Perbandingan Pembelajaran Koperatif dan Tradisional Terhadap Prestasi, Atribusi Pencapaian, Konsep Kendiri Akademik dan Hubungan Sosial dalam Pendidikan Perakaunan

Tujuan utama penyelidikan ini adalah untuk membandingkan pembelajaran koperatif dengan pembelajaran tradisional di dalam pendidikan perakaunan, dengan melihat kesan kedua-dua strategi pembelajaran terhadap prestasi, atribusi pencapaian pelajar, konsep kendiri akademik di dalam mata pelajaran prinsip akaun dan hubungan sosial sesama rakan sekelas. Kajian ini juga mengenal pasti persepsi pelajar terhadap keberkesanan perlaksanaan pembelaj aran koperatif. Kaedah yang digunakan di dalam kajian ini berbentuk kuasi eksperimen yang berlangsung selama lapan minggu dan melibatkan 208 orang pelajar. Data dikutip menggunakan soal selidik dan ujian prestasi. Data dianalisis menggunakan teknik ancova, ujian-t dan analisis kandungan. Dapatan kajian menunjukkan prestasi kumpulan pembelaj aran koperatif lebih tinggi dan signifikan berbanding dengan kumpulan pembelajaran tradisional. Atribusi pencapaian kumpulan pembelajaran koperatif didapati berbeza dan signifikan bagi dimensi lokus sebab di dalam situasi berjaya dan dimensi kawalan oleh orang lain di dalam situasi gagal. Konsep kendiri akademik kumpulan tradisional didapati lebih tinggi dan signifikan berbanding dengan kumpulan pembelajaran koperatif. Dapatan kajian juga menunjukkan bahawa tidak terdapat perbezaan tahap hubungan sosial antara kedua-dua kumpulan. Secara keseluruhannya, kebanyakan pelajar kumpulan pembelajaran koperatif menerima baik perlaksanaan pembelaj aran koperatif. Implikasi dapatan kajian ini mencadangkan bahawa pembelajaran koperatif wajar digunakan sebagai satu strategi pengajaran dan pembelajaran di dalam pendidikan perakaunan bagi meningkatkan prestasi pelajar

Ciri keusahawanan dan aspirasi kerjaya keusahawanan dalam kalangan murid Kemahiran Hidup Bersepadu (KHB) di daerah Jerantut, Pahang

Kemahiran Hidup Bersepadu (KHB) merupakan mata pelajaran yang merangkumi komponen Reka Bentuk dan Teknologi, Kemahiran Teknikal dan Perniagaan dan Keusahawanan untuk melahirkan murid yang berdaya saing pada peringkat global. Kajian deskriptif-korelasi ini bertujuan untuk menentukan hubungan antara ciri keusahawanan dengan aspirasi kerjaya keusahawanan dalam kalangan murid Kemahiran Hidup Bersepadu (KHB) di daerah Jerantut, Pahang. Populasi kajian adalah daripada semua murid Tingkatan Dua yang mengambil subjek Kemahiran Hidup Bersepadu (KHB) di dua buah sekolah menengah kebangsaan. Sampel kajian adalah seramai 250 orang murid. Hasil kajian ini menunjukkan bahawa terdapat hubungan positif dan sederhana yang signifikan antara ciri keusahawanan dengan aspirasi kerjaya keusahawanan dalam kalangan murid Kemahiran Hidup Bersepadu (KHB). Ciri keusahawanan pelajar mampu meningkatkan aspirasi kerjaya keusahawanan dalam diri seseorang bagi mencapai matlamat tahun 2020 untuk melahirkan masyarakat perdagangan dan perindustrian. Pemberian program, kursus dan latihan dapat memberi pendedahan awal yang tinggi dan baik kepada murid berkaitan tentang keusahawanan dan meningkatkan aspirasi kerjaya keusahawanan murid. Penggunaan pelbagai teknik pengajaran keusahawanan dapat membantu pelajar dalam meningkatkan pengetahuan dalam bidang keusahawanan

Hubungan persekitaran sekolah dengan penglibatan pelajar dalam aktiviti kokurikulum di Sekolah Menengah

Kajian ini bertujuan mengkaji hubungan persekitaran sekolah dengan penglibatan pelajar dalam aktiviti kokurikulum di sekolah menengah daerah Klang. Kajian kuantitatif ini menggunakan kaedah tinjauan melalui soal selidik. Seramai 291 orang ketua guru penasihat telah dipilih secara rawak dari 31 buah sekolah menengah. Kajian ini menggunakan instrumen soal selidik yang diubah suai berdasarkan “School-Level Environment Questionnaire” untuk mengukur persekitaran sekolah dan “National Survey of Student Engagement 2011” untuk mengukur penglibatan pelajar dalam aktiviti kokurikulum. Analisis korelasi menunjukkan wujud hubungan yang signifikan (r=0.294, p=0.00) antara persekitaran sekolah dengan penglibatan pelajar dalam aktiviti kokurikulum. Hasil kajian menunjukkan bahawa persekitaran sekolah adalah faktor signifikan bagi meningkatkan penglibatan pelajar dalam aktiviti kokurikulum

The quality of school development

School development consists of planning, implementation and evaluation process in order to improve the students achievement. School development is crucial because it provides a framework for schools to improve the quality of their education. In this study, school development represents eight core areas: curriculum development, staff development, student development, physical resources, school image, school finance, school administration processes, and continuous improvement. This paper reports on administrators’ and teachers’ evaluation of the quality of their school development. The study was conducted in 40 schools involving 782 respondents. Findings from the study indicated that overall school development attained was high average and schools tend to concentrate on curriculum development, physical resources, administration processes and continuous improvement areas compared to staff development, student development, school image and school finance. Study results also suggested that there were differences perception between administrators and teachers towards the quality of school development in all areas

Relationship between sources and teachers’ sense of efficacy among novice teachers in Selangor, Malaysia

This study investigated novice teachers’ sources of efficacy in relation to the application of knowledge in Educational Psychology. The questionnaires were administered to a sample of 160 novice teachers from 102 secondary schools in Selangor, Malaysia. The findings indicated that the novice teachers demonstrated a moderate level of teachers’ sense of efficacy. The three sources of efficacy, namely, mastery experience, vicarious experience, and social persuasion were identified as the predictors of teachers’ sense of efficacy [Adjusted R2 = 0.50, F (3, 155) = 53.16, p<0.01]. The implication of the study on the theory and practice of the teachers’ sense of efficacy was also discussed. Suggestions and recommendations were offered to enhance and foster senses’ of efficacy among the novice teachers

A review of constructivist teaching practices

In recent years, constructivist theory has attracted scholars’ attention in education. In contrast to previous theories of learning, constructivist theories engage the learner in learning process more. Since teachers are an important lever in education, they should be in line with new reforms and alter the environment of classroom accordingly. The first step in changing environment of classroom is the practices that teacher implement in the classroom which should be consistent with new changes. The following paper, reviews the purpose of teaching practices, two main theories of it and strategies for classroom practices

School creative climate: factors influence fostering creativity school

Through education, creativity can be nurtured and further enhanced. Creativity is seen as an influential and important factor in school to further develop the creativity especially in the school’s management as well as in the classroom teaching and learning process. As an important social factor, school creative climate can influence the teachers’ motivation, attitudes, behaviours and beliefs towards their daily work routine. Therefore, this conceptual paper is focusing on the discussion about the concept of school climate and school creative climate. In relation, the organizational climate theory relevant to creativity is also included in the discussion. Through the literature reviews, the applications of school creative climate in fostering creativity are also highlighted into discussion

The relationship between learning motivation and competency-based learning with fashion designing skills for fashion design programme students at vocational college

Technical and Vocational Education Training (TVET) highlights the mastery of skills as a key element before entering a career field. This study was conducted to identify the relationship between learning motivation and competency-based learning (CBL) and fashion designing skills for students in the Fashion Design Programme at Vocational colleges. This quantitative study with correlational research design involved 200 Diploma in Fashion Design Programme students. Simple random sampling technique was used, and data was collected through questionnaires. Findings of inferential analysis showed that fashion designing skills and learning motivation were at a moderate level with mean = 2.88 (SD = .43) and mean = 4.05 (SD = .30). Meanwhile, Competency-Based Learning recorded a mean of 3.08 with a standard deviation of .35. It was found that learning motivation had a weak relationship (r = .249, p<0.05) while CBL had a strong relationship (r = .542, p<0.05) with fashion designing skills. These findings indicate that motivation and competency-based instruction implemented during Teaching and Learning are related with mastery skill. Following that, lecturers need to ensure that the knowledge and skills imparted can be mastered by the students. It can be concluded that the management of Vocational colleges needs to provide continuous motivation to the students as well as support the lecturer to increase their knowledge on CBL in order to produce students who are highly skilled in Fashion Design

Factors Influencing TVET Teacher’s TPACK Competencies

Developing competent teachers is one of the main focuses of national TVET's transformation. The teaching profession demands that teachers constantly strive to improve the quality of their professionalism to become competent and quality teachers. In addition, TVET teachers must be prepared to withstand the technological boom in the industrial revolution 4.0 digital era to keep them in line with 21st-century learning. Thus, the Technological Pedagogical Content Knowledge (TPACK) framework is designed to meet the competencies that TVET teachers need. The primary purpose of this study was to assess the factors that influence the TPACK competency of TVET Teachers. Furthermore, to determine the relationship between mentoring role, school environment, and TVET teacher’s competencies. A total of 400 TVET teachers from two categories of TVET-related institutions under the Malaysian Education TVET division were selected as the study’s sample: vocational education upper secondary stream (PVMA) from National Secondary School (SS) and Vocational College (VC). Data were analyzed using a t-test, correlation, and multiple linear regression.  The findings revealed significant differences in the level of technological knowledge competency between the two school categories. The role of mentoring and the school environment is also significantly related to the TPACK competency of TVET teachers. Meanwhile, the school environment predicts a change in the TPACK teachers' competency for TVET teachers in Peninsular Malaysia. Therefore, the study discovers the role of the mentoring role and the school environment in determining new factors influencing TVET teachers’ TPACK competency. For further research, it is recommended to study the mentoring role in mediating the relationship between the school environment and TVET teachers’ TPACK competency

Putra BINGO : from pen and paper to digital

Gamification is one of the trends in education that is best suited to the current learning environment. Putra BINGO is a transformative assessment tool that uses gamification techniques. This research starts by elaborating the concept of Putra BINGO and its implementation using traditional method with pen and paper. The feedbacks gathered from the implementation are analyzed and applied to develop a multiplayer educational online game using Unity Game Engine. This paper describes details of the development for its two components; the database and the digital online game. Putra Bingo is available on PC and Android devices. It required additional plugins such as Photon Networking to handle game communication between multiple players. This is crucial to accommodate its test case application as an alternative assessment for teamwork skills using Rubrics and questionnaires. Further research will be conducted to enhance its functionality and user experience after the initial development of the digital online version is completed