Mohd Effizan Wahid, M. Awang, A. Ahmad, Anuar Ahmad
The environment and culture of the rural community in Sarawak has a profound impact on the experiences, values, effectiveness and affective realities of children in the area. The rural communities living in Sarawak are still practicing and maintaining their unique culture and lifestyle. For instance the “nakap kikid” culture which mean the activity of searching or hunting the forest produce as their main sources of daily family food, wedding culture that called “adat aweh” and “petated”, and also the usage of folded leaf as a rice container or “nanga luba tinga” are still commonly practiced. This local living culture has become a meaningful experience in these children's lives and even builds their potential into a great extent. This paper work discusses the self-learning through these experiences can also shape children's identity and personality through the implementation of informal knowledge and skills. Self-regulated learning among children living in the rural is made by the interaction between the experiences that comes from the unique environment and culture within the area. Past literature reviews and studies focused merely on cognitive aspect as benchmark for children potential, which has become a barrier for the rural children. Children living in rural area have different sets of potential and development, as the potential seen through the children living in rural area which involve learning based on experiences is impossible to be thought in a formal learning.
沙捞越农村社区的环境和文化对该地区儿童的经历、价值观、效力和情感现实有着深远的影响。生活在砂拉越的农村社区仍然在实践和保持着他们独特的文化和生活方式。例如，“nakap kikid”文化意味着寻找或狩猎森林产品作为他们日常家庭食物的主要来源的活动，称为“adat aweh”和“petated”的婚礼文化，以及使用折叠的叶子作为大米容器或“nanga luba tinga”的使用仍然很普遍。这种当地的生活文化已经成为这些孩子生活中有意义的体验，甚至在很大程度上建立了他们的潜力。本论文论述了通过这些自我学习经历还可以通过实施非正式知识和技能塑造儿童的身份和个性。农村儿童的自我调节学习是由来自该地区独特环境和文化的经验相互作用而形成的。以往的文献综述和研究仅仅侧重于认知方面作为儿童潜能的基准，这已经成为农村儿童发展的障碍。生活在农村地区的儿童有着不同的潜力和发展，因为通过生活在农村地区的儿童所看到的潜力，包括基于经验的学习，是不可能在正式的学习中被认为的。
{"title":"Children’s Self-Regulated Learning Based-Experience through Environment and Culture Rural Community Sarawak","authors":"Mohd Effizan Wahid, M. Awang, A. Ahmad, Anuar Ahmad","doi":"10.32698/gcs.0184","DOIUrl":"https://doi.org/10.32698/gcs.0184","url":null,"abstract":"The environment and culture of the rural community in Sarawak has a profound impact on the experiences, values, effectiveness and affective realities of children in the area. The rural communities living in Sarawak are still practicing and maintaining their unique culture and lifestyle. For instance the “nakap kikid” culture which mean the activity of searching or hunting the forest produce as their main sources of daily family food, wedding culture that called “adat aweh” and “petated”, and also the usage of folded leaf as a rice container or “nanga luba tinga” are still commonly practiced. This local living culture has become a meaningful experience in these children's lives and even builds their potential into a great extent. This paper work discusses the self-learning through these experiences can also shape children's identity and personality through the implementation of informal knowledge and skills. Self-regulated learning among children living in the rural is made by the interaction between the experiences that comes from the unique environment and culture within the area. Past literature reviews and studies focused merely on cognitive aspect as benchmark for children potential, which has become a barrier for the rural children. Children living in rural area have different sets of potential and development, as the potential seen through the children living in rural area which involve learning based on experiences is impossible to be thought in a formal learning.","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":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133189711","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}
Raja Yong Zahariah Raja Badaruddin, M. Awang, A. Ahmad, Asmahani Mukhtar
Value is an issue that is often discussed in history education since it helps to mould national identity. History education is seen as the main medium in nurturing patriotism, loyalty and respect the differences among the students. These elements are important for developing countries as every good citizen adds to the strength of a nation. This paper is focus on values concept that applied in history education in Malaysia, Indonesia and Singapore. The issue discussed in this paper is the barriers in implementing values during conducting the learning process in this three countries. Actions that can be taken in ensuring the effectiveness of nurturing values also included in this discussion.
{"title":"Values in History Education in ASEAN Countries","authors":"Raja Yong Zahariah Raja Badaruddin, M. Awang, A. Ahmad, Asmahani Mukhtar","doi":"10.32698/gcs.0174","DOIUrl":"https://doi.org/10.32698/gcs.0174","url":null,"abstract":"Value is an issue that is often discussed in history education since it helps to mould national identity. History education is seen as the main medium in nurturing patriotism, loyalty and respect the differences among the students. These elements are important for developing countries as every good citizen adds to the strength of a nation. This paper is focus on values concept that applied in history education in Malaysia, Indonesia and Singapore. The issue discussed in this paper is the barriers in implementing values during conducting the learning process in this three countries. Actions that can be taken in ensuring the effectiveness of nurturing values also included in this discussion.","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":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115493990","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 purpose of this study was to identify the aspects of social environmental support includes family support, peer support and local community support towards leisure activities multi-ethnic youth in Malaysia. Social environmental support for this study is based on Bronfenbrenner’s ecological system theory. The study was conducted in the form of survey which uses questionnaire that involved 1184 youths from multiple ethnics which are Malay, Chinese and Indian. The overall findings of the study showed that social environmental support is at moderate high level. Therefore, various programs need to be planned well in order to encourage youth participation in leisure activities.
{"title":"Social Environmental Support Towards Leisure Time Activities Among Multi-Ethnic Youth in Malaysia","authors":"Nurul Hidayati Hamid, A. Ahmad, M. Awang","doi":"10.32698/gcs.01113","DOIUrl":"https://doi.org/10.32698/gcs.01113","url":null,"abstract":"The purpose of this study was to identify the aspects of social environmental support includes family support, peer support and local community support towards leisure activities multi-ethnic youth in Malaysia. Social environmental support for this study is based on Bronfenbrenner’s ecological system theory. The study was conducted in the form of survey which uses questionnaire that involved 1184 youths from multiple ethnics which are Malay, Chinese and Indian. The overall findings of the study showed that social environmental support is at moderate high level. Therefore, various programs need to be planned well in order to encourage youth participation in leisure activities.","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":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130832893","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}
National-type Chinese primary schools (SJKC) in Malaysia is more important in their role in the education of pluralism to meet the needs of diverse ethnic students as a result of the increasing response from non-Chinese parents. This paper aims to examine the factors that influence non-Chinese parents to send their children to National-type Chinese primary schools in Malaysia who place greater emphasis on the Chinese language and influence their children's worldview towards community and ethnic relations. The empirical findings show that among the factors that drove non-Chinese parents to send their children to the SJKC were the quality and diversity factors in the SJKC, the ecological environment factors as well as the importance of mastering the Chinese language in the era of globalization. The findings of this study refer to previous studies and scholarly articles. Throughout the explanation, it is hoped that this guide will help to inspire non-Chinese parents in ensuring that their children enjoy a quality education and contribute to the nation in the process of nation-building.
{"title":"Factors Influencing Non-Chinese Parents Decision in Choosing National-Type Chinese Primary School (Sjkc)","authors":"Liong Teen Teen, M. Awang, A. Ahmad, Anuar Ahmad","doi":"10.32698/gcs.01106","DOIUrl":"https://doi.org/10.32698/gcs.01106","url":null,"abstract":"National-type Chinese primary schools (SJKC) in Malaysia is more important in their role in the education of pluralism to meet the needs of diverse ethnic students as a result of the increasing response from non-Chinese parents. This paper aims to examine the factors that influence non-Chinese parents to send their children to National-type Chinese primary schools in Malaysia who place greater emphasis on the Chinese language and influence their children's worldview towards community and ethnic relations. The empirical findings show that among the factors that drove non-Chinese parents to send their children to the SJKC were the quality and diversity factors in the SJKC, the ecological environment factors as well as the importance of mastering the Chinese language in the era of globalization. The findings of this study refer to previous studies and scholarly articles. Throughout the explanation, it is hoped that this guide will help to inspire non-Chinese parents in ensuring that their children enjoy a quality education and contribute to the nation in the process of nation-building.","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":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134182751","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 of History is being highlighted and need to be implemented among students since they are in primary schools. Based on past surveys and articles, History is mainly being a subject which rarely focused by students due to more facts to be remembered and known as a boring subject. For a better upgrade in education system, History subject can be taught based on Outdoor Learning activities which could enhance the historical thinking skills among the students. The purpose of this paper is to get to know the challenges and obstacles of Outdoor Learning of History Education to improves the Historical Thinking Skills, have fun and enjoyable learning of History Education among the students, encourage the students to study Historical Education, improve and level up the understanding of the students on Historical Thinking Skills based on Outdoor Learning in History Education and to enhance the development of self-learning in Historical Education. This paper discussed about the introduction, problem statement, importance of implementing the Outdoor Learning of History Education, discussions and conclusions. This paper provides further understanding of the issues and the ways to overcome the obstacles of Outdoor Learning of History Education to mainly enhance the Historical Thinking Skills. We aim to highlight where research has produced some ideas on overcoming the challenges and obstacles that can help to implement the Outdoor Learning in History Education so that it could enhance the Historical Thinking
{"title":"Challenges and Obstacle of Outdoor Learning of History Education to enhance the Historical Thinking Skills","authors":"Niveetha Niveetha, M. Awang, A. Ahmad, S. Dahalan","doi":"10.32698/gcs.0168","DOIUrl":"https://doi.org/10.32698/gcs.0168","url":null,"abstract":"Learning of History is being highlighted and need to be implemented among students since they are in primary schools. Based on past surveys and articles, History is mainly being a subject which rarely focused by students due to more facts to be remembered and known as a boring subject. For a better upgrade in education system, History subject can be taught based on Outdoor Learning activities which could enhance the historical thinking skills among the students. The purpose of this paper is to get to know the challenges and obstacles of Outdoor Learning of History Education to improves the Historical Thinking Skills, have fun and enjoyable learning of History Education among the students, encourage the students to study Historical Education, improve and level up the understanding of the students on Historical Thinking Skills based on Outdoor Learning in History Education and to enhance the development of self-learning in Historical Education. This paper discussed about the introduction, problem statement, importance of implementing the Outdoor Learning of History Education, discussions and conclusions. This paper provides further understanding of the issues and the ways to overcome the obstacles of Outdoor Learning of History Education to mainly enhance the Historical Thinking Skills. We aim to highlight where research has produced some ideas on overcoming the challenges and obstacles that can help to implement the Outdoor Learning in History Education so that it could enhance the Historical Thinking","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":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116792394","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}
People still assume that a museum is simply a place where things are collected and displayed for the visitors to have a look at. However, simultaneously, they did not realize that there is no learning process in occurring. Basically, museum based learning can be more related in history education to improves patriotism. Museum based learning is a process of teaching outside the classroom in the study of history subject. The use of museum as outdoor learning tool can enhance the value of patriotism among students. Most researchers only focus on teaching and learning in the classroom. The purpose of this paper is to give knowledge to students about the importance of museum-based learning, to create good moral values and to expose the students to experiences the reality. In this regard, this paper will discuss about types of exploration activities within the museum that are suitable for implementation, challenges and suggestions for improvement of students so that it can enhance student’s interest in patriotism. Through this writing, it is hoped that it will serve as a source of reference for future researchers making the museum as a medium of outdoor learning.
{"title":"Museum Based Learning in History Education to Enhance Patriotism among Students","authors":"Lelawathi Napiah, M. Awang, A. Ahmad, S. Dahalan","doi":"10.32698/gcs.0178","DOIUrl":"https://doi.org/10.32698/gcs.0178","url":null,"abstract":"People still assume that a museum is simply a place where things are collected and displayed for the visitors to have a look at. However, simultaneously, they did not realize that there is no learning process in occurring. Basically, museum based learning can be more related in history education to improves patriotism. Museum based learning is a process of teaching outside the classroom in the study of history subject. The use of museum as outdoor learning tool can enhance the value of patriotism among students. Most researchers only focus on teaching and learning in the classroom. The purpose of this paper is to give knowledge to students about the importance of museum-based learning, to create good moral values and to expose the students to experiences the reality. In this regard, this paper will discuss about types of exploration activities within the museum that are suitable for implementation, challenges and suggestions for improvement of students so that it can enhance student’s interest in patriotism. Through this writing, it is hoped that it will serve as a source of reference for future researchers making the museum as a medium of outdoor learning.","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":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126240188","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}
Nordin Mamat, Siti Rahayu Isha, Abdul Rahim Razalli, Mazlina Che Mustapha, Rosmarzila Omar
The primary aim of this study is to investigate positive and constructive teacher-child interaction. The study involved 65 children from 4 pre-schools and their teachers. A qualitative methodology was applied in this study. Observations of the children were conducted over 12 weeks, in classroom activities, and were recorded in field notes and with a digital camera to gain understanding of the interaction based on instruments. The children were interviewed based on observations and photographs conducted earlier. In-depth interviews were conducted with the teachers according to the child observation and interview data. The result shown interaction between teachers and children come with polite language and the practice of ―budi bahasa” as a symbol of respectfulness. Teacher facilitated children with appropriate language and good manner. Teacher character such caring, soft spoken (intonation), body language become model for children in interaction to their peer and influence child’s character. In conclusion, the study gives a picture of the importance of contextual factors such as teachers influencing child ‘s interaction. The implications of these results for research in teachers-child, for future research should emphasis on how the level and quality of teacher-child remains.
{"title":"Observation of a Positive and Constructive Teacher-Child Interaction in Pre-School Setting in Selangor Malaysia","authors":"Nordin Mamat, Siti Rahayu Isha, Abdul Rahim Razalli, Mazlina Che Mustapha, Rosmarzila Omar","doi":"10.32698/gcs.01116","DOIUrl":"https://doi.org/10.32698/gcs.01116","url":null,"abstract":"The primary aim of this study is to investigate positive and constructive teacher-child interaction. The study involved 65 children from 4 pre-schools and their teachers. A qualitative methodology was applied in this study. Observations of the children were conducted over 12 weeks, in classroom activities, and were recorded in field notes and with a digital camera to gain understanding of the interaction based on instruments. The children were interviewed based on observations and photographs conducted earlier. In-depth interviews were conducted with the teachers according to the child observation and interview data. The result shown interaction between teachers and children come with polite language and the practice of ―budi bahasa” as a symbol of respectfulness. Teacher facilitated children with appropriate language and good manner. Teacher character such caring, soft spoken (intonation), body language become model for children in interaction to their peer and influence child’s character. In conclusion, the study gives a picture of the importance of contextual factors such as teachers influencing child ‘s interaction. The implications of these results for research in teachers-child, for future research should emphasis on how the level and quality of teacher-child remains.","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":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126833119","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 aims of this study to determine the relationship between parenting styles of parents with higher education level with the level of preschool children’s emotional intelligence. The survey method was used in this study with randomly selected the location at a district of Selangor. The samples of this study consist of 50 preschool children aged six years old and have parents with higher education level. Three types of instruments were used in this study, which is Parenting Practices Questionnaire (PPQ) and Active Parenting Publisher (APP) to identify the types of parenting styles of parents with higher education level, whereas The Sullivan Emotional Intelligence Scale for Children (EISC) to identify the level of preschool children's emotional intelligence. This study also uses Berkeley Puppet Interview (BPI) as an intermediate medium when collecting data together with the subjects of the study. Descriptive analysis describes the level of preschool children's emotional intelligence, while inferential analysis involves Pearson correlation test to explain the relationship between two variables. The findings showed that parents with higher education level mostly practices an authoritarian parenting style, while overall level of preschool children's emotional intelligence are moderate. Pearson correlation analysis showed that there is significant relationship between all parenting styles (authoritarian, authoritative, permissive) with the level of preschool children's emotional intelligence. The conclusion from this study showed that parenting styles does affects the level of preschool children's emotional intelligence.
{"title":"Comparing the Relationship Between Parenting Styles of High Education Level of Parents with the Level of Emotional Intelligence of Preschool Children","authors":"Siti Rahayu Isha, Nordin Mamat","doi":"10.32698/gcs.0164","DOIUrl":"https://doi.org/10.32698/gcs.0164","url":null,"abstract":"The aims of this study to determine the relationship between parenting styles of parents with higher education level with the level of preschool children’s emotional intelligence. The survey method was used in this study with randomly selected the location at a district of Selangor. The samples of this study consist of 50 preschool children aged six years old and have parents with higher education level. Three types of instruments were used in this study, which is Parenting Practices Questionnaire (PPQ) and Active Parenting Publisher (APP) to identify the types of parenting styles of parents with higher education level, whereas The Sullivan Emotional Intelligence Scale for Children (EISC) to identify the level of preschool children's emotional intelligence. This study also uses Berkeley Puppet Interview (BPI) as an intermediate medium when collecting data together with the subjects of the study. Descriptive analysis describes the level of preschool children's emotional intelligence, while inferential analysis involves Pearson correlation test to explain the relationship between two variables. The findings showed that parents with higher education level mostly practices an authoritarian parenting style, while overall level of preschool children's emotional intelligence are moderate. Pearson correlation analysis showed that there is significant relationship between all parenting styles (authoritarian, authoritative, permissive) with the level of preschool children's emotional intelligence. The conclusion from this study showed that parenting styles does affects the level of preschool children's emotional intelligence.","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":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130782089","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 importance of parenting social support systems and investigate the limitation of social support given to children with special needs. The recent study explored the social networks of children with IDD, which is stand for Intellectual and Development Disabilities. The importance of the issues and phenomena of the parenting social support system to special education is highlighted as it involves a group of children with special needs who require attention, cares differently than normal children in terms of their mental characteristics, emotional capacity, communication ability, behaviour, and emotion as well as physical characteristics. This question becomes an issue because family inability in the social support system of parenting poses problems and disciplines when the parenting support system becomes loose.
{"title":"The Importance of Parenting Social Support Systems in Special Education","authors":"Harmawati Mayate, Anuar Ahmad, A. Ahmad, M. Awang","doi":"10.32698/gcs.0187","DOIUrl":"https://doi.org/10.32698/gcs.0187","url":null,"abstract":"This paper discusses the importance of parenting social support systems and investigate the limitation of social support given to children with special needs. The recent study explored the social networks of children with IDD, which is stand for Intellectual and Development Disabilities. The importance of the issues and phenomena of the parenting social support system to special education is highlighted as it involves a group of children with special needs who require attention, cares differently than normal children in terms of their mental characteristics, emotional capacity, communication ability, behaviour, and emotion as well as physical characteristics. This question becomes an issue because family inability in the social support system of parenting poses problems and disciplines when the parenting support system becomes loose.","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":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131098308","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}
Sulaiman Sarabani, M. Awang, A. Ahmad, Anuar Ahmad, Asmahani Muhthar
At this point we often hear the difficulty of university students get jobs. Job opportunities that have too much competition. In other words, after learning to be at the secondary school level and university, it seems that the students are less executable and can not create a job opportunity that can provide lucrative income. Employers in jobs rarely employ local university products, or secondary school students with SPM and STPM certificates. The employer prefers to employ graduates from overseas universities. Why this happens, of course, because the field and approval are the same. Surely there is something to see what is necessary for school students and local universities that need to be given a major focus by educators. Areas that need to be noted are soft skills or soft skill. How we need to implement this Soft Skills to students especially historical students. One way to apply soft skill or soft skills to historical students with a variety of teaching and learning. The diversity of teaching and learning methods will certainly improve the skills of soft or Soft Skills of historical students. The various creativity of teaching and learning used by educators such as teachers and lecturers are able to produce students who are able to dominate soft skill into the future of students who are able to compete in the employment market and able to generate their own income in the local and international markets. What is the diversity of teaching and learning and soft skill will be discussed deeper in this paper.
{"title":"The Diversity of Teaching Creativity towards Enhancing Soft Skills for History Students","authors":"Sulaiman Sarabani, M. Awang, A. Ahmad, Anuar Ahmad, Asmahani Muhthar","doi":"10.32698/gcs.0179","DOIUrl":"https://doi.org/10.32698/gcs.0179","url":null,"abstract":"At this point we often hear the difficulty of university students get jobs. Job opportunities that have too much competition. In other words, after learning to be at the secondary school level and university, it seems that the students are less executable and can not create a job opportunity that can provide lucrative income. Employers in jobs rarely employ local university products, or secondary school students with SPM and STPM certificates. The employer prefers to employ graduates from overseas universities. Why this happens, of course, because the field and approval are the same. Surely there is something to see what is necessary for school students and local universities that need to be given a major focus by educators. Areas that need to be noted are soft skills or soft skill. How we need to implement this Soft Skills to students especially historical students. One way to apply soft skill or soft skills to historical students with a variety of teaching and learning. The diversity of teaching and learning methods will certainly improve the skills of soft or Soft Skills of historical students. The various creativity of teaching and learning used by educators such as teachers and lecturers are able to produce students who are able to dominate soft skill into the future of students who are able to compete in the employment market and able to generate their own income in the local and international markets. What is the diversity of teaching and learning and soft skill will be discussed deeper in this paper.","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":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114633805","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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