Kepimpinan Cina dalam sejarah perkembangan politik di Sabah (1961-2000)

Kepimpinan dalam masyarakat imigran adalah satu persoalan penting dalam sejarah politik masyarakat berbilang etnik seperti di Malaysia. Dalam hal ini masyarakat imigran Cina di Sabah mempunyai sejarah yang tersendiri termasuk kepimpinan politik masyarakat ini yang jelas merupakan sebahagian daripada sejarah politik wilayah ini. Kajian ini adalah satu usaha melihat faktor yang menjadi asas dalam perkembangan politik masyarakat Cina di Sabah dari 1961 hingga 2000. Kajian ini membincangkan bagaimana kepimpinan Cina berubah dalam perkembangan politik di Sabah dari 1961 hingga 2000. Persoalan di sini mengapa kepimpinan Cina berubah dalam perkembangan politik di Sabah dari 1961 hingga 2000? Apakah faktor asas yang mendorong perubahan kepimpinan Cina? Andaian kajian ini adalah kepimpinan berubah disebabkan faktor kepimpinan yang dapat menentukan sU/vival masyarakat Cina. Kajian ini bertujuan untuk mengkaji faktor asas yang mendorong perjuangan kepimpinan Cina dalam perkembangan politik di Sabah dari 1961-2000. Kajian ini cuba menggalurkan perkembangan kepimpinan politik masyarakat Cina dari 1961 hingga 2000. Ia juga cuba meninjau pengaruh faktor asas yang mendorong perubahan kepimpinan masyarakat Cina dalam kepimpinan politik masyarakat berbilang etnik seperti di Sabah untuk menjawab persoalan kajian ini. Hasil kajian ini mendapati sebab yang mempengaruhi perubahan kepimpinan Cina dari 1961-2000 adalah faktor kepimpinan yang dapat menentukan survival masyarakat Cina. Kepimpinan Cina dalam perkembangan politik di Sabah dari 1961-2000 adalah bersifat kepentingan politik

Learning in the Digital Age During the COVID-19 Pandemic for School Improvement

Background: Digital learning became increasingly popular when the COVID-19 disaster hit. Even though, its implementation is still less popular after no special indicators are used to create systematic learning. Comprehensive access to online education with fifth generation (5G) mobile technology coverage will enhance the quality of learning in the face of the digital age. Contribution: The contribution of this study is to increase the awareness of online learning during the COVID-19 pandemic. It recognizes the importance of strengthening online learning when schools close. It also highlights digital technologies and practices for school improvement and enters an endemic era. Method: Synthesis method. Researcher synthesized information naturally to help others see connections between things. Results: The presence of the COVID-19 threat has opened a new norm in pedagogical methods in Malaysia. The use of technology has long been championed since 2013. Its importance became apparent after the emergence of the pandemic in early 2020. Not because of pandemic had to give way to technology but the times need change according to the currents of modernity and high technology. Since then, we have faced the threat of a pandemic and through a life of new norms.  The convenience of computers and smartphones has changed the current learning process. Conclusion: The COVID-19 pandemic has affected the structure of Learning and Teaching in Malaysian educational institutions. Education institutions were also instructed to close and the live or face-to-face method of Learning and Teaching was changed to fully online Learning and Teaching. The education system will undergo changes of learning in the digital age. Digital learning also continues to be the new norm of pedagogy in the future

Media for History Learning In the Digital Era

Background: In the information age and today's digital age, educators play an important role in shaping good character. Educators have excellent opportunities to develop professional competencies that can be enhanced, one of which is the ability to technically and creatively create innovative learning designs that facilitate educators' ability to optimize students' abilities. Contribution: The contribution of this research is to raise awareness among educators in the digital arena of what is required to develop innovative and creative History learning media. Other matters related to educators' confidence in leveraging technology in History learning also need to be optimized. Method:  Synthesis method. Researcher synthesized information naturally to help others see connections between things. Results:  The t-test result indicated that the post-test scores were significantly higher for the experimental group (M = 41.71, SD = 2.14) than for the control group (M = 20.41, SD = 4.3), t = 4.130, p < .001. In other words, there was a significant difference in the mean post-test results between the experimental and control groups. As such, Edmodo can positively impact the academic performance of higher education students. When being applied to the experimental and control methods, the ratio was 2.62, which was greater than the reference value (1.2). This showed that Edmodo effectively improved students' study skills and knowledge. Conclusion:   The impact of this result can be explained by the fact that Edmodo increased the use of collaborative e-learning in the experimental group to keep students informed. A good website provides students with high-quality information, creativity, participatory activities and collaboration in a category called Social Networking and Communication. The application of digital literacy by utilizing media in History learning can be done by utilizing the existing facilities at Edmod

Blended Learning through Google Classroom

This paper discusses that good learning involves all academic groups in the school. Blended learning is learning outside the classroom. Google Classroom is a free service learning app for schools, non-profit organizations and anyone with a personal Google account. Facilities accessed through computers and mobile phones are very useful for school teachers and students. Blended learning classrooms using both traditional and technology-based methods for teaching have become the norm for many educators. Using Google Classroom gives students access to online learning. Even if the teacher is not in the classroom, the teacher can provide learning. This is the supervision of the form of the teacher when the student is outside the school

Use staged reading to improve sentences reading skill in Chinese language teaching: qualitative research management

This study was to examine the effectiveness in improving the skills of reading sentences. Skills in reading sentences focus on teaching and learning Chinese. In the study, the samples were identified as non-Chinese students. They are among those who use or learn Chinese as a second language. The method used in this study is reading stages. The methodology of this study is qualitative. The study was conducted in one of Sekolah Jenis Kebangsaan Cina (SJKC) or Chinese National Type School in Lawas, Sarawak, Malaysia. The samples selected were 4 students who are studying in year one based on their results in the summative evaluation on the Chinese Language subject at this point. The research data will be collected and analyzed through observation, interviews, record reflections of researcher and also the supporting documents. Through the data obtained from the 3 cycles of studies, students can recognize available samples and pronounce of 5 simple words, 5 average difficult words and 5 difficult words with correct pronunciation. Samples students can also read at least two simple sentences, 1 average difficult sentence and 1 difficult sentence correctly, fluently and with the correct intonation

AI-Enhanced Digital Learning: Revolutionizing Middle East History Education

This abstract highlights the transformative impact of AI-enhanced digital learning on Middle East history education. By integrating artificial intelligence technologies into educational platforms, personalized learning experiences are offered, catering to diverse student needs and preferences. Through dynamic content delivery, interactive activities, and realtime feedback, learners engage more deeply with complex historical narratives, fostering critical thinking skills and a nuanced understanding of the region’s cultural, political, and social dynamics. This innovative approach not only enhances accessibility to historical knowledge but also revolutionizes traditional pedagogical methods, ushering in a new era of engaging and effective history education in the Middle East

Usability of augmented reality learning with google

This paper discusses the mobile search on Google which can be inserted virtual animals in 3D into the real world via augmented reality. Recently people were able to record virtual materials via video from Android mobile phones, such as on iOS, or that can also view up close Module Apollo 11, or closer in time. People can take pictures with a virtual Santa Claus by using augmented reality app. This research method used literature review, which included new insights into the quality of action and scientific papers. It synthesized information gleaned from a variety of sources. The findings of the study are mobile search on google offer possibilities that allow us to interact with 3D elements. Through augmented reality, kids can be considered fun learning for the little one and their parents. By clicking on “See in 3D”, students can interact with the respective 3D elements, developed in collaboration with visual materials. People have started using webcams, making them read certain marker labels, then objects where labels will appear on the screen. Developers continue to gather information on how AR (augmented reality) can participate in the learning environment

The Impact of Chatbot Technology on Enhancing Historical Learning in K-12 Education

This paper discusses the integration of chatbot technology into K-12 education has ushered in a transformative era of historical learning. This innovative approach fosters engagement, personalized guidance, and interactive exploration of historical subjects, revolutionizing the way students absorb and retain historical knowledge. By offering real-time responses to queries, tailoring content to individual learning styles, and simulating immersive historical experiences, chatbots empower educators to create dynamic and inclusive learning environments. The impact of chatbot technology on K-12 historical education is a testament to its potential in nurturing a deeper understanding and appreciation of the past, paving the way for more informed and culturally literate citizens of the future

Inculcate historical thinking skills in teaching history

This paper discusses historical thinking skills inculcation in teaching History. The History subject of the Primary School History Curriculum (KSSR) was first introduced as a subject at the primary level in 2013. The History subject of the Primary School History Curriculum (KSSR) was first introduced as a subject at the primary level in 2013 for Level 2 starting Year 4 and is a core subject that must be studied. This aims to foster students' understanding of History subjects at an early stage so that students acquire and master the knowledge and skills of History. The research method is the combination of components or elements to form a connected whole. The findings show that before the New Primary School Curriculum (KBSR) which was introduced in 1983, the History subject formerly known as Chronicles was taught in primary schools to Grade 4, Grade 5, and Grade 6 students. In KBSR, elements of history were included in the subject Local Studies studied at Level 2 for Year 4, Year 5, and Year 6. The Malaysian Ministry of Education (KPM) outlines that the Primary School Standard Curriculum (KSSR) is formulated based on the principles of Rukun Negara (Pillar of the Nation), the National Philosophy of Education (FPK) and the pillars of KSSR which are i) communication; ii) Physical & Aesthetic Development; iii) Humanity; iv) Personal Skills; v) Science and Technology and vi) Spirituality, attitudes, and values. The KSSR History subject is also formulated on the same principle by emphasizing the cognitive, effective, and psychomotor domains as well as applying added value of the new millennium such as thinking skills, information, and communication technology skills, multi-intelligence skills, future studies, and lifelong learning

Digital tools & inquiry-based learning in history education

This paper discusses the Inquiry-based learning is a pedagogical approach that encourages students to ask questions and explore topics through research, critical thinking, and problem-solving. Digital tools have become an essential component of inquiry-based learning, allowing students to access vast amounts of information, collaborate with peers, and present their findings in creative ways. In history education, digital tools and inquiry-based learning can work together to create engaging and interactive learning experiences that deepen students' understanding of the past. Digital tools such as online databases, virtual tours, interactive maps, and multimedia resources can provide students with a wealth of primary and secondary sources for historical inquiry. These tools can also support the development of critical thinking and research skills, allowing students to evaluate sources, analyze historical narratives, and construct their own interpretations of the past. Additionally, digital tools can enable students to collaborate on research projects and share their findings with a wider audience, promoting communication and collaboration skills that are essential in the 21st century. Digital tools and inquiry-based learning have the potential to revolutionize history education by providing students with dynamic and interactive learning experiences that foster curiosity, critical thinking, and creativity. By embracing these innovative pedagogical approaches, educators can inspire students to become lifelong learners who are equipped to engage with the complex and diverse histories of the world around them