Pengaruh pemilihan aliran dengan minat, sikap dan persepsi pelajar tingkatan tiga terhadap mata pelajaran Fizik

Kemerosotan peratusan pelajar ke aliran sains dan seterusnya mengambil mata pelajaran fizik menjadi isu kritikal dalam negara. Kajian ini bertujuan untuk mengenal pasti tahap minat, sikap dan persepsi pelajar tingkatan tiga terhadap mata pelajaran fizik serta pengaruh pembolehubah tersebut dengan pemilihan aliran pasca tingkatan 3. Seramai 112 orang pelajar di daerah Johor Bahru menjawab soal selidik mengenai minat, sikap dan persepsi terhadap mata pelajaran fizik. Kesahan dan kebolehpercayaan instrumen dianalisis dengan ujian analisis mengikut model Rasch. Data dianalisis secara deskriptif dan inferensi menggunakan perisian Statistical Package for Social Science (SPSS) versi 17.0 untuk mendapatkan min, sisihan piawai dan ujian-t. Dapatan kajian menunjukkan bahawa tahap minat pelajar terhadap fizik adalah sederhana (min=3.52, SP=0.64) manakala tahap sikap pelajar terhadap fizik adalah tinggi (min=3.89, SP=0.67) dan persepsi pelajar terhadap pengajaran dan pembelajaran mata pelajaran fizik juga tinggi (min=3.80, SP=0.60). Didapati bahawa terdapat perbezaan yang signifikan antara pemilihan aliran dengan minat, sikap dan persepsi pelajar terhadap mata pelajaran fizik (minat (t=5.135), sikap (t=4.798) dan persepsi (t=3.664)). Oleh yang demikian, dapatan ini menunjukkan bahawa ketiga-tiga pembolehubah tersebut mempengaruhi pelajar tingkatan tiga untuk memilih aliran sains semasa tingkatan empat nanti. Ini sekaligus menunjukkan bahawa penglibatan pelajar dalam aliran sains dan fizik berpotensi mencapai nisbah 60:40 bagi bidang sains berbanding sastera, dengan minat yang tinggi serta sikap dan persepsi yang positif terhadap fizik

Sustainable Practices in Pattern-Making at Local Fashion Institutions: A Qualitative Study

Pattern making is one of the most important skill-based courses in fashion education, where students learn clothing construction through drafting, draping, and creating basic patterns for garment productions. Issues in fashion sustainability, such as textile waste and fast fashion, lead to this research. However, practices of sustainable innovation in local higher education institutions are still low compared to other countries. The objective of this research paper is to explore the current sustainable practices in teaching and learning pattern-making skills. A qualitative approach has been adopted to explore the current practices of teaching and learning in some local fashion institutions, and 21 fashion educators participated in semi-structured interview sessions. The results from the thematic analyses show six elements of sustainable innovation which currently being practised: minimization technique, pattern manipulation, upcycling, draping, digital learning, and innovative tools are part of the sustainable innovation practices. Keywords: Higher Education Research, Education for Sustainable Development, Innovatio

Preliminary study of second harmonic generation in poled Teo2-Nb2o5-Li2o-Sm2o3 glass

Series of glass based on teo2-nb2o5-li2o-sm2o3 of 1mm thick is electrically thermal poled around 270°c (120°c below transition glass temperature, tg), for 1 hour under applied de field of 2.5kv. The micrograph taken under sem shows that the poling caused small particles occurs at voltage of 2.5kv on anode-side surface. Second order optical nonlinearities will be induced in tellurite glasses by the thermal poling technique. The induced will be measured via second harmonic generation using a fundamental beam from a 1064 nm mode locked nd: yag laser. The nonlinear regions will be characterized using the maker-fringe technique, in which the second harmonic signals were observed as a function of incident angle of the fundamental beam. The profile has contributions from a distinct region: a near-anodic surfac

Perspectives of STEM education from physics teachers' points of view: A quantitative study

Many perspectives of science, technology, engineering, and mathematics (STEM) are available, but which perspective is common among science teachers? This study aims to determine major and minor STEM education perspectives of physics teachers using Bybee's nine perspectives. A number of 70 in-service physics teachers were selected by using cluster random sampling. Data were collected via an online survey using questionnaire items derived from Bybee's review. Pilot testing, face validity assessment and content validity were conducted to determine 27 items that fitted with the nine perspectives of STEM education. Descriptive and inferential statistics were used to analyze the data. This study found that the major perspective of STEM held by the teachers is the perspective that deems engineering or technology as a bridge between science and mathematics. Many teachers were inclined to have inter/multi/transdisciplinary perspectives of STEM than single-disciplinary. Nonetheless, all seven perspectives that are inter/multi/transdisciplinary have no statistically significant differences among them. Additionally, two STEM perspectives that are single-disciplinary kinds have recorded a significant difference in their means. The implications of this study to the literature, STEM teaching and learning, and professional development programs are discussed

Maintaining the quality of the Master’s degree programme in physics education at Universiti Teknologi Malaysia

Universiti Teknologi Malaysia is a Research University that offers a wide range of undergraduate and postgraduate study programmes especially at the postgraduate level. The School of Education, Faculty of Social Sciences and Humanities offers Master’s degrees in various modes which are taught course, research and a mixed of taught course and research. For the Master in Education taught course mode, there are 12 different programmes. Physics Education is one of the programmes offered in this postgraduate degree since 2014 and has undergone a series of improvements based on the data collected over the years on the performance of the programme. This paper shares the practices on quality assurance of this programme based on Outcome Based Education. Some of the data collected are student achievement, external examiner reports, alumni feedback, and annual reviews of the programme. From the data, it is found that this programme produces more effective Physics educators due to its curriculum structure that focuses on providing more in-depth and advanced knowledge and practices in Physics education. Generally, the external stakeholders are satisfied with the quality of the programme though some areas of improvement were pointed out. To expand this quality programme to more people, the programme will be offered as one of the Open and Distance Learning programmes for students around the world