The design and development of a learning strategy to enhance students' engagement in simultaneous equations: an evaluation viewpoint

In the 21st century, teaching and learning mathematics courses witness significant expansion and development of technology use, which creates a shift from teacher-centred to student-centred learning engagement. Student engagement (SE) faces many challenges of poor performance and student difficulty in solving simultaneous equations involving indices (SEII), among others. This paper presents an evaluation viewpoint of the learning strategy (LS) with cooperative learning strategy (CLS) and GeoGebra (GG) integration to support SE in SEII. The LS employs the think-pair-share approach and the six (6) principles of learning phases associated with constructivism ideology. The discussion of the preliminary mathematical achievement test (MAT-test) from pre-and post-tests with 41 students who have learned SEII using the developed LS is also presented. Semi-structured interviews were conducted with three experienced lecturers to provide feedback and recommendations on interacting with LS. The themes that emerge from those lecturers include the connection between LS phases, specific material, cooperative activity, playfulness in the discovery process, and thinking. Experts’ feedback on the LS’s content reasoning and content learning strategy through a questionnaire was tested using Fleiss multi-rater Kappa and showed good inter-rater reliability and agreement between them. The estimated marginal means covariate of the ANCOVA test was then examined, and the results supported the necessity for a learning strategy to be developed. The findings revealed that the LS, with CLS and GG integration, has the potential to be educationally effective in enhancing SE in SEIIPeer Reviewe

Identification of Cooperative Learning Component in Designing Lesson Plan for Building Drawing Subject in Vocational Colleges

Cooperative learning is a student-centered learning technique that can be considered a learning strategy for improving student performance both intellectually and in soft skill acquisition.  Changes in curriculum structure in vocational institutions, because of the TVET transformation in 2012, have had an unforeseen influence on teaching and learning, whereas in the prior framework, a detailed teaching guideline was supplied compared to the latest structure.  Teachers with inadequate knowledge and experience in learning strategies struggled to execute the new curriculum structure due to the lack of depth in these recent curriculum structure. This may be seen in the case of construction drawing subjects, where there were originally 14 main topics but now there are just four. Thus, the goal of this research is to help these teachers by offering a guideline for creating lesson plans that use a cooperative learning strategy.  The aim of this paper is to identify and highlight the important component in the creation of a lesson plan using cooperative learning.  For this investigation, the fuzzy Delphi technique was used.  The main instrument for this study is a questionnaire survey that was developed utilizing a construct identified through literature and the results of a previous needs analysis.  A total of 15 expert panels were chosen as the sample, which included university lecturers, vocational college instructors, officers from the Ministry of Education's Technical and Vocational Training Division, and industry representatives. The data was analyzed with the help of Microsoft Excel FDM.  Visual skills, Cooperative Student Team Achievement Division (STAD), Power Point, and demonstrations components have been recognized as the major component to include in the lesson plan based on the analysis. With these components identified, a good lesson plan guideline for the next phase of this study can be constructed.  It is envisaged that the development of such guidelines would help to elevate the practice of teaching and learning to the next level

Challenges and experience in training intellectually disabled students in the national floristry competition: toward the worldskills competitions

Malaysia is one of the 85 member nations competing in the WorldSkills Competition, which unites two-thirds of the world’s population. The WorldSkills mission is to encourage and assist 100 million young people in advancing their skills by 2030. This study investigated how teacher (special education teacher), the community (instructor), and expert, train an intellectually disabled student for the National Floristry Competition. As a precursor for the WorldSkills Competition, this study examined their experiences and difficulties in training intellectually disabled student for this competition. This study uses a purposive sampling method with three participants rather than a random one. Based on a case study research design, it employs ethnographic participant observation and in-depth interviews, among other techniques. The study determined that student with special needs should participate in international skill competitions as early as possible. The Malaysian floristry industry has significant untapped potential, and students with intellectual disabilities can access it if they receive ongoing guidance and training. To be successful in the WorldSkills Competition, Malaysia must overcome financial, time, and knowledge limitations. This study illustrates the difficulties and lessons learned in preparing an intellectually disabled student for the national floristry competition. These empirical investigations result in a deeper understanding and are crucial to academicians as the path for future planning and generating future young talents for the WorldSkills Competition

Challenges and experience in training intellectually disabled students in the national floristry competition: toward the worldskills competitions

Malaysia is one of the 85 member nations competing in the WorldSkills Competition, which unites two-thirds of the world’s population. The WorldSkills mission is to encourage and assist 100 million young people in advancing their skills by 2030. This study investigated how teacher (special education teacher), the community (instructor), and expert, train an intellectually disabled student for the National Floristry Competition. As a precursor for the WorldSkills Competition, this study examined their experiences and difficulties in training intellectually disabled student for this competition. This study uses a purposive sampling method with three participants rather than a random one. Based on a case study research design, it employs ethnographic participant observation and in-depth interviews, among other techniques. The study determined that student with special needs should participate in international skill competitions as early as possible. The Malaysian floristry industry has significant untapped potential, and students with intellectual disabilities can access it if they receive ongoing guidance and training. To be successful in the WorldSkills Competition, Malaysia must overcome financial, time, and knowledge limitations. This study illustrates the difficulties and lessons learned in preparing an intellectually disabled student for the national floristry competition. These empirical investigations result in a deeper understanding and are crucial to academicians as the path for future planning and generating future young talents for the WorldSkills Competition

Digital Pedagogy Policy in Technical and Vocational Education and Training (TVET) in Malaysia: Fuzzy Delphi Approach

Digital platforms are one of the technology adoption that is beginning to be used in most vocational colleges today. Services provided through digital platforms are an alternative to conventional methods. However, the use of digital platforms nowadays, among users consisting of vocational college students in Malaysia is still at a less than satisfactory level. Previous studies also focused a lot on the use and acceptance of technology platforms among users in schools only but not in vocational colleges (VC). The aim of the research is to determine the experts’ consensus on the objective of the digital pedagogy policy for Technical Education and Vocational Training (TVET) students especially in vocational colleges which is currently under development. Vocational colleges is one of the Technical Education and Vocational Training (TVET) institutions in Malaysia that offers certificate level and skill diploma education to high school students. Therefore, it is important to identify the policy that will be used. The Fuzzy Delphi Technique (FDT) was used in this research. Ten experts were chosen by utilizing the purposive sampling method. Analysis of the data was using the Triangular Fuzzy Number and Defuzzification process. The findings showed 100% consensus was achieved by the experts for objectives 1 and 3, and 90% consensus was achieved by the experts for objective 2. All of the experts agreed on the elements in the objectives of the digital pedagogy policy for TVET students. Further development of this policy hopefully will help the teachers in improving their knowledge of digital pedagogy and increase their competency pedagogy in order to produce skills oriented workforce among TVET students in Malaysia. Therefore, the results of this study are expected to be used to strengthen the development of e-learning models in the future to help students and educators to use digital platforms in vocational colleges in particular

Socio-economic impact of riverbank failure at Kg. Pohon Celagi in Pasir Mas, Kelantan, Malaysia

Riverbank failure is a geological phenomenon that occurs when the soil or rock comprising the bank of a river collapses, leading to the rapid erosion of land and the formation of large cracks and sinkholes. While it is a natural occurrence, riverbank failure can have severe consequences for nearby communities and the environment. A massive riverbank failure occurred along the Kelantan River in Kampung Pohon Celagi, Pasir Mas, Kelantan, Malaysia. In this study, the affected area of the riverbank failure was determined and the effects of the bank failure on the village socio-economics and community were investigated. This study utilized interview methods and field observations to collect data and information. The study shows that 0.58 km3 land in the village was affected by the riverbank failure. The local authorities designated the 50-m range from the riverside as the red zone where most houses and buildings collapsed with the riverbank movement, and the parameters were 51–100 m is the high-risk area, 101–150 m is moderate, and ≥ 151 m upwards is low risk area, respectively, from the riverbank. The affected communities were required to move to safer areas and leave their properties to be demolished or failure with the riverbank. Socioeconomically, businesses around the disaster area were affected as they were prohibited from operating in the high-risk area. Overall, the disaster resulted in the local communities losing their property and experiencing depression. As a result, it is expected that all stakeholders will work together to develop a solution that ensures the well-being and safety of the community from riverbank failure

Hidup berkeluarga melalui didikan amalan Q-Rohani (afektif): satu pendekatan Fuzzy Delphi

Pelbagai pendekatan telah digunakan dalam membentuk sebuah keluarga yang sejahtera dan salah satunya adalah pendekatan kerohanian. Oleh itu, artikel ini bertujuan untuk mengenalpasti elemen Q-Rohani berdasarkan kesepakatan pakar dalam usaha membentuk sebuah keluarga yang sejahtera. Pakar-pakar kajian terdiri daripada 12 orang pakar yang dipilih berdasarkan kepakaran mereka di dalam bidang kekeluargaan, kaunseling dan nilai. Selain itu, pakar yang dipilih juga terdiri dari mereka yang mempunyai pengalaman melebihi 10 tahun dalam bidang masing-masing. Kajian ini menggunakan kaedah Fuzzy Delphi dalam menganalisa data yang diperoleh. Dapatan kajian menunjukkan bahawa kesemua elemen Q-Rohani diterima kecuali elemen mengurangkan atau mengelakkan mendengar lagu-lagu. Elemen ini ditolak apabila peratusan persetujuan kumpulan pakar adalah kurang 75%, dan nilai ambang (threshold value, d) melebihi daripada 0.2. Elemen menanam rasa kasih sayang sesama keluarga dan mukmin menjadi keutamaan dalam pembentukan keluarga sejahtera dan ia merupakan elemen terpenting dalam melahirkan insan yang bersifat pengasih dan disukai Allah. Elemen utama tersebut berserta sub elemen digunakan bagi menghasilkan kerangka keutamaan elemen-elemen Q-Rohani (afektif) dalam hidup berkeluarga

Picture-vocab: Self-made picture dictionary to improve pupils’ vocabulary retention in Malaysia

This project was conducted to investigate whether the use of pictures able to improve pupils’ vocabulary retention. There were 36 pupils from an urban school located in Malaysia who are in year 4 involved as participants. The pupils were of average proficiency level of the English Language. A pre-test and post-test were conducted in order to identify the effectiveness of the intervention. An interview was carried out with 10 pupils in the post intervention for triangulation purpose. The scores from the pre-test and post-test were compared to measure the effectiveness of the intervention. Whereas, the analysis of the interview was procured on pupils’ perception towards the intervention. The findings indicate that pupils are able to remember the vocabularies taught for a longer period of time when the words are associated with pictures. Findings also indicate the use of the pictures in improving their vocabulary retention

Pendekatan Mengurus Konflik dalam Rumah Tangga Bermadu: Approach in Managing Conflict in A Polygamous Household

Conflict is an unavoidable condition and is part and parcel of life in a household, especially in the lives of a polygamous household. This article aims to present the factors that contribute to household conflict and the approach in managing them. The data were obtained through semi-structured interviews with sampling techniques aimed at 5 sister-wives and 1 polygamous husband. The interview data transcriptions were analyzed to form themes and sub-themes and validation was performed using Cohen Kappa calculations. The data analysis revealed that the internal factors which trigger conflict are secretive marriage, lack of concern, jealousy, and misunderstanding, whereas the external factors are neglecting responsibility, difficulty in adjusting, and lack of communication. Among the approaches taken to manage this conflict are to hold discussions, to be generous, to be tolerant, to care for each other, to appreciate, to be patient, to accept the qada' and qadar of Allah Almighty, to protect the household’s honour, and to limit unimportant social activities. This finding can serve as a guide in the management of polygamous household conflicts. ABSTRAK Konflik adalah satu keadaan yang sukar dielakkan dan menjadi asam garam alam rumah tangga, lebih-lebih lagi dalam kehidupan rumah tangga bermadu. Artikel ini bertujuan mengemukakan faktor-faktor yang mencetuskan konflik rumah tangga bermadu serta pendekatan mengurusnya. Data diperolehi melalui temu bual separa berstruktur dengan teknik persampelan bertujuan iaitu terhadap 5 orang isteri bermadu dan 1 orang suami berpoligami. Transkripsi data temubual dianalisis bagi membentuk tema dan sub tema dan proses keesahan dilakukan menerusi pengiraan Cohen Kappa. Analisis data mengemukakan faktor dalaman yang mencetuskan konflik iaitu merahsiakan perkahwinan, kurang keprihatinan, perasaan cemburu dan salah faham manakala faktor luaran ialah pengabaian tanggungjawab, sukar membuat penyesuaian diri dan tiada komunikasi. Antara pendekatan yang dilakukan untuk mengurus konflik ialah mengadakan perbincangan, berlapang dada, bertolak ansur, menjaga hati, menghargai, sabar, redha dengan qada’ qadar Allah SWT, menjaga rahsia rumah tangga dan menghadkan aktiviti sosial yang tidak penting. Dapatan ini boleh djadikan panduan dalam pengurusan konflik rumah tangga bermadu.     &nbsp

Reka bentuk kerangka piawalan transnasional bagi program tenaga pengajar TVET

Kajian ini adalah bertujuan untuk melihat keperluan domain-domain keterampilan yang akan digunakan di dalam reka bentuk kerangka piawaian transnasional bagi program tenaga pengajar TVET. Terdapat enam domain yang akan dijadikan asas dalam membentuk kriteria keterampilan tenaga pengajar TVET iaitu Pengetahuan, Kemahiran, Etika & Profesionalisme, Proses Sosial, Keusahawanan dan Akauntabiliti Sosial. Kajian yang dijalankan ini mempakan satu kajian kuantitatif dengan kaedah tinjauan. Pendekatan yang digunakan untuk mengumpul data kajian adalah menggunakan instmmen soal selidik dan disokong oleh temubual semi-stmktur. Bilangan sampel yang terlibat 220 orang dan terdiri daripada tenaga pengajar TVET di Universiti Tun Hussein Onn Malaysia, Universiti Putra Malaysia, Politeknik Merlimau Melaka, Politeknik Sultan Azlan Shah dan para pegawai di Jabatan Pembangunan Kemahiran, Kementerian Sumber Manusia. Segala data yang dikumpulkan dianalisis menggunakan perisian SPSS 11.0 for Windows (Statistical Packages for The Social Sciences). Hasil dapatan kajian menunjukkan bahawa nilai skor min bagi pengetahuan adalah 4.46, nilai skor min bagi kemahiran adalah 4.42, nilai skor min bagi etika & profesionalisme adalah 4.35, nilai skor min bagi proses sosial adalah 4.30, nilai skor min bagi akauntabiliti sosial adalah 4.27 dan nilai skor min bagi keusahawanan adalah 3.55. Ini menunjukkan kesemua domain keterampilan yang dinyatakan adalah diperlukan dalam mereka bentuk Kerangka Piawaian Transnasional Bagi Program Tenaga Pengajar TVET