Nilai-Nilai Murni dalam Filem "Bukit Kepong" dan Penggunaan Filem dalam Pengajaran

Kajian ini bertujuan mengenalpasti nilai-nilai murni yang terdapat di dalam filem "Bukit Kepong". Kajian ini menggunakan tinjauan, kaedah kajian analisis filem dan temubual elite berdasarkan kepada persampelan kelompok, seramai 80 orang guru terlatih Pendidikan Islam yang mengikuti Kursus Diploma Perguran Khas di Maktab Perguruan Islam, Bangi telah dipilih sebagai subjek kajian.Dapatan kajian menunjukkan bahawa tahap penggunaan filem dalam pendidikan adalah agak tinggi. Kesemua 17 nilai murni yang terdapat dalam Kurikulum Baru Sekolah Rendah (KBSR) dan Kurikulum Bersepadu Sekolah Menengah (KBSM) ada terdapat dalam filem "Bukit Kepong". Nilai murni yang paling menonjol ialah Semangat Kewarganegaraan. Dapatan juga menunjukkan bahawa filem "Bukit Kepong" sesuai digunakan sebagai sebuah filem pendidikan. Cadangan juga dikemukakan kepada pihak-pihak tertentu agar menggunakan filem pendidikan secara berkesan di bilik darjah

Measuring ICT readiness of instructors at the royal Malaysian Navy Training Centers

In the context of Malaysia, ICT training for the personnel of the Royal Malaysian Navy is vital in keeping pace with the new technology. This paper reports the findings based on a pilot study involving thirty instructors randomly selected as respondents from one of the Army Apprentice Trade Schools in Malaysia. The main purpose of this paper is to describe the process in determining the suitability of all the items in the ICT readiness instrument which would be used in the actual study. Three aspects of the ICT readiness (basic ICT knowledge and skills, and attitudes) were tested for their validity and reliability. The ICT knowledge test comprised of 30 multiple-choice questions with four alternatives, the ICT skills test was a practical competency test based on six different applications using Microsoft Word, PowerPoint, Excel and Access, basic Internet and e-mail. The attitudes toward ICT questionnaire consisted of 44 items related to four domains: usefulness, confidence, anxiety and aversion. All the three subscales in the instrument were adapted from Rosnaini (2006), Banister & Vannatta (2006) and Wong (2002). Results from the pilot study have shown that the items to measure ICT readiness have good discriminating quality, validity and reliability

Effects of GeoGebra towards students' mathematics performance

The purpose of this study was to investigate the effects of using Dynamic Mathematics Software (GeoGebra) on students' performance compared to the regular instruction without using technology for a Geometry topic. A quasi-experimental post-test-only control group design was utilized in the study. The study involved 55 secondary school students (27 in the GeoGebra group, 28 in the control group) in a Malaysian school. Independent sample t-test analysis showed that students who were exposed to GeoGebra achieved significantly better test scores as compared to the group which followed the class without using any technology. However, the delayed post-test showed a different finding. The results from this study suggest that the integration of mathematical software in the teaching and learning of geometry is beneficial and the use of it should be continued

The effectiveness of the Barton intervention programme on reading skills of dyslexic students

The purpose of this study was to determine the effectiveness of the Barton intervention programme on reading skills of dyslexic students. This study used an experimental design. The population included 138 fourth and fifth graders of male and female dyslexic students in Ilam, Iran. A total of 64 dyslexic students were randomly selected and assigned into two groups, namely; the control group and the experimental group. The experimental group received three months of treatment. Pre-test and post-test for the reading skills (i.e. reading recognition, reading fluency and reading comprehension) were carried out on the students to measure their reading skills. The reliability of the reading skills was also confirmed. In addition, the content validity of the scales was investigated using the judgments of 10 psychology experts, whose expert knowledge also confirmed the scales. The analysis of the findings using the Multi-variate Analysis of Variance and the Analysis of Variance showed a significant difference between the control and experimental groups after the treatment of Barton intervention programme, i.e. at p< .000

Impact of training and experience in using ICT on in-service teachers' basic ICT literacy

The aim of this paper is to report on a study that explored the impact of ICT training and ICT experience on teachers’ basic ICT literacy in terms of ICT knowledge, skills and attitude. The study employed a quantitative approach in the form of a survey. A total of 303 teachers were randomly selected as research samples. Data were gathered through a set of instruments consisting of an ICT attitude questionnaire, and ICT knowledge and skills tests. Data were analyzed descriptively and inferentially using mean, percentage, frequency and multivariate analysis of variance (MANOVA). Findings demonstrated that majority of the teachers had moderate basic ICT knowledge and skills, and perceived ICT positively. Formal ICT training and experience in using ICT were found to influence and contribute to teachers’ ICT literacy significantly

Analisis kesalahan dalam menyelesaikan operasi penambahan dan penolakan pecahan dalam kalangan murid tahun empat

Artikel ini bertujuan untuk melaporkan jenis kesalahan yang dilakukan oleh murid tahun 4 semasa menyelesaikan masalah penambahan dan penolakan pecahan. Bagi tujuan tersebut, analisis jalan kerja dan jawapan murid bagi empat jenis masalah pecahan akan dibincangkan. Dapatan kajian mengenal pasti bahawa kesalahan miskonsepsi merupakan kesalahan yang paling kerap dilakukan oleh murid terutamanya dalam operasi penolakan pecahan berbeza penyebut (70%) dan dalam operasi penambahan pecahan berbeza penyebut (60%). Peratusan kesalahan miskonsepsi yang tinggi menunjukkan bahawa murid tidak menguasai konsep asas pecahan dan mereka cenderung untuk menggunakan konsep operasi nombor bulat dalam melaksanakan operasi penambahan dan penolakan pecahan

The effectiveness of the intervention program on the attitude and self-concept of students with Dyslexia.

The purpose of this study is to investigate the effect of the Barton Intervention Program on the attitude and self-concept of dyslexic students. The Dyslexia Screening Instrument (DSI), and Reading Text were employed in order to identify the dyslexic students in schools in Ilam, Iran. The population of the study included 138 dyslexic students studying in elementary schools in Ilam, Iran and from this population, 64 students were selected randomly and assigned equally to an experimental group and a control group (32 students in each group). The experimental group was taught for 36 sessions using the Barton method, in two levels, and ten lessons were provided to improve their reading skills. Reading attitude and self-concept to read instruments were employed to measure their attitude and self-concept, before and after the intervention program. The reliability of the reading attitude and self-concept were confirmed. The content validity of the scales was investigated using the judgment of 10 psychology experts. The analysis of the finding through independent t-test showed a significant difference between the control group and the experimental group after the intervention, at ρ<0.000

Exploring the relationship between attitude towards laptop usage and laptop utilisation: a preliminary study among Malaysian science and mathematics teachers

Realising the importance of ICT in the education system, the Malaysian Ministry of Education introduced the laptop initiative to integrate ICT into the students’ learning environment. The laptop provides a unique feature which allows the integration of ICT into the education at anytime and anywhere. Based on the review of literature, teachers’ attitude is seen as one of the significant indicators in influencing teacher’s laptop utilisation. The objectives of this study were to explore the teachers’ levels of laptop utilisation in terms of teaching and learning processes (TLP), lesson preparation and planning (LPP); teachers’ level of attitude towards laptop usage; and also to examine the relationship between teachers’ attitude towards laptop usage and laptop utilisation. Survey questionnaires were administered to 38 secondary school Mathematics and Science teachers. The results reported that the teachers’ laptop utilisation was at the moderate level (TLP: M = 3.13, S.D. = 5.56 and LPP: M = 3.09, S.D. = 4.68) and these teachers showed positive attitude towards the laptop (M = 3.84, S.D. = 13.04). Furthermore, the findings also revealed that there was a significant positive correlation between teachers’ attitude towards laptop usage and laptop utilisation (TLP: r = .69 and LPP: r = .44)

The level of asynchronous online discussion (AOD) usage among undergraduates

This paper describes the degree to which undergraduates use asynchronous online discussion (AOD) in the learning process. This study was carried out on academic semester 1 2012/2013 in Universiti Putra Malaysia. The design of the study was in the form of a survey using a five point Likert scale questionnaire. The questionnaire consisted of 13 items that were divided into two sub-sections to measure the AOD usage in terms of volume and frequency. Findings show that, majority of the undergraduates self-reported moderate level of AOD usage

Computer games development class with appreciative learning approach: from the perspective of bloom’s taxonomy

Both computer games development and appreciative learning approach are still at the infancy stage of utilization at educational setting. The purpose of this study was to explore what lower secondary students learned from the application of appreciative learning approach in computer games development class. Triangulated data comprising of interviews, logbooks, visual captures, researchers’ observations, and games were produced. NVivo software was used to support data management. The compiled codes were clustered to create themes pertinent to Bloom’s taxonomy. As a result, computer games development within appreciative learning approach environment was found as positively related to students’ cognitive, affective, and psychomotor development. Nevertheless, caution is warranted in making inferences as different students gained different learning experiences and outcomes, analogous to different players generated different outcomes in computer games