A Systematic Review of Theoretical Foundations for Pedagogical Strategies to Promote Positive Behavior

This study analysed the theoretical foundations utilised by past empirical research in order to understand the pedagogical strategies used in schools for promoting positive behaviour. The analyses also include how pedagogical theories underpinned past research on positive behaviour enhancement. Samples for this study were academic papers obtained from four main databases: the Australian Education Index, British Education Index, ERIC (Educational Research Information Centre) and Scopus. By using a systematic review technique, a total number of 143 papers were found to be relevant for further analysis. Results revealed that four theoretical models dominate the studies examined, namely Applied Behavioural Analysis, Social Capital theory, Culturally Responsive Classroom Management, and Ecological Systems theory. This study recommends understanding of those theories is important in designing modules for positive behaviour enhancement in schools

Teacher Readiness in Teaching and Learning History Process through i-Think Mind Maps

This research is aimed at investigating the readiness of History subject teachers in teaching and learning with the help of i-Think mind maps at secondary schools in the district of Setiu, Terengganu. The amount of sample chosen is 59 History teachers from secondary schools which consists of trained teachers without taking into account their specialization. As a whole, the research findings show that respondents have a high readiness level in implementing their teaching and learning process with the help of i-Think mind maps in secondary schools. The findings also show that there is a difference in teacher readiness between history teacher and non-history teacher and between those that went to courses and those who did not. Furthermore, there is a difference in the attitude, skill and usage level of i-Think mind maps in teachers that are experienced and those less experienced. However, research findings for experienced and less-experienced teachers showed that there are no significant differences in the level of knowledge on the concept of i-Think mind maps

Student’s Readiness Level towards Implementation of paper 3 Subject History

This study focuses on the student towards paper implementation 3 subject of history. This study use where survey research design as many as 50 from respondent 4 in School orchid, Cheras, chosen by gregarious sample and use instrument in obtaining quantitative data. This research using Social learning theory Albert Bandura, theory of constructivism and also Bloom's Taxonomy model. Data analyzed by using Excel Microsoft software 2010 (Statistic pack) 2.0 (SPSS). Finding of correlation analysis show there is a significant relationship between student attitude approach with students’ knowledge towards paper of 3 history subject (r, =.846=, n=50, p<.0.5). Therefore, the paper 3 subject of history is seen as platform that is able to increase the understanding and performance of students in the general history often associated with subjects that are boring and hard to get better performance by students in examinations due to lack of interest, learning techniques are obsolete and inadequate learnin

Tahap pemahaman, penghayatan dan pengamalan jati diri bahasa Melayu dalam kalangan pelajar aliran pendidikan Universiti Awam

Kajian ini bertujuan mengenal pasti tahap jati diri Bahasa Melayu dalam kalangan 1000 orang pelajar aliran pendidikan di lima buah Universiti Awam bertaraf Universiti Penyelidikan. Secara khsusus, kajian ini bertujuan untuk mengenal pasti tahap pemahaman, penghayatan dan pengamalan jati diri bahasa Melayu pelajar aliran pendidikan tersebut. Setiap Universiti Awam diambil 200 orang sebagai responden kajian. Responden tersebut dipilih secara rawak mudah yang sedang melanjutkan pengajian dalam pelbagai program pendidikan di UKM, UPM, UM, USM dan UTM. Instrumen soal selidik digunakan untuk pengumpulan data. Instrumen dibangunkan oleh pengkaji yang mempunyai tahap kesahan dan kebolehpecayaan yang tinggi, iaitu 0.75. Data dianalisis secara deskriptif dan inferensi menggunakan Statistical Package for Social Sciences (SPSS) versi 23.0. Dapatan kajian menunjukkan bahawa pelajar aliran pendidikan Universiti Awam secara amnya tetap kekalkan jati diri bahasa Melayu mereka. Tahap penghayatan dan pengamalan Bahasa Melayu berada pada tahap masih kekal jati diri. Pelajar UM paling kurang tahap pemahaman, penghayatan dan pengamalan Bahasa Melayu berbanding pelajar Universiti awam yang lain. Pelajar USM pula merupakan pelajar yang paling tinggi tahap jati diri Bahasa Melayu dalam ketiga-tiga aspek yang dikaji. Implikasi kajian ini adalah penekanan kepada penguasaan lisan dan tulisan bahasa Inggeris sedikit oleh pihak universiti sedikit sebanyak mempengaruhi tahap jati diri Bahasa Melayu dari segi pemahaman, penghayatan dan pengamalan bahasa Melayu dalam kalangan pelajar aliran pendidikan Universiti Awam ini

History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers

Pemahaman, penghayatan dan pengamalan jati diri pelajar aliran pendidikan Universiti Awam

Kajian ini bertujuan mengenal pasti tahap pemahaman, penghayatan dan pengamalan jati diri dalam kalangan pelajar aliran pendidikan di lima buah Universiti Awam bertaraf Universiti Penyelidikan. Sebanyak tujuh konstruk jati diri diukur, iaitu agama, ilmu, nilai, bahasa, budaya, perpaduan dan semangat nasionalisme. Untuk itu, seramai 1000 orang pelajar, iaitu 200 orang bagi setiap sebuah Universiti Awam dijadikan responden kajian. Responden tersebut dipilih secara rawak mudah yang sedang melanjutkan pengajian dalam pelbagai program pendidikan di Fakulti Pendidikan di UKM, UPM, UM, USM dan UTM tersebut. Instrumen soal selidik digunakan untuk pengumpulan data. Data dianalisis secara deskriptif dan inferensi menggunakan Statistical Package for Social Sciences (SPSS) versi 23.0. Dapatan kajian menunjukkan bahawa pelajar aliran pendidikan Universiti Awam secara amnya masih mengekalkan jati diri dalam kesemua tujuh konstruk yang dikaji. Dari segi pemahaman, penghayatan dan pengamalan, hanya aspek bahasa sahaja yang berada pada tahap masih kekal jati diri, manakala enam jati diri lain yang dikaji (agama, ilmu, nilai, budaya, perpaduan dan semangat nasionalisme) berada pada tahap kekal (kukuh) jati diri mereka. Pelajar UM merupakan pelajar yang paling kurang pemahaman, penghayatan dan pengamalan jati diri bahasa Melayu mereka berbanding pelajar Universiti Awam yang lain . Pelajar USM merupakan pelajar yang paling kekal jati diri mereka dari segi pemahaman, penghayatan dan pengamalan bagi kesemua tujuh konstruk yang dikaji. Implikasi kajian ini adalah bakal guru pelatih di Fakulti Pendidikan, Universiti Awam dan Institut Pendidikan Guru perlu diukur tahap jati diri mereka sebelum diterima masuk dalam progran pendidikan

Socio-educational Support and Arabic Language Practices among Secondary School Students

ABSTRACT This study aimed to identify how the social environment in school and family affect the usage of Arabic language among Muslim students. This study also aimed to identify students' competency in Arabic language communication skills, Arabic language speaking practices and the usage of Arabic language among Muslim students in secondary schools. The study utilized survey method where questionnaires were administered to 100 secondary school students who learned Arabic language. Collected data were analyzed using descriptive and inferential statistic. Findings indicated that most students had a low level of Arabic language competency. Majority of the respondents have limited Arabic language vocabulary. Findings also suggest that Arabic language speaking practice among them is moderate. Many respondents received low socio-educational support in learning Arabic language at a school level. Findings also showed that the weakness in the social support system in learning Arabic language has affected the Arabic language speaking practices. Therefore, the schools are suggested to arrange activities that could encourage the usage of Arabic language among the students. Re-strategizing the current support and practice to improve students' ability in using Arabic language is needed

La relación de los estudiantes Estilos de aprendizaje y pensamiento histórico

The aim of this research is to investigate the relationship between learning style (LS) and historical thinking skills (HTS) among Malaysian secondary school learners. The Grasha-Riechmann model used in this study consists of independent, avoidance, collaborate, dependent, competitive and participant learning styles. However, the historical thinking skill is using the Malaysian Ministry of Education model which consists of understanding the chronology, exploring evidence, interpreting, imagining, and rationalizing. A total of 400 fourth-grade students were selected as sample from high schools in the district of Hulu Langat, Selangor. Data were evaluated using SPSS (Statistical Package for the Social Sciences 22.0). The findings of the pilot test used Cronbach’s alpha assessment which showed that the learning styles were at a high point of reliability, 0.89 and 0.92 for the HTS. The findings of the descriptive evaluation test indicate that the dominant learning style is cooperative and competitive learning style.El objetivo de esta investigación es investigar la relación entre el estilo de aprendizaje (LS) y las habilidades de pensamiento histórico (HTS) entre los estudiantes de secundaria de Malasia. El modelo de Grasha-Riechmann utilizado en este estudio consiste en estilos de aprendizaje independientes, evasivos, colaborativos, dependientes, competitivos y participativos. Sin embargo, la habilidad de pensamiento histórico está utilizando el modelo del Ministerio de Educación de Malasia que consiste en comprender la cronología, explorar la evidencia, interpretar, imaginar y racionalizar. Un total de 400 estudiantes de cuarto grado fueron seleccionados como muestra de escuelas secundarias en el distrito de Hulu Langat, Selangor. Los datos se evaluaron utilizando SPSS (Paquete Estadístico para las Ciencias Sociales 22.0). Los resultados de la prueba piloto utilizaron la evaluación alfa de Cronbach que mostró que los estilos de aprendizaje tenían un alto punto de confiabilidad, 0.89 y 0.92 para el HTS. Los resultados de la prueba de evaluación descriptiva indican que el estilo de aprendizaje dominante es el estilo de aprendizaje cooperativo y competitivo