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":"9 1","pages":"0"},"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}
This article examine the influence of type of residence (X1), trust (X2), security conditions (X3), religious activities (D1), market operations (X4), number of village midwives (X5), household access to electricity (X6), the main crops of villagers (D2), and the number of poor households (X7) against physical violence at the household level in Indonesia using the logistic regression method. The source of research data comes from the 5th Wave of the Indonesian Family Life Survey (IFLS). The results of the bivariate analysis indicate that only X1, X6, D2, X7 could be included in multivariate analysis because it is significantly related to Y. Although it is not significantly related to Y, X4 and X5 still including in multivariate analysis because of p 0.25. The final logistic regression model only contained independent variables and can estimate Y by 6.74% significantly, X2 (4) = 28.79, p <0.01. The final model shows that only D2 and X6 have a negative relationship and explaining Y by -47.3% and 64%, respectively. Whereas X4 and X7, have a positive relationship and explain Y by 78.1% and 110.1%. This finding strengthens the influence of economic factors on physical phenomena on women at the household level. This article recommends to the all-party that concerns to physical violence at the household level, especially government institution at all level, to improve family food resilience, reduce poverty, and increase household electrification while providing media literacy to citizens.
本文采用logistic回归方法考察了印度尼西亚的居住类型(X1)、信任(X2)、安全条件(X3)、宗教活动(D1)、市场运作(X4)、村助产士数量(X5)、家庭用电情况(X6)、村民的主要作物(D2)和贫困家庭数量(X7)对家庭层面身体暴力的影响。研究数据来源于印尼第五次家庭生活调查(IFLS)。双变量分析结果表明，只有X1、X6、D2、X7与Y显著相关，因此可以纳入多变量分析。虽然与Y不显著相关，但由于p = 0.25, X4、X5仍然可以纳入多变量分析。最终logistic回归模型仅包含自变量，Y的估计值显著提高6.74%，X2 (4) = 28.79, p <0.01。最终模型显示，只有D2和X6存在负相关关系，对Y的解释分别为-47.3%和64%。而X4和X7则呈正相关，对Y的解释分别为78.1%和110.1%。这一发现加强了经济因素对家庭妇女身体现象的影响。本文建议关注家庭层面身体暴力的各方，特别是各级政府机构，在提高公民媒介素养的同时，提高家庭的粮食韧性，减少贫困，提高家庭电气化。
{"title":"Determinant of Physical Violence at Household Level in Indonesia","authors":"Dyah Hapsari Ekonugraheni, Sofyan Effendi, Mery Yanti","doi":"10.32698/gcs.0166","DOIUrl":"https://doi.org/10.32698/gcs.0166","url":null,"abstract":"This article examine the influence of type of residence (X1), trust (X2), security conditions (X3), religious activities (D1), market operations (X4), number of village midwives (X5), household access to electricity (X6), the main crops of villagers (D2), and the number of poor households (X7) against physical violence at the household level in Indonesia using the logistic regression method. The source of research data comes from the 5th Wave of the Indonesian Family Life Survey (IFLS). The results of the bivariate analysis indicate that only X1, X6, D2, X7 could be included in multivariate analysis because it is significantly related to Y. Although it is not significantly related to Y, X4 and X5 still including in multivariate analysis because of p 0.25. The final logistic regression model only contained independent variables and can estimate Y by 6.74% significantly, X2 (4) = 28.79, p <0.01. The final model shows that only D2 and X6 have a negative relationship and explaining Y by -47.3% and 64%, respectively. Whereas X4 and X7, have a positive relationship and explain Y by 78.1% and 110.1%. This finding strengthens the influence of economic factors on physical phenomena on women at the household level. This article recommends to the all-party that concerns to physical violence at the household level, especially government institution at all level, to improve family food resilience, reduce poverty, and increase household electrification while providing media literacy to citizens.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115235260","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}
Sayuti Ab Ghani, Rashid Nordin, B. Jalal, Mohd Hamran Mohamad, Hj. Hasan Al-Banna Mohamed, M. Awang, A. Ahmad
Education waqf fund is one of the important and debated issues nowadays. The need for education waqf fund is critical during the uncertain times. The history and development of Islamic waqf have benefitted the Muslims by increasing the social economic status through the development of education. This research will focus on the development of education by using the waqf fund. The public universities in Malaysia have developed steps in strengthening education waqf by reducing dependence on government fund. In strengthening the research, writer try to clarify the mechanism that have been used by higher education system in Malaysia to increase the social economic status through waqf.
{"title":"Empowering the Social Economic Status of Higher Education Institution in Malaysia Through Waqf Fund","authors":"Sayuti Ab Ghani, Rashid Nordin, B. Jalal, Mohd Hamran Mohamad, Hj. Hasan Al-Banna Mohamed, M. Awang, A. Ahmad","doi":"10.32698/gcs.0165","DOIUrl":"https://doi.org/10.32698/gcs.0165","url":null,"abstract":"Education waqf fund is one of the important and debated issues nowadays. The need for education waqf fund is critical during the uncertain times. The history and development of Islamic waqf have benefitted the Muslims by increasing the social economic status through the development of education. This research will focus on the development of education by using the waqf fund. The public universities in Malaysia have developed steps in strengthening education waqf by reducing dependence on government fund. In strengthening the research, writer try to clarify the mechanism that have been used by higher education system in Malaysia to increase the social economic status through waqf.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115440590","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 applications of Historical Thinking Skills in teaching and History learning have become more attention among researchers in Malaysia after the Standard Curriculum of Secondary Schools for History education was launched by the Ministry of Education in 2016. Historical Thinking Skills are consisting five skills such as understanding the chronology, discovering historical evidence, making interpretation, imagination, and rationalization that can help the students cognitively to understand the process of using the historical information, it’s including deciphering context, perspective, point of view, and the perceived facts to understand the past or thinking like as historian. Furthermore, Historical Thinking Skills have been more important as the appropriate skills in history learning, especially for students on how to learn the history subject authentically and dynamically than only memorizing historical facts and events. On top of that, Historical Thinking Skills were compulsory skills which are used in teaching and history learning who must be mastered by students and also teachers in Malaysia with desired the students' aspirations in which embodied in the Malaysian Education Development Plan (2013-2025) can be achieved which is to develop thinking skills among them. As a history teacher, the applications of Historical Thinking Skills must be fostered to their students in which also was emphasized in Standard Document for Curriculum and Assessment of History subject. However, the applications of Historical Thinking Skills in teaching and History learning having many issues, problems, and challenges that acquired by researchers whether it becomes more rhetoric or reality which be the points in our discussion. to solve problems, and to get the best alternative.
{"title":"The Applications of Historical Thinking Skills in Teaching and History Learning: Between Rhetoric and Reality","authors":"J. Maria, Anuar Ahmad, M. Awang","doi":"10.32698/gcs.01101","DOIUrl":"https://doi.org/10.32698/gcs.01101","url":null,"abstract":"The applications of Historical Thinking Skills in teaching and History learning have become more attention among researchers in Malaysia after the Standard Curriculum of Secondary Schools for History education was launched by the Ministry of Education in 2016. Historical Thinking Skills are consisting five skills such as understanding the chronology, discovering historical evidence, making interpretation, imagination, and rationalization that can help the students cognitively to understand the process of using the historical information, it’s including deciphering context, perspective, point of view, and the perceived facts to understand the past or thinking like as historian. Furthermore, Historical Thinking Skills have been more important as the appropriate skills in history learning, especially for students on how to learn the history subject authentically and dynamically than only memorizing historical facts and events. On top of that, Historical Thinking Skills were compulsory skills which are used in teaching and history learning who must be mastered by students and also teachers in Malaysia with desired the students' aspirations in which embodied in the Malaysian Education Development Plan (2013-2025) can be achieved which is to develop thinking skills among them. As a history teacher, the applications of Historical Thinking Skills must be fostered to their students in which also was emphasized in Standard Document for Curriculum and Assessment of History subject. However, the applications of Historical Thinking Skills in teaching and History learning having many issues, problems, and challenges that acquired by researchers whether it becomes more rhetoric or reality which be the points in our discussion. to solve problems, and to get the best alternative.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128371122","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 aims to look at the meaning of education from the perspective of the Penan community (weltaunchauung). The Penan community is a minority community living in rural Sarawak. They were originally nomadic. As a result, Penan society is lagging behind in many aspects especially in the field of education. The government-backed resettlement did not show a favourable impact on Penan student enrolment in high school. At one time, the Penans were a separate community from other people because of their remote locations. The education they receive is informal education where they only learn the skills they need for survival. The emergence of formal education now gives the Penan community no choice but to join the National education agenda. The fallout has left them unable to compete with other economically disadvantaged communities. Therefore, this concept paper is designed to look at the philosophy of education according to the Penan society. Is there anything sceptical about education today from the Penan society? It is hoped that this concept paper will provide a clearer understanding of issues pertaining to Penan society.
{"title":"The National Philosophy from the Point of View (weltaunchauung) of the Penan Community","authors":"Ronald Agan Tom, M. Awang, A. Ahmad, Anuar Ahmad","doi":"10.32698/gcs.0186","DOIUrl":"https://doi.org/10.32698/gcs.0186","url":null,"abstract":"This concept paper aims to look at the meaning of education from the perspective of the Penan community (weltaunchauung). The Penan community is a minority community living in rural Sarawak. They were originally nomadic. As a result, Penan society is lagging behind in many aspects especially in the field of education. The government-backed resettlement did not show a favourable impact on Penan student enrolment in high school. At one time, the Penans were a separate community from other people because of their remote locations. The education they receive is informal education where they only learn the skills they need for survival. The emergence of formal education now gives the Penan community no choice but to join the National education agenda. The fallout has left them unable to compete with other economically disadvantaged communities. Therefore, this concept paper is designed to look at the philosophy of education according to the Penan society. Is there anything sceptical about education today from the Penan society? It is hoped that this concept paper will provide a clearer understanding of issues pertaining to Penan society.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123647893","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}
Social ecological support involving institutions, families, local communities and virtual platforms greatly influence the living environment of the youth living in the city in enhancing competitiveness to survive challenges and to improve their quality of life. Competitive ability for the purpose of survival in urban areas requires a high level of knowledge, skills, lifelong learning, and high value as well as creativity to adapt to changes and the dynamics of city life. Social ecology support and their survivability will ensure that the youths to have a good quality of life in terms of physical facilities, financial literacy, health and wellness, family happiness as well as social harmony to achieve personal well-being and contribute to the sustainability of their families and communities. This study surveys youths from various ethnic backgrounds living in urban areas which involving a sample of 2600 people using the City Youth Perceptions on Social Ecological Support, Survival and Quality of Life Inventory, (IPGB SESKH). This study reveals the relationship between the three variables and the impact of survival as a mediator between social ecological support and the quality of life among youths living in the city of Kuala Lumpur.
{"title":"Social Ecology and Survivability Towards Sustainability in Improving the Quality of Life Living in the City","authors":"Mohd Ariffuddin Kamari, Abdul Razaq Bin Ahmad","doi":"10.32698/gcs.01112","DOIUrl":"https://doi.org/10.32698/gcs.01112","url":null,"abstract":"Social ecological support involving institutions, families, local communities and virtual platforms greatly influence the living environment of the youth living in the city in enhancing competitiveness to survive challenges and to improve their quality of life. Competitive ability for the purpose of survival in urban areas requires a high level of knowledge, skills, lifelong learning, and high value as well as creativity to adapt to changes and the dynamics of city life. Social ecology support and their survivability will ensure that the youths to have a good quality of life in terms of physical facilities, financial literacy, health and wellness, family happiness as well as social harmony to achieve personal well-being and contribute to the sustainability of their families and communities. This study surveys youths from various ethnic backgrounds living in urban areas which involving a sample of 2600 people using the City Youth Perceptions on Social Ecological Support, Survival and Quality of Life Inventory, (IPGB SESKH). This study reveals the relationship between the three variables and the impact of survival as a mediator between social ecological support and the quality of life among youths living in the city of Kuala Lumpur.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123586607","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}
In the current era of globalization, our country is facing issues and challenges in the education world as a result of the development of Information and Communications Technology (ICT). Traditional approaches are less suitable to be used in teaching today due to rapid pace of modernization which has led to a new revolution in teaching and facilitating method. Therefore, new approaches need to be implemented at all levels of education to ensure that 21st century learning can be applied by teachers in the classroom. The selection of appropriate approaches in History subject will enhance the students’ achievement in this particular subject. This concept paper will be discussing on the teachers’ mastery in implementing 21st century learning in teaching and facilitating, in the aspects of teacher readiness as well as the provision of teaching aids in the classroom. Previous studies conducted on the implementation and the effectiveness of 21st century learning methods in improving soft skills especially in the History subject are taken into discussion. This concept paper will conclude on the effectiveness of 21st century learning methods on students’ achievement in History subject as well as suggestions that can be taken in improving students’ achievement in History subject in Malaysia.
{"title":"Issues and Challenges in 21st Century Learning of History Education","authors":"Fathizaki Rifin, M. Awang, A. Ahmad, S. Dahalan","doi":"10.32698/gcs.0171","DOIUrl":"https://doi.org/10.32698/gcs.0171","url":null,"abstract":"In the current era of globalization, our country is facing issues and challenges in the education world as a result of the development of Information and Communications Technology (ICT). Traditional approaches are less suitable to be used in teaching today due to rapid pace of modernization which has led to a new revolution in teaching and facilitating method. Therefore, new approaches need to be implemented at all levels of education to ensure that 21st century learning can be applied by teachers in the classroom. The selection of appropriate approaches in History subject will enhance the students’ achievement in this particular subject. This concept paper will be discussing on the teachers’ mastery in implementing 21st century learning in teaching and facilitating, in the aspects of teacher readiness as well as the provision of teaching aids in the classroom. Previous studies conducted on the implementation and the effectiveness of 21st century learning methods in improving soft skills especially in the History subject are taken into discussion. This concept paper will conclude on the effectiveness of 21st century learning methods on students’ achievement in History subject as well as suggestions that can be taken in improving students’ achievement in History subject in Malaysia.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":"255 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122502678","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 paper discusses the implementation of the primary school history curriculum with the support of the environment and knowledge to realize the nation's aspirations, especially in promoting Malaysian selfidentity among primary school students. The implementation of this primary school history curriculum is supported by the availability of infrastructure, management administration, content knowledge and pedagogy as well as history-based thinking skills assessed from the teacher's perspective. The implementation of this primary school history curriculum is evaluated on the aspects of effective history teaching methods, the use of textbooks, teaching aids where the assessment in this study involving both teachers and students. In addition, the self-identity practice as a Malaysian was assessed from the perspective of students for aspects comprises of understanding human behaviour, actions and consequences in history, the uniqueness of our homeland, glory and patriotic citizens as well as understanding of democratic practices. History subjects have become a core subject that all students must learn in the Primary School Curriculum from year 4 in the second grade. The role of this history subject is to underpin and nurture students’ patriotic souls with their knowledge on historical values. This paper therefore seeks to look at the extent to which the implementation of the history curriculum of the primary school subjects as a core subject in the primary school in implementing Malaysian citizenship practices with the support of the environment and the knowledge of teachers. This paper also discusses the position and goals of primary school history subjects. Therefore, it is vital for these younger generation to implement self-identity as a practice to create a proud citizen. This paper will also widely explore the studied constructs.
{"title":"The Implementation of History Curriculum in Primary School with Environmental Influence and Knowledge in Enforcing Self-Identity as a Malaysian","authors":"Zunaida Zakaria, A. Ahmad, M. Awang","doi":"10.32698/gcs.01114","DOIUrl":"https://doi.org/10.32698/gcs.01114","url":null,"abstract":"This paper discusses the implementation of the primary school history curriculum with the support of the environment and knowledge to realize the nation's aspirations, especially in promoting Malaysian selfidentity among primary school students. The implementation of this primary school history curriculum is supported by the availability of infrastructure, management administration, content knowledge and pedagogy as well as history-based thinking skills assessed from the teacher's perspective. The implementation of this primary school history curriculum is evaluated on the aspects of effective history teaching methods, the use of textbooks, teaching aids where the assessment in this study involving both teachers and students. In addition, the self-identity practice as a Malaysian was assessed from the perspective of students for aspects comprises of understanding human behaviour, actions and consequences in history, the uniqueness of our homeland, glory and patriotic citizens as well as understanding of democratic practices. History subjects have become a core subject that all students must learn in the Primary School Curriculum from year 4 in the second grade. The role of this history subject is to underpin and nurture students’ patriotic souls with their knowledge on historical values. This paper therefore seeks to look at the extent to which the implementation of the history curriculum of the primary school subjects as a core subject in the primary school in implementing Malaysian citizenship practices with the support of the environment and the knowledge of teachers. This paper also discusses the position and goals of primary school history subjects. Therefore, it is vital for these younger generation to implement self-identity as a practice to create a proud citizen. This paper will also widely explore the studied constructs.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":"2023 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127609894","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}
Muhamad Ezzul Esa, M. Awang, A. Ahmad, Anuar Ahmad
This paper is intend to discuss the implementation of Thinking Skills among students towards the development of quality human capital. The main focuses of this paper is to look at Thinking Skills in terms of curriculum, pedagogy and assessment while implementing the Learning and Facilitation Process (PdPc) to build quality human capital among students. The concepts of Critical and Creative Thinking Skills (CCTS) and High Level Order Thinking Skills (HOTS) will also be explore to make comparisons between the two in developing quality human capital. The comparison is in terms of the effectiveness of the CCTS and HOTS in the development of student human capital. The effectiveness of HOTS will also be compare between different southeastern Asian countries to assess the extent to which the impact of the present-day HOTS has been widely discussed in the country. Quality human capital formation is closely relate to education. Referring to Schultz's theory of human capital development, 1971, In general, it explains the importance of education in developing longterm humanity in the interests of the national economy. The discussion of this paper refers to relevant journals, theories and concepts and scientific papers. The results of this paper are expecte to assist various parties in generating and developing human capital among students in the future. An effective education system will produce quality human capital.
{"title":"Developing Thinking Skills Among Students Towards Creating Quality Human Capital","authors":"Muhamad Ezzul Esa, M. Awang, A. Ahmad, Anuar Ahmad","doi":"10.32698/gcs.0199","DOIUrl":"https://doi.org/10.32698/gcs.0199","url":null,"abstract":"This paper is intend to discuss the implementation of Thinking Skills among students towards the development of quality human capital. The main focuses of this paper is to look at Thinking Skills in terms of curriculum, pedagogy and assessment while implementing the Learning and Facilitation Process (PdPc) to build quality human capital among students. The concepts of Critical and Creative Thinking Skills (CCTS) and High Level Order Thinking Skills (HOTS) will also be explore to make comparisons between the two in developing quality human capital. The comparison is in terms of the effectiveness of the CCTS and HOTS in the development of student human capital. The effectiveness of HOTS will also be compare between different southeastern Asian countries to assess the extent to which the impact of the present-day HOTS has been widely discussed in the country. Quality human capital formation is closely relate to education. Referring to Schultz's theory of human capital development, 1971, In general, it explains the importance of education in developing longterm humanity in the interests of the national economy. The discussion of this paper refers to relevant journals, theories and concepts and scientific papers. The results of this paper are expecte to assist various parties in generating and developing human capital among students in the future. An effective education system will produce quality human capital.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134266011","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}
Whenever students talk about their subjects in school, history is often perceived as among the most boring subject. The main reason of history has been considered as a boring subject is due to the traditional ways used by the history teachers in the class. The teacher-centered approach had made the students think that history is a vapid subject where they only need to memorize all the facts about a history event to achieve the learning outcomes. In this case, the using of technology approach in history learning process can provide students a new perspective on History Education. Technology is a useful tool that can stimulate students to generate historical thinking skills. The using of technology approach also encourage students to imagine a past event comprehensively. However, there are a lot of problems need to be solved such as the lack of facilities in schools and the skill deficiency among history teachers. Therefore, the purpose of this paper is to discuss the using of technology approach in stimulate student historical thinking skill. Besides, this paper will also discuss about the role of school and government in providing facilities and courses that train teacher with the skill needed. This is important to ensure that the technology approach can be applied effectively in history teaching and learning process.
{"title":"The Use of Technological Approach in Stimulate Students’ Historical Thinking Skill","authors":"Lau Yi Yi, M. Awang, A. Ahmad, S. Dahalan","doi":"10.32698/gcs.0170","DOIUrl":"https://doi.org/10.32698/gcs.0170","url":null,"abstract":"Whenever students talk about their subjects in school, history is often perceived as among the most boring subject. The main reason of history has been considered as a boring subject is due to the traditional ways used by the history teachers in the class. The teacher-centered approach had made the students think that history is a vapid subject where they only need to memorize all the facts about a history event to achieve the learning outcomes. In this case, the using of technology approach in history learning process can provide students a new perspective on History Education. Technology is a useful tool that can stimulate students to generate historical thinking skills. The using of technology approach also encourage students to imagine a past event comprehensively. However, there are a lot of problems need to be solved such as the lack of facilities in schools and the skill deficiency among history teachers. Therefore, the purpose of this paper is to discuss the using of technology approach in stimulate student historical thinking skill. Besides, this paper will also discuss about the role of school and government in providing facilities and courses that train teacher with the skill needed. This is important to ensure that the technology approach can be applied effectively 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":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116415691","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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