Skills (HOTS) in History Education.
{"title":"The implementation of Higher-Level Thinking Skills (HOTS) in History Education","authors":"P. Parimaladevi, Anuar Ahmad","doi":"10.32698/gcs.01100","DOIUrl":"https://doi.org/10.32698/gcs.01100","url":null,"abstract":"Learning history is not just about learning the facts or events of the past but it is necessary to understand what is being taught and to analyze and generate new ideas about it to solve a problem or situation that students will encounter. Therefore, the element of High Level Thinking Skills (HOTS) that a student should possess will help students to achieve that level. High Level Thinking Skills (HOTS) is the ability to apply knowledge, skills and values in reasoning and reflection to solve problems, make decisions, innovate and create things. Malaysian Education Ministry has introduced the High Level Thinking Skills (HOTS) in the school system to produce young people with creative and critical thinking skills to deal with their own problems. In conjunction with that, the implementation of HOTS in History Education is expected to attract students to History subjects and to enhance the achievement of the students in this subject. In addition, the implementation of HOTS is also to create a situation where the quality of education system in Malaysia can compete with world level. This concept paper discusses the implementation of HOTS in History Education at Malaysia. The concept of High Level Thinking Skills (HOTS) is described in detail. Next, the issues faced by the teachers and the students are also explained. Finally, some suggestions for addressing the issues of HOTS implementation are outlined in this concept paper. Overall, this concept paper describes the implementation of Higher Level Thinking Skills (HOTS) in History Education.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122156764","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}
Bennedine Albert Allang, M. Awang, A. Ahmad, Anuar Ahmad
This paper aimed to discuss the influenced factors on the students’ academic achievement among the B40 family. Identified factors are the findings after collecting views and findings from research studies. The student’s level of academic achievement is influenced by a variety of factors such as parents, teachers and peers. This paper focusing on factors affecting the academic achievement of students from B40 family at the MARA Science College Mukah (MRSM). The establishment of the MARA Science College (MRSM) by the People's Trust Council (MARA) is to provide advanced education in science and technology to intelligent, highly educated Bumiputera students in line with national goals and requirements. However, the flexibility given to MARA gives priority to students from the B40 community living in rural and urban areas. In Sarawak and Sabah, MARA gives opportunities to the students to apply using the Primary School Assessment Exam (UPSR) qualification. It is hoped that this paper will be able to identify and understand the factors affecting the students’ academic achievement of the B40 family. This is because, these students will be the human capital that will contribute to a competitive workforce and thus set a high level of economic achievement compared to other developed countries.
{"title":"Influenced Factors of B40 Students’ Academic Achievement","authors":"Bennedine Albert Allang, M. Awang, A. Ahmad, Anuar Ahmad","doi":"10.32698/gcs.0192","DOIUrl":"https://doi.org/10.32698/gcs.0192","url":null,"abstract":"This paper aimed to discuss the influenced factors on the students’ academic achievement among the B40 family. Identified factors are the findings after collecting views and findings from research studies. The student’s level of academic achievement is influenced by a variety of factors such as parents, teachers and peers. This paper focusing on factors affecting the academic achievement of students from B40 family at the MARA Science College Mukah (MRSM). The establishment of the MARA Science College (MRSM) by the People's Trust Council (MARA) is to provide advanced education in science and technology to intelligent, highly educated Bumiputera students in line with national goals and requirements. However, the flexibility given to MARA gives priority to students from the B40 community living in rural and urban areas. In Sarawak and Sabah, MARA gives opportunities to the students to apply using the Primary School Assessment Exam (UPSR) qualification. It is hoped that this paper will be able to identify and understand the factors affecting the students’ academic achievement of the B40 family. This is because, these students will be the human capital that will contribute to a competitive workforce and thus set a high level of economic achievement compared to other developed countries.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129289277","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 latest approach to History Education requires student not to be a passive recipient of encyclopaedic knowledge but as empowered individual that plays an active role in the knowledge generation process. This can be achieved by teaching students how to generate historical knowledge through historical sources. Therefore, digital primary sources (DPS) that refer to primary sources that are in electronic format are very important in History Education. DPS encourage students to relate it in a personal way to past events and promote a better and deeper understanding of past events. However, DPS is underutilized in this digital age, it has not yet been fully accessed and used in a meaningful way. Therefore, this paper presents the definition of DPS and the importance of using DPS in history learning process. Our purpose of this paper is to present a clear review of literature concerning the potentials of using DPS in fostering students’ historical thinking skills, fostering students’ historical inquiry, encouraging students to view a historical event in a multi perspective way, helping students to gain a deeper understanding of a past event and motivating students to learn history. We further provide suggestions of the implementation and alteration of DPS platforms for various authorities, as well as how educators can use and take advantage of DPS in history teaching and learning process.
{"title":"The Potentials of Using Digital Primary Sources in History Classroom","authors":"Wong Lee King, M. Awang, A. Ahmad, S. Dahalan","doi":"10.32698/gcs.0169","DOIUrl":"https://doi.org/10.32698/gcs.0169","url":null,"abstract":"The latest approach to History Education requires student not to be a passive recipient of encyclopaedic knowledge but as empowered individual that plays an active role in the knowledge generation process. This can be achieved by teaching students how to generate historical knowledge through historical sources. Therefore, digital primary sources (DPS) that refer to primary sources that are in electronic format are very important in History Education. DPS encourage students to relate it in a personal way to past events and promote a better and deeper understanding of past events. However, DPS is underutilized in this digital age, it has not yet been fully accessed and used in a meaningful way. Therefore, this paper presents the definition of DPS and the importance of using DPS in history learning process. Our purpose of this paper is to present a clear review of literature concerning the potentials of using DPS in fostering students’ historical thinking skills, fostering students’ historical inquiry, encouraging students to view a historical event in a multi perspective way, helping students to gain a deeper understanding of a past event and motivating students to learn history. We further provide suggestions of the implementation and alteration of DPS platforms for various authorities, as well as how educators can use and take advantage of DPS in history teaching and learning process.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132209581","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}
History subject is often considered to be a complex subject and there is no room for creative practice in teaching to create a sense of interest in the subject within the secondary school students. There is a literature review that shows an increase in students' interest through the use of teaching aids (ICT) in a lesson. While at the same time there is also a literature review that shows a decline of students' interest in History subject learning due to classroom teaching practices. Therefore, the creative practice in teaching by History teachers should be taken into account in an effort to foster a culture of creativity among secondary school students. Thus, this concept paper was developed to discuss the history teacher's competence and its contribution to the practice of the values empathy and historical thinking skills among secondary school students. Among the competencies studied are related to the knowledge and application of historical curriculum, historical goals and historical pedagogy that focus on aspects of empathy and historical thinking. Overall, this study will be helpful to all parties in an effort to increase competency among history teachers in Malaysia which will eventually lead to the formation of human capital among secondary school students.
{"title":"History Teacher’s Competencies and It’s Contribution to Practice of Empathy and The Thinking Skills of High School Students","authors":"Aidah Edin, M. Awang, A. Ahmad","doi":"10.32698/gcs.01109","DOIUrl":"https://doi.org/10.32698/gcs.01109","url":null,"abstract":"History subject is often considered to be a complex subject and there is no room for creative practice in teaching to create a sense of interest in the subject within the secondary school students. There is a literature review that shows an increase in students' interest through the use of teaching aids (ICT) in a lesson. While at the same time there is also a literature review that shows a decline of students' interest in History subject learning due to classroom teaching practices. Therefore, the creative practice in teaching by History teachers should be taken into account in an effort to foster a culture of creativity among secondary school students. Thus, this concept paper was developed to discuss the history teacher's competence and its contribution to the practice of the values empathy and historical thinking skills among secondary school students. Among the competencies studied are related to the knowledge and application of historical curriculum, historical goals and historical pedagogy that focus on aspects of empathy and historical thinking. Overall, this study will be helpful to all parties in an effort to increase competency among history teachers in Malaysia which will eventually lead to the formation of human capital among secondary school students.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121629753","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}
This concept paper will discuss the readiness of History teacher in implementing classroom assessment in the national secondary schools. Classroom assessment is a standard medium applied by Education Ministry to measure the development of students’ holistically. 21st century History teachers need to equip themselves with higher order of skills in pedagogy, mastery of syllabus, the latest technology, learning psychology and understanding of students’ development whilst caring for their needs, thus as assessor for their students’. History teacher needs to install themselves with a certain level of knowledge, skill and attitude in order to achieve the Malaysia Education Standard of Quality (SKPM). Implementation of classroom assessment needs teachers to apply various methods and techniques in order to achieve interesting and fun learning activities. This concept paper will also discuss several recommendations to increase the level of readiness among History teacher in implementing effective classroom assessment. The recent changes in Malaysia educational system, mainly in the explosion of technology and global communication, have been seen as big challenge for History teachers in ensuring an effective, adaptive and ongoing classroom assessment in various level of knowledge. Therefore, History teacher needs to put more effort in developing and delivering knowledge and information to their students and be prepared to adapt and inculcate the various 21st century teaching methods and techniques in their lesson and assessment.
{"title":"The Readiness of History Teacher in Implementing Classroom Assessment","authors":"Sawai Pilok, A. Ahmad, M. Awang","doi":"10.32698/gcs.0196","DOIUrl":"https://doi.org/10.32698/gcs.0196","url":null,"abstract":"This concept paper will discuss the readiness of History teacher in implementing classroom assessment in the national secondary schools. Classroom assessment is a standard medium applied by Education Ministry to measure the development of students’ holistically. 21st century History teachers need to equip themselves with higher order of skills in pedagogy, mastery of syllabus, the latest technology, learning psychology and understanding of students’ development whilst caring for their needs, thus as assessor for their students’. History teacher needs to install themselves with a certain level of knowledge, skill and attitude in order to achieve the Malaysia Education Standard of Quality (SKPM). Implementation of classroom assessment needs teachers to apply various methods and techniques in order to achieve interesting and fun learning activities. This concept paper will also discuss several recommendations to increase the level of readiness among History teacher in implementing effective classroom assessment. The recent changes in Malaysia educational system, mainly in the explosion of technology and global communication, have been seen as big challenge for History teachers in ensuring an effective, adaptive and ongoing classroom assessment in various level of knowledge. Therefore, History teacher needs to put more effort in developing and delivering knowledge and information to their students and be prepared to adapt and inculcate the various 21st century teaching methods and techniques in their lesson and assessment.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123529282","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}
History learning is a core subject at secondary school level. It is compulsory for student to pass History in order to get a full SPM certification. However, this subject is often associated with conventional and static methods of teaching and learning. Abreast with today's digital world, history learning requires a contemporary approach by incorporating technology to ensure students understanding and mastery in history learning. Therefore, this paper discusses issues related to the use of educational technology in history learning. Issues pertaining to the use of digital technology in the teaching and learning of History will be listed and discussed. The theories and the models of learning used in this paper connectivism Theory and Constructivist Theory. Models and theories that supports the use of digital technology in reading and learning especially through YouTube app will be discussed further. The competence of teachers in utilizing technology is given attention to as it can cause a teaching and learning gap between teachers and pupils. Hence this paper will examine some of the past studies related to the use of digital technology which affects the quality of learning history. Previous studies have shown that learning and teaching history using digital technology has increased students' understanding and interest in learning history. It is hoped that through this study, learning history will be more systematic and will have maximum impact on students.
{"title":"The Use of Digital Technology as a Medium of Teaching and Learning History Education","authors":"Cecelia Aying, M. Awang, A. Ahmad","doi":"10.32698/gcs.0188","DOIUrl":"https://doi.org/10.32698/gcs.0188","url":null,"abstract":"History learning is a core subject at secondary school level. It is compulsory for student to pass History in order to get a full SPM certification. However, this subject is often associated with conventional and static methods of teaching and learning. Abreast with today's digital world, history learning requires a contemporary approach by incorporating technology to ensure students understanding and mastery in history learning. Therefore, this paper discusses issues related to the use of educational technology in history learning. Issues pertaining to the use of digital technology in the teaching and learning of History will be listed and discussed. The theories and the models of learning used in this paper connectivism Theory and Constructivist Theory. Models and theories that supports the use of digital technology in reading and learning especially through YouTube app will be discussed further. The competence of teachers in utilizing technology is given attention to as it can cause a teaching and learning gap between teachers and pupils. Hence this paper will examine some of the past studies related to the use of digital technology which affects the quality of learning history. Previous studies have shown that learning and teaching history using digital technology has increased students' understanding and interest in learning history. It is hoped that through this study, learning history will be more systematic and will have maximum impact on students.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122470093","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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