Validation of learning environment inventory for secondary school contexts

This study was conducted to describe the validation of learning environment inventory (LEI) for secondary school contexts. A survey method was used for data collection through the 20-item LEI. This study consists of two phases. In Phase 1, an exploratory factor analysis (EFA) was conducted using the Statistical Package for Social Sciences (SPSS 21) involving data collected from 150 students, which resulted in the extraction of four factors related to learning environment; (a) Learner-centered, (b) Knowledge-centered, (c) Assessment-centered, and (d) Community-centered. A confirmatory factor analysis (CFA) was carried out in Phase 2 with a new sample (N = 268) which resulted in strong model fit estimation. Such results confirmed the factor structure of Phase 1 and resulted in a final 12-item scale, which may be considered as an acceptable model

Gaya Pembelajaran: Visual, Auditori atau Kinestetik

Gaya pembelajaran adalah cara bagaimana pelajar menyerap dan menyusun maklumat yang diterima. Pendekatan gaya pembelajaran secara umum terbahagi kepada tiga aspek; visual, auditori dan kinestetik. Pertama, gaya visual, yang belajar paling berkesan ketika melihat pembelajaran dengan media gambar. Kedua gaya auditorial, yang berkesan belajar melalui suara yang didengar. Maka gaya pembelajaran pendengaran adalah gaya pembelajaran dengan mendengar. Pelajar dengan gaya pembelajaran ini lebih dominan menggunakan deria pendengaran ketika menjalankan proses pembelajaran dan pengajaran. Gaya pembelajaran visual suka kemahiran dan kemas, ingin bercakap pantas, suka membuat perancangan yang teliti untuk jangka masa depan, sangat terperinci dengan terperinci. Ketiga, gaya aktif, atau apa yang disebut pelajar kinestetik. Sementara itu, gaya pembelajaran kinestetik adalah dengan bergerak, menyentuh, dan bekerja. Mereka belajar dengan mengutamakan perasaan dan pergerakan fizikal mereka. Penerapan gaya pembelajaran ini dalam aktiviti pembelajaran telah menghasilkan pelbagai kesan positif dalam arena pendidikan. Learning Style: Visual, Auditory and Kinesthetic Abstract: Learning style is the way how students absorb and compose the information received. The learning style approach is generally divided into three aspects; visual, auditory and kinesthetic. First, the visual style, which makes learning the most memorable when looking at learning with image media. Both styles are auditory, which impresses learning through the sound that is heard. Then the hearing learning style is a listening learning style. Students with this learning style are more dominant in using the sense of hearing when carrying out the learning and teaching process. Visual learning style likes skill and order, wants to speak quickly, likes to make careful plans for the future, and is very detailed in detail. Third, active style, or what is called a kinesthetic learner. Meanwhile, the kinesthetic learning style is by moving, touching, and working. They learn by prioritizing their feelings and physical movements. The application of this learning style in learning activities has produced various positive impressions in the educational arena. Keywords: Auditory, Kinesthetic, Learning Style, VAK, Visual

Development and validation of an inventory to evaluate the implementation of main educational elements in promoting higher-order thinking skills

A valid, reliable and practical instrument is needed to evaluatethe implementation of higher order thinking skills (HOTs) amongst teachers in primary schools. The purpose of this study was to assess the validity and reliability of an inventory in promoting HOTs. The inventory wasadapted from Nurasyikin (2016), Gulistan et. al(2016) and Gonzales and Fugan (2012). The instrumentin the form of questionnaire was distributed to a sample of 220 primary school teachers teaching Islamic education subject. The content validity was assessed by a group of experts, and the construct validity wasmeasured byanExploratory Factor Analysis. The reliability of the instrument wasmeasured by thealpha coefficient reliability or Cronbach Alpha. Results of Exploratory Factor Analysis suggestedthat 12 items neededto be removed due totheirnon-dimensionality as they hadmore or less equal loadings on several factors. The instrument developed yielded high values of internal consistency as reflected by the Cronbach alpha values. The final draft of the instrument contained 107 items which was consideredvalid and reliable. Even though the validity and reliability of the instrument werewithin the acceptable range, more data neededto be gathered with a bigger sample, and further analysis using an Item Response Theory (IRT) model could beused to explore deeper into the psychometric characteristics of the items

Confirmatory factor analysis of the teaching strategy for HOTs and LOTs Inventory in the Malaysian context

Promoting students’ higher order thinking skills is now becoming more important in an education system. An effective teaching strategies are required to teach those skills to students. Hence, avalid, reliable and practical instrument is needed to evaluate teaching strategies used in promotingstudents’ higher order thinking skills (HOTs) and lower order thinking skills (LOTs). The aim of this study is to explore different factor structure of the teaching strategies scale by using the second-order Confirmatory Factor Analysis. The instrument is adapted from an instrument developed by Gulistan (2016) to suit with the Islamic education teachers in the Malaysian context. 220 primary school teachers teaching Islamic education subject was selected randomly from one of the state in Malaysia. The content validity is assessed by a group of experts, and the construct validity is measured by Confirmatory Factor Analysis. The reliability of the instrument is measured by the alpha coefficient reliability or Cronbach Alpha. Results indicated that the teaching strategies inventory is a valid and reliable scale. The measurement model is validated with two factors (‘Acquiring Knowledge’ and ‘ApplyingKnowledgeand Reflection on Knowledge’). This study provides support for using a valid instrument in evaluating teaching strategies used by Islamic education teachers in primary level in real study later

Perspektif Guru Terhadap Pembelajaran Pelajar Remaja

Kajian ini bertujuan untuk meneroka perspektif guru berkaitan dengan pembelajaran pelajar remaja. Kajian ini menggunakan kaedah temubual yang melibatkan seorang guru yang berpengalaman. Instrumen kajian terdiri daripada protokol temubual dan komputer riba. Hasil kajian mendapati bahawa faktor pelajar, faktor guru, dan faktor persekitaran bilik darjah mempengaruhi pembelajaran pelajar remaja. Di samping itu, hasil kajian turut mendapati sekolah yang menyediakan kemudahan dan prasarana yang kondusif serta memberi pengiktirafan dan penghargaan kepada pelajar dan guru mampu meningkatkan pembelajaran pelajar remaja. Dari segi ciri-ciri pelajar remaja yang cemerlang, dapatan kajian menunjukkan bahawa pelajar remaja yang cemerlang memiliki kemahiran etika dan kerohanian, serta sahsiah yang positif. Selain itu, dapatan kajian juga menunjukkan bahawa guru mengakui keberkesanan penggunaan teknologi dan pembelajaran abad ke-21 dalam meningkatkan pembelajaran pelajar remaja. Hasil kajian turut mendapati bahawa guru perlu berkolaborasi dengan pelajar dan menjadi contoh kepada pelajar bagi mewujudkan persekitaran pembelajaran yang kondusif bagi pelajar remaja. Implikasi terhadap aspek pembelajaran pelajar remaja dibincangkan berdasarkan dapatan yang diperoleh dalam kajian ini. Teachers' Perspectives on Teenage Student Learning Abstract: This study aims to explore teachers' perspectives related to adolescent student learning. This study uses an interview method involving an experienced teacher. The study instruments consisted of interview protocols and laptops. The results of the study found that student factors, teacher factors, and classroom environment factors influence the learning of adolescent students. In addition, the results of the study also found that schools that provide conducive facilities and infrastructure as well as give recognition and appreciation to students and teachers are able to improve the learning of adolescent students. In terms of the characteristics of excellent teenage students, the findings show that excellent teenage students have ethical and spiritual skills, as well as a positive personality. In addition, the findings of the study also show that teachers recognize the effectiveness of the use of technology and 21st century learning in improving the learning of adolescent students. The results also found that teachers need to collaborate with students and be an example to students to create a conducive learning environment for adolescent students. Implications on the learning aspects of adolescent students are discussed based on the findings obtained in this study. Keywords: 21st Century Learning, Learning, Teenage Students

Perspektif Guru Terhadap Kemahiran Berfikir Aras Tinggi dalam Kalangan Pelajar

Kajian ini dijalankan bagi meneroka perspektif guru berkaitan kemahiran berfikir aras tinggi (KBAT) dalam kalangan pelajar. Kajian ini menggunakan kaedah temubual separa berstruktur yang melibatkan seorang guru yang berpengalaman. Instrumen yang digunakan dalam kajian ini terdiri daripada protocol temubual dan komputer riba. Hasil kajian mendapati bahawa KBAT dalam kalangan pelajar masih perlu diperkasakan dan dipengaruhi oleh perbezaan tahap sosioekonomi dan jenis sekolah. Faktor pelajar, alat bantu mengajar, dan keadaan bilik darjah didapati mempengaruhi pemilihan strategi pengajaran bagi memupuk KBAT dalam kalangan pelajar. Hasil kajian turut mendapati bahawa teknik menyoal boleh digunakan bagi meningkatkan KBAT dalam kalangan pelajar, manakala pemberian soalan KBAT secara konsisten, penggunaan kaedah pembelajaran abad ke-21 (PAK21) dan pemberian tugasan berkumpulan boleh digunakan untuk menggalakkan aplikasi KBAT ketika pelajar menghadapi penilaian. Dapatan kajian turut menunjukkan bahawa kekangan masa dan faktor pelajar yang tidak aktif memberikan cabaran kepada guru untuk memupuk KBAT dalam kalangan pelajar. Sebagai implikasi, semua pihak perlu memainkan peranan yang sewajarnya dalam usaha meningkatkan KBAT dalam kalangan pelajar agar matlamat pendidikan dapat direalisasikan. Teachers' Perspectives on Higher Order Thinking Skills Among Students Abstract: This study was conducted to explore the perspectives of teachers related to high -level thinking skills (HLTS) among students. This study used a semi -structured interview method involving an experienced teacher. The instruments used in this study consisted of an interview protocol and a laptop. The results of the study found that HOTS among students still need to be empowered and influenced by differences in socioeconomic levels and types of schools. Student factors, teaching aids, and classroom conditions were found to influence the selection of teaching strategies to foster HOTS among students. The study also found that questioning techniques can be used to improve KBAT among students, while giving KBAT questions consistently, the use of 21st century learning methods (PAK21) and group assignments can be used to encourage the application of KBAT when students face assessment. The findings of the study also show that time constraints and inactive student factors provide a challenge to teachers to cultivate HOTS among students. As an implication, all parties need to play an appropriate role in efforts to improve HOTS among students so that educational goals can be realized. Keywords: High-Order Thinking Skills, 21st Century Learning, Information and Communication Technology

Problem Solving Skills, Metacognitive Awareness, and Mathematics Achievement: A Mediation Model

This study was aimed to identify the relationship between problem solving skills, metacognitive awareness, and mathematics achievement as well as to identify the role of metacognitive awareness as a mediator. This study involved a total of 333 Form Four students from ten secondary schools in Malaysia. Data were collected using questionnaires, while information about mathematics achievement was provided by the school management. Data were analyzed using the Structural Equation Modeling (SEM) technique. Results indicated that all variables correlated significantly with each other, while path analysis revealed the mediation effect of metacognitive awareness between problem solving skills and mathematics achievement. The findings suggest the importance of problem solving skills in influencing secondary school students’ mathematics achievement through the development of metacognitive awareness

Ciri Khas Gaya Pembelajaran Elemen Persekitaran dan Elemen Fisiologi Murid Lemah untuk Belajar dan Memproses Maklumat Baru

Kajian ini bertujuan untuk mendedahkan tentang penerimaan murid dalam kemahiran dan maklumat pembelajaran yang dilakukan di sekolah rendah. Kajian ini juga bertujuan untuk memahami ciri khas gaya pembelajaran elemen persekitaran dan elemen fisiologi murid yang lemah berdasarkan kecenderungan mereka untuk belajar dan kemampuan memproses maklumat baru. Kajian ini adalah kajian kes yang menggunakan data kualitatif untuk menjawab persoalan yang dinyatakan. Penyelidik menggunakan Model Dunn & Dunn sebagai panduan dalam menganalisis data pemerhatian dalam gaya pembelajaran yang disokong oleh wawancara dan analisis hasil kerja murid. 16 peserta dipilih dengan sengaja untuk kajian ini. Dapatan menunjukkan bahawa rangsangan gaya pembelajaran elemen persekitaran dan elemen fisiologi mendorong atau merangsang pembelajaran murid yang lemah. Kesimpulannya, di samping strategi yang baik, gaya pembelajaran sebagai petunjuk pembelajaran dan pencapaian yang meningkatkan kualiti penerimaan maklumat murid. Oleh itu, penemuan ini merungkai hubungan antara gaya pembelajaran dan kesan pembelajaran murid yang perlu diberi perhatian oleh pendidik untuk memenuhi pengajaran dan cara pembelajaran murid. Special Characteristics of Learning Styles Environmental Elements and Physiological Elements of Weak Students to Learn and Process New Information Abstract: This study aims to reveal about the acceptance of students in the skills and information of learning done in primary schools. This study also aims to understand the special characteristics of learning styles of environmental elements and physiological elements of weak students based on their propensity to learn and ability to process new information. This study is a case study that uses qualitative data to answer the stated questions. Researchers used the Dunn and Dunn Model as a guide in analyzing observational data in a learning style supported by interviews and analysis of student work outcomes. 16 participants were deliberately selected for this study. Findings indicate that learning style stimuli of environmental elements and physiological elements induce or stimulate poor student learning. In conclusion, in addition to good strategies, learning style as an indicator of learning and achievement that improves the quality of student information reception. Therefore, these findings unravel the relationship between learning styles and student learning effects that need to be given attention by educators to meet the teaching and learning methods of students. Keywords: Environmental Elements, Learning Styles, Physiological Elements

Konsep Kurikulum Merdeka Belajar Ditinjau dari Pandangan Aliran Filsafat Pendidikan Progresivisme

This study examines the concept of independent learning from the perspective of progressivism educational philosophy. The method used in this research is library research. The researcher reviewed various works of literature and then analyzed related to the Concept of Merdeka Belajar Curriculum in Elementary Schools from the Viewpoint of Educational Philosophy. Data collection techniques are conducted by including eligibility, screening, identification, and analysis from various sources such as books, articles, and relevant research results. The search for research data resulted in 5 electronic books and 36 articles from scholars. The texts studied included educational philosophy books and independent curriculum guides specific to elementary schools. In contrast, there are several selected articles. Articles found in the Sholer and Mendeley databases, using the search terms "Independent Curriculum in elementary schools, Educational Philosophy, Progressivism" in the title and keywords only selected articles which are continued in the discussion and the papers used are the last five years published in national journals (Sinta 1, 2, 3, 4, 5) and several in international journals. Library materials from various sources, both in print and electronic form, go through the stages of eligibility, screening, identification, and analysis as needed to obtain proportions and ideas. The results of this study indicate the concept of independent learning with the flow of progressivism believes that education must be progressive, innovative, flexible, open, rational, and scientific according to the times. The concept of an independent learning curriculum in elementary schools from the point of view of the philosophy of progressivism education has similarities to progress and independence in educational practice. The relationship between the concept of independent learning in elementary schools from a progressivism point of view can be seen from the impact of its implementation: 1) for educators, the administrative burden will be reduced because the RPP tools are simplified; teachers have free time to improve competence through various platforms; Educators have the freedom to innovate and be creative. 2) Students can experience knowledge in their environment as character strengthening, learning themes, or critical issues related to sustainable lifestyles, culture, entrepreneurship, and technology. So that students can take real action in answering these issues according to the stages of learning and their needs.Penelitian ini bertujuan untuk mengkaji konsep merdeka belajar dari perspektif filsafat pendidikan progresivisme. Penelitian dilakukan melalui metode kualitatif studi Pustaka. Pengumpulan data melalui berbagai sumber dan dikonstruksi seperti buku, jurnal, serta riset-riset yang relevan. Hasil penelitian ini menunjukkan konsep merdeka belajar dengan aliran progresivisme meyakini bahwa Pendidikan harus progresif, inovatif, fleksibel, terbuka, rasional dan ilmiah sesuai perkembangan zaman. Konsep kurikulum merdeka belajar di sekolah dasar ditinjau dari sudut pandangan aliran filsafat Pendidikan progresivisme memiliki kesamaan pada kemajuan dan kemerdekaan terhadap praktik Pendidikan. Hubungan antar konsep merdeka belajar di sekolah dasar dengan sudut pandang progresivisme dapat dilihat dari dampak implementasinya: 1) bagi pendidik, beban administrative akan berkurang karena perangkat RPP lebih disederhanakan; guru memiliki waktu luang untuk meningkatkan kompetensi melalui berbagai platfrom; pendidik memiliki kemerdekaan dalam berinovasi dan berkreasi. 2) bagi peserta didik, memperoleh kesempatan untuk mengalami proses pengetahuan di lingkungannya sebagai penguatan karakter, mempelajari tema atau isu-isu penting terkait gaya hidup berkelanjutan, budaya, wirausaha dan teknologi. Sehingga peserta didik dapat melakukan aksi nyata dalam menjawab isu-isu tersebut sesuai dengan tahapan belajar dan kebutuhannya

Measuring teacher profession as career of choice among top fully residential school students

Fully residential schools (FRS) or boarding schools in Malaysia produce quality candidates with towering personalities. This study seeks to explore the choice of career as well as the parents and gender influences on the career as a teacher among top FRS students in Malaysia. A survey design, which is mainly quantitative in nature, was used in this empirical study. A self-designed questionnaire was used in collecting data from 305 participants from three top FRS in Malaysia. This study revealed that only 6.2% of students selected 'teacher' as a career of choice. Other respondents opted for different professions such as medical doctors, engineers, and scientists. Of the students who chose ‘teacher’ as their career of choice, 31.6% have one or both parents from a teaching background. The study also found that the influence of gender on the career as a teacher was not significant with t (303) = 0.446, p = 0.656. Several recommendations were made. This study suggests further increasing the FRS students' exposure to the teaching career with the recommendations proposed