PERSEPSI PENSYARAH DAN PELAJAR TERHADAP PELAKSANAAN PEMBELAJARAN BERASASKAN MASALAH DI POLITEKNIK

Problem-based learning (PBM) is a type of self-conceptual learning approaches by facilitate lecturers and students to form a more effective in learning process. The purpose of this study is to ensure the perception of lecturers and students in the implementation of PBM in polytechnics. This is a descriptive study by using a quantitative approach. The total amount of 80 lecturers and 364 students in Civil Engineering, Electrical Engineering, Mechanical and Trade Engineering at Kota Bharu Polytechnic were selected randomly as the sample of the study. A set of questionnaires was used as a research instrument in this study. All data were analyzed by using SPSS software and presented in the form of frequency, percentage and mean score. The findings show that no problems arise in the implementation of PBM when learning process. The lecturers and students have high knowledge perceptions on PBM with mean score of 4.02 and 3.73 respectively. The findings also showed that lecturers and students have a high level of readiness at PBM with mean score of 4.16 and 4.15 respectively. Therefore, it can be concluded that lecturers and students have a positive perception of PMB implementation, therefore PBM should be practice not only at polytechnics but in all institutions of higher learning

Integration of Learning Styles and Higher Order Thinking Skills among Technical Students

Learning styles and higher order thinking skills (HOTS) play an important role in higher education learning.  They represent different individual preferences and strengths in learning and can be a stimuli for developing new ways of learning.  This is because KBAT can increase an individual’s ability to observe and process new information while learning style is a method of observation and process the information that occurs in the individual. The purpose of this research was to identify the pattern of Kolb Learning Styles among the technical students based on demographic factors and identify the patterns of Marzano HOTS usage based on Kolb learning styles. The design of this study was descriptive with a quantitative approach. A total of 163 technical students from Faculty of Civil and Environmental Engineering at University Tun Hussein Onn Malaysia (UTHM) were random cluster selected as samples. The Kolb Learning Styles Inventory and assessment rubric were used as research instruments. The findings indicated that the most dominant learning style among technical students is Doer and followed by Feeler, Thinker and Watcher. The patterns of learning styles based on demographic factors are the same.  The findings showed that the most widely used Marzano HOTS by all four types of Kolb Learning Styles are comparison and induction. Besides that, the findings revealed that there is no statistically significant difference in Kolb Learning Styles on the usage of Marzano HOTS. Therefore, the differences in learning styles do not affect the usage of HOTS. The implication of the integration of Kolb's learning styles and HOTS Marzano have the potential to bring two simultaneous benefits to students in terms of achievement of ideas generation

Effectiveness of Integration of Learning Strategies and Higher-Order Thinking Skills for Generating Ideas Among Technical Students

Learning strategies and higher-order thinking skills (HOTS) play an important role in higher education learning. Every student as different preferences and strengths in learning strategies and HOTS, thus it can be a stimulus for developing new ways of learning. The purpose of this research is to evaluate the effectiveness of the integration of learning strategies and HOTS in generating ideas via a self-instructional manual among technical students. This quantitative approach research used the modified quasi-experimental design with a treatment group (TG) and a control group (CG) comprising 81 students. The pre- and post-individual assignments and assessment analytic rubric were used as the research instruments. The pre- and post-assignments were used to test the effectiveness of the integration of learning strategies and HOTS in generating ideas before and after treatment was given to TG students. The assessment analytic rubric was used to evaluate the pre- and post-assignments based on five evaluation criteria (ideas, designs, functions, materials and dimensions). Each TG student received a self-instructional manual for the integration of Kolb’s learning strategies and Marzano’s HOTS as a treatment for one month, while the CG students had no treatment but conventional teaching. The gathered data were analysed using SPSS software. The findings show that there are statistically significant differences between TG and CG on the five evaluation criteria for the individual post-assignment result. There are also statistically significant differences in the five evaluation criteria between the individual pre- and post-assignments results. Overall, the approach of integrating learning strategies and HOTS by using a self-instructional manual for generating ideas is significantly effective

Integration of learning styles and higher order thinking skills among technical students

Learning styles and higher order thinking skills (HOTS) play an important role in higher education learning. They represent different individual preferences and strengths in learning and can be a stimuli for developing new ways of learning. This is because KBAT can increase an individual’s ability to observe and process new information while learning style is a method of observation and process the information that occurs in the individual. The purpose of this research was to identify the pattern of Kolb Learning Styles among the technical students based on demographic factors and identify the patterns of Marzano HOTS usage based on Kolb learning styles. The design of this study was descriptive with a quantitative approach. A total of 163 technical students from Faculty of Civil and Environmental Engineering at University Tun Hussein Onn Malaysia (UTHM) were random cluster selected as samples. The Kolb Learning Styles Inventory and assessment rubric were used as research instruments. The findings indicated that the most dominant learning style among technical students is Doer and followed by Feeler, Thinker and Watcher. The patterns of learning styles based on demographic factors are the same. The findings showed that the most widely used Marzano HOTS by all four types of Kolb Learning Styles are comparison and induction. Besides that, the findings revealed that there is no statistically significant difference in Kolb Learning Styles on the usage of Marzano HOTS. Therefore, the differences in learning styles do not affect the usage of HOTS. The implication of the integration of Kolb's learning styles and HOTS Marzano have the potential to bring two simultaneous benefits to students in terms of achievement of ideas generation