Language and Education

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A framework of social-based learning interaction through social networking tool
(Universiti Teknologi Malaysia, 2017) Al-Dheleai, Yahya Mohammed Hashem
The purpose of this research is to develop a framework of social-based learning interaction through the use of social networking tool; Facebook. The sample for this study was Masters’ students of Educational Technology program. The data collection was done through two phases. Phase 1 involved 49 students who responded to the questionnaire, and phase 2 involved 11 students and 2 instructors who participated in one semester’s online interaction via Facebook. This research employed a pre-experimental design, which involved a one-group pretest-posttest to measure the improvement in students’ academic performance after going through online interaction via Facebook. A questionnaire was used to collect data about students’ perceptions of instructor-student interaction (ISI), student-student interaction (SSI) and students’ social presence (SP) while Facebook discussion group was used to collect interaction data among students and instructors. Questionnaire data were analyzed through means and standard deviations and Facebook transcripts were analyzed through frequencies of each investigated category. Next, the data mining decision tree technique was used to identify which SSI categories contributed to higher students’ grades and the association rule was applied to establish a socialbased learning interaction framework. The findings of the questionnaire showed that students have high perceptions of ISI (µ= 4.06) and SSI (µ= 4.18) via Facebook. Moreover, students showed high perceptions of their SP when using Facebook for learning (µ= 4.15). Findings from Wilcoxon’s Signed Ranks Test indicated a significant improvement in students’ performance in test after going through interaction via Facebook, while the effect size test confirmed the large effect of the interaction via Facebook on students’ performance. The findings from the Facebook transcripts showed that the instructors mostly used facilitating discourse (FD) followed by direct instruction (DI). Instructional design and organization (IDO) was the least frequently used category by the instructors. On the other side, students tended more to deliver clarification (C) followed by the interpretation category. Moreover, students transmitted more support (S) than reflection (Ref) or replies (Rep) to others’ questions and asking questions (Q) compare to the Judgment (J) category; which was the least frequently used category. Noticeably, students declined to transmit conflict, assertion and consensus-building statements during their interaction via Facebook. Additionally, students tended to promote more interactive responses (IR) than cohesive responses (CR) or affective responses (AR) in their SP. However, data mining analysis using the decision tree technique showed that students need to transmit more clarification (C) and interpretation (I) categories of SSI in order to achieve grade A in their tests. The social-based learning framework suggested that the FD and DI categories of ISI are associated with the Rep, C and I categories of SSI and the IR category of SP to assist students’ learning and enhance academic performance
A metamodel for academic programme management quality assurance in higher education
(Universiti Teknologi Malaysia, 2019) Mokhtar, Rashidah
Academic programme management quality assurance (APMQA) is a management approach to evaluate the quality of performance in the higher education system. Quality assurance documents must be prepared to represent the APMQA system in higher learning institutions (HLIs). There is a gap of understanding document preparation, which later leads to difficulty of sharing best practices and knowledge across borders. Besides, lack of standardised definition describing the details of APMQA model could lead to inconsistency when interpreting the quality assurance guidelines. This study developed a new approach of managing the scattered and complex domain structure by proposing new generic concepts of APMQA system embedded with properties of the current APMQA system. Three research objectives guided this study; (1) to identify the various requirements of academic programme management quality assurance in higher learning institutions, (2) to structurally organise academic programme management quality assurance domain knowledge by using metamodelling technique, and (3) to develop and validate metamodel that encapsulates academic programme management quality assurance domain knowledge in higher learning institutions. A design science research paradigm was used as the lens to solve the problems. The metamodelling approach was employed to produce APMQA metamodel. In this study, 26 models were analysed using 7 steps of the metamodelling approach divided into three phases, namely metamodel development, validation and conformance. Phase 1 was a five-step process to develop the initial metamodel. Next, phase 2 validated the initial metamodel using expert validation technique. Finally, phase 3 demonstrated the metamodel through metamodel conformance using a case study. Then, the validated APMQA metamodel was categorised into five areas that cover the academic programme management comprising curriculum design, curriculum delivery, student assessment, programme improvement and quality improvement. Each of the area consists of concepts, relationships, attributes and operations of the domain and represented by UML class diagram. Findings from the case study showed that the APMQA metamodel organises the concepts, definitions, relationships and attributes of the domain. Besides, it facilitates clearer creation and presentation of the domain properties to hasten system development, and indirectly, reduces the cost of system development time. Another application of the metamodel is that new users would have a better understanding of the domains as the metamodel acts as a domain dictionary, which encapsulates various and evolving processes in the APMQA.
Analysis of stroke distribution between professional, intermediate and novice squash players
(Universiti Teknologi Malaysia, 2013-08) Abdul Ghani, Diyana Zulaika
The purpose of this study was to analyse the distribution of strokes of three different levels of players in squash game which were the professional elite, intermediate and novice players. Quantitative method and experimental repeated measures design were employed for data collection. A total of 5 players with an average age of 21.27 ± 5.22 years old were involved as sample for each level of players. Every type of shots for both forehand and backhand strokes performed by players were recorded. There were 15 types of shots executed by the players during games. The most common types of shots performed were identified and distribution of strokes was verified by coaches and experts. Recorded videos were then analysed using hand notational analysis while inferential statistics were conducted using SPSS version 16. Results showed that there were significant differences in backhand strokes between groups while there was no significant difference recorded in forehand strokes. Notational analyses data indicated that the most shots performed were backhand drive (BHDV) followed by forehand drive (FHDV) and both forehand and backhand cross-court drive (FHXCDV and BHXCDV). There were only five types of shots frequently performed and were found significant for all three levels: forehand drive (FHDV), forehand cross-court drive (FHXCDV), backhand drive (BHDV), backhand cross-court drive (BHXCDV) and backhand drop (BHDP). The results of this study showed that the backhand shots and shot selection during games might pose as the contributing factors to differentiate between three different levels of players. This study also generated playing pattern profiles of three levels of squash players which could provide essential knowledge for the coaches to recognize the ability of their players and thus improve the efficiency of training method and enhance the skills and playing strategies of their athletes.
Assessing cultural awareness in reading texts at a university in Libya
(Universiti Teknologi Malaysia, 2013) Albakoush, Khalefa Alsadek
This study aimed at examining the position of target culture in Libyan foreign language reading classes. More specifically, the study aimed at determining the level of inclusion or exclusion of the target culture in the reading texts taught to Libyan students of foreign language in their second semester. There were only two classrooms (of fourteen students each) at this level. Two classes were assigned by the English Department to this study. In order to successfully explore such a broad issue, a mixed method research was adopted to cover the different aspects of target culture from different angles. Three instruments (document analysis, observation and group experiment) were employed to investigate this issue. Each instrument was intended to examine the extent of incorporation of cultural knowledge in the reading class. Document analysis was used to analyze the cultural content of reading texts taught to Libyan undergraduates. A checklist was used to determine the cultural content of the reading texts. Observation of normal reading classes for half a semester was another instrument. This procedure was carried out to see whether the instructors use any supplementary cultural materials in reading classroom. Another different checklist contains thirteen cultural criteria were used for this task. Eight checklists' protocols were prepared to collect both qualitative and quantitative data to cover the eight weeks of observation. Group experiment has also been used as a third instrument. Two classes (controlled group and experimental group) were taught for half a semester differently. The experimental group received certain cultural treatment unlike the controlled group which did not receive any treatment. Both groups were pretested and post tested to see whether the treatment conducted had any effects on students' level of cultural knowledge. The results obtained from the two instruments (observation and document analysis) showed a lack of inclusion of cultural content in both reading texts and instructors' way of instruction. The group experimentation on the other hand has shown positive results in terms of the cultural treatment conducted. The controlled group on the other hand has not shown any cultural progress. A conclusion was drawn that reading texts should contain cultural data because it has contributed to facilitating the reading comprehension and positively impacted Libyan students? cultural background. Therefore, it is recommended that the cultural knowledge should be provided to students of foreign language together with linguistic knowledge especially through reading texts
Collaborative and self-directed learning of problem-based learning for Nigerian secondary school chemistry
(Universiti Teknologi Malaysia, 2016) Abubakar, Abbas Babayi; Arshad, Mohammad Yusof
Nigeria needs quality chemistry education to produce competent employees who can apply knowledge and skills in real-life situations for national development. Chemistry teachers therefore should practice student-centered learning strategies as being practiced in most developed countries. However, chemistry teaching in Nigerian Secondary Schools generally does not produce students with flexible knowledge and problem solving skills, higher-order thinking skills such as selfdirected and collaborative learning because of expository instructions. Therefore this research investigated students and teachers’ roles in developing collaborative and self-directed learning using a newly developed module of problem-based learning (PBL) based on Barrows Model. A qualitative approach was used and the respondents were two teachers and thirty senior secondary students studying chemistry who were purposively selected from two Senior Secondary Schools in Yola, Nigeria. The students underwent 6 weeks of learning process using the PBL module. Data was collected through observations, interviews and a set of questionnaire after the problem-based learning process. The data were transcribed, triangulated and analysed using content analysis and descriptive statistics. The findings showed that the PBL module encouraged students to undergo collaborative learning, improve knowledge and problem solving skills; including higher-order thinking, communication, teamwork and life-long learning skills. Findings showed that the students could not perform some of the self-directed learning activities on their own. The students and teachers had positive perceptions of PBL as an instructional method. Based on the findings the researcher proposed suitable PBL strategies for teaching and learning chemistry in Nigerian secondary schools.
Conceptual model for technical and employability skills of Nigerian mechanical engineering trades programme.
(Universiti Teknologi Malaysia, 2014) Rufai, Audu
Vocational and Technical education is designed to produce competent craftsmen, semi-skilled workers and sub-professionals for various sectors of the economy. Upon graduation, graduates are expected to be secure a job either in the labor market or self-employed. However industries and employers are constantly complaining about the quality of these graduates in terms of employability and technical skills. In addition, these graduates are lack of technical competencies to be self-employed. Therefore, this study evaluated the technical and employability skills of a Mechanical Engineering Trades (METs) program at technical colleges in the North Central States, Nigeria. Specifically, this study identified the teaching method which influence the acquisition of technical and employability skills METs students and determined the suitability of infrastructural facilities. A mixed method research design which utilized structured questionnaire, interview protocol, observation and document analysis was used. 444 respondents comprising of 267 METs students, 99 METs teachers, 46 administrators and 32 workshop instructors were participated in the study. Data were analyzes using SPSS software version 20 and Analysis of Moment of Structure (AMOS) version 18 to analyze quantitative data whereas qualitative data were analyzed using transcription, coding and categorization procedures. The findings of this study revealed that the teaching methods employed by METs teachers were mostly lectures and demonstration. The METS students‘ competency levels with regards to technical and employability skills are at moderate level. The findings of the study also listed some of the challenges faced by the teacher including lack of adequate provision of instructional materials, no standard workshops for teaching and learning of METs in most technical colleges, teachers are not encouraged to attend seminars and workshops to update their knowledge. The findings also indicated that the teaching methods which greatly influence the acquisition of technical and employability skills are work based learning, field trip, discussion based on tutorial learning project and seminar, demonstration and discussion. This study also found that that most of the facilities in the colleges are in a state of disrepair. Based on these findings, it is recommended that the government, industries and other non-governmental organizations should provide financial assistance for the technical college programs especially METs. Besides that, these colleges should have collaborations with industries. A significant contribution of this study is the development of a conceptual model for an effective implementation of METs program for technical colleges in Nigeria
Development and validation of triz-based module for enhancing problem solving skills in tvet final year project
(Universiti Teknologi Malaysia, 2021) Wan Abu Seman, Sh Zainaf
Problem solving skills are one of the most important aspects of soft skills and they are an indispensable feature of becoming a competent and competitive worker. However, industries response showed that today's graduates are unable to meet the industry's needs because of their lack of this skill. Therefore, to address this issue, an approach known as TRIZ-Module has been introduced. This module was implemented in some final year projects of students studying in tertiary education in Malaysia. In this study, critical aspects of problems are solved based on engineering principles on conflicts handling. The Experience-Based Learning theory was also the basis for the implementation of the module intervention of this study. The development process followed five steps of ADDIE Model for conflicts to be minimized and systematically resolved. The respondents of this study were students majored in Manufacturing Technology and Mechatronics Industrial Technology Engineering from Kolej Kemahiran Tinggi MARA Balik Pulau. The study respondents were divided into two groups which were the control group and the treatment group. To investigate the effectiveness of the intervention, only the treatment group was selected to undergo the intervention. Meanwhile, the control group continued to learn using the existing method. This research instrument used questionnaires that had been tested for validity and reliability. The findings data was analysed by using SPSS software using the T test method before and after the test. The findings revealed that the respondents had a better understanding on problem solving. It was indicated through their grades.
Development of an enriched method for introductory physics laboratory work and its effects on students learning outcomes
(Universiti Teknologi Malaysia, 2012-05) Husin, Abu Hassan
In this study, an Enriched Method (EM) for Introductory Physics Laboratory Work (IPLW) which incorporates students’ active engagement in pre-laboratory, inlaboratory, and post-laboratory activities to improve students’ learning of physics was developed by the researcher. The EM enhances and extends the learning outcomes in physics Practical Assessment in accordance to the requirements of the Malaysia Qualification Agency (MQA) in preparing the students for university level laboratory work. Construction of concept maps in groups was a major pre-laboratory activity that attempted to bring about understanding of related concepts relevant for the ensuing experiments so that the students’ experimentation will be meaningful. The EM was guided by a constructivist paradigm directed at cognitive restructuring based on social learning principle as promoted by scientific teaching. In order to determine the effectiveness of EM, the achievement of students’ learning outcomes of the treatment (EM) group and the control (traditional) group (TM) were compared. Two instruments were used in this study: (1) the 33-item IPLW-Learning Outcomes Inventory (LOI) developed by the researcher that measured 5 categories of learning outcomes, namely, Category 1 - Measurement, Category 2 - Numerical Significance, Category 3 - Concepts and Applications, Category 4 - Graph Linearization and Category 5 - Uncertainty; (2) the 18-item IPLW-Attitude Survey (AS) adapted to determine the effects of EM and TM on the students’ attitude towards physics and physics laboratory work. The results of IPLW-LOI and IPLWAS pilot tests indicated reliability coefficients of 0.71 and 0.86 respectively. The study was conducted on 66 students in Semester 1 (July - October 2008) and 62 students in Semester 2 (January - April 2009) enrolled in an introductory physics course at a branch campus of a Malaysian public university who were randomly assigned into four respective Solomon Groups (SG). Analysis of the IPLW-LOI mean scores between pre-test and the post-test of the SGs showed no significant effect from the pre-test. The students’ IPLW-LOI mean scores and Normalised Learning Gain (NLG) for both Semester 1 and Semester 2 showed a consistent trend that there was a significant improvement in the EM scores as compared to that of the TM groups in Category 1 to 4. There is no significant difference between the EM and TM groups in Category 5 - Uncertainty. As for the IPLW-AS, there is no significant different between the mean scores of the EM and TM groups for both semesters. This study shows that EM manage to improve only certain aspects of the students’ learning outcomes, hence further research can be done to identify effective methods to enhance students’ understanding of uncertainties in physical measurement as well as their attitude towards physics laboratory work.
Dominant elements of English as a foreign language teachers and the current practices of teaching English in secondary schools in Makassar
(Universiti Teknologi Malaysia, 2016-09) Saleh, Darmawati
Issues related to the teaching of English as a foreign language (EFL) in Indonesia stem from EFL teachers who are not highly qualified, lack knowledge, and rarely receive English language training. Due to these problems, they lack knowledge of teaching which will consequently affect their beliefs and self-efficacy. This study investigated EFL teachers’ knowledge of teaching English, beliefs about language learning, self-efficacy and their relationships in the planning and implementation of the practices of teaching English at secondary schools in Makassar. This study used explanatory sequential design in which qualitative data explains or builds upon initial quantitative results. The quantitative data were collected through survey questionnaires from a sample of 133 EFL teachers. Using purposive sampling for interviews, six EFL teachers who scored the highest and lowest scores based on their responses in the questionnaires were selected. Descriptive analysis and inferential statistics were used to analyze the quantitative data, while the qualitative data were analyzed using thematic analysis. The findings showed that the most dominant elements in EFL teachers’ knowledge of teaching English are teaching skills and subject matter knowledge whereas for teachers’ beliefs about language learning, are motivation and the nature of learning English. The most dominant element in self-efficacy is efficacy for student engagement. Regression analysis showed that elements of teaching skills, subject matter knowledge, motivation and nature of learning English, and efficacy for student engagement significantly influenced EFL teachers’ planning and implementation of their practices of teaching English. Besides, ANOVA analysis showed that there is no significant influence of the tested variable with reference to the years of EFL teachers’ teaching experiences towards their knowledge of teaching English, beliefs about language learning and self-efficacy. Qualitative findings showed that there are several factors which influenced EFL teachers’ practices of teaching English, such as selection of teaching method, learning materials and activities, specific English skills, classroom management, and evaluation. The study revealed that formal learning experience and goals of teaching English influenced the practices of teaching English. Likewise, both internal and external factors such as teaching experience, mastery of learning materials, English educational background, and use of media influenced teachers’ confidence in teaching English. Based on these findings, this study proposed a model framework of EFL teaching practices based on teachers’ knowledge of teaching English, beliefs about language learning and self efficacy
Employment core abilities skills among trainees with physical disabilities in special vocational institutions.
(Universiti Teknologi Malaysia, 2011) Abdul Latib, Azlan
This research was conducted to identify the level of Employment Core Abilities Skills (ECAS) and the factors that affect the ECAS of Trainees with Physical Disabilities (TPD) in special vocational training institutions and sheltered workshops in Malaysia. The quantitative survey method, along with the elements of qualitative study approaches, were used concurrently. ECAS was measured using a researcher-made questionnaire adapted from the Moraine Park Technical College’s Core Abilities (MPTC, 2005) containing 37 items in the dimensions of work, communication, learning, cooperation, responsibility, self value and thinking skill. The purposive sampling technique was used in selecting the respondents, and 155 trainees participated in this survey. The quantitative data were analyzed using descriptive statistics. T-test and one-way analysis of variance (ANOVA) were used to measure the differences among variables. The measurement model analysis using AMOS 16 was then used to identify the core skills that are important to ECAS. Interviews were conducted to identify the factors that affect the ECAS from 42 respondents comprising the trainees, trainers and management officers of the institutions. Content analysis was used to analyze the narrative texts which represented a verbatim record of the interviews. The study found that the ECAS level among trainees with physical disabilities is at high level, and there are no significant differences in ECAS based on the demographic variables. However, the “work cooperatively” component was found not to be so important to ECAS compared to other skill components. The study shows that the institutional, trainer and peer factors play important role in enhancing the trainee’s ECAS. The trainee’s past experience was found to influence the ECAS. This research proposes several models showing the ECAS and their influencing factors that can be used as a guideline for further study, employment, assessment, teaching and learning of ECAS for TPD in special vocational institutions.
Implementation of technical and vocational education in Negeria
(Universiti Teknologi Malaysia, 2013-01) Idris, Ali
This research was conducted to identify the factors that affect the implementation of technical and vocational education in Nigeria. Quantitative and qualitative approaches were used using concurrent design. The instrument for teachers and students was adapted from Employability skills for Australian small and medium sized enterprises. The teachers’ questionnaire contains 50 items while students’ questionnaire contains 41 items to examine the training of students at technical and vocational schools, students’ competencies as well as challenges of technical and vocational education in Nigeria. Two hundred and twenty (220) teachers and two hundred and thirty three (233) students participated in the quantitative aspect. In selecting the respondents for this research, simple random sampling and purposive sampling techniques were used. The quantitative data was analyzed using descriptive and inferential statistics. T-test and Regression analyses using SPSS version 17 were used to measure the differences among the dependent and independent variables. Analysis of Moment Structure (AMOS) version 16 was also used to identify the factors that influence the Implementation of Technical and Vocational Education in Nigeria. Interviews were conducted with five principals and five heads of department in order to identify the challenges of implementation of technical and vocational education in Nigeria. Observation on infrastructural and instructional facilities was conducted in all the technical schools under the study. In the analysis for the qualitative data, content analysis was used to analyze the text recorded during the interview as well as field note. The study found employability skills, learning skills, technical skills, and teaching methods play a significant role in the training of students towards skills acquisition. No significant difference was found between the teachers in terms of importance of teaching methods. The students’ level of competency was found to be low in all the aspect of skill areas. However, several factors were identified to be the factors that hinder effective implementation of technical and vocational education in Nigeria. A conceptual model on the implementation of TVE was developed based on the findings of the study.
Improving english language learners’ public speaking performance using online peer feedback
(Universiti Teknologi Malaysia, 2016) Satanihpy @ Saidalvi, Aminabibi
The ubiquitous use of peer feedback in a public speaking course is lending a new level of credence as an educational tool. However, little is known about its efficacy in an online environment. To address this gap, the present study investigated the usage of online peer feedback within an Online Public Speaking Course (OPSC) website which was developed to allow students to interact within the context of giving and receiving feedback and practicing their own public speaking. Using a qualitative phenomenological research design, the study investigated i) types of online peer feedback, ii) students’ experience of using these feedbacks, and iii) changes in the students’ public speaking performance. Students were required to present public speaking, upload on the OPSC website for peers’ feedback and revised their speech. Evaluation of the students’ speech performance, online peer feedback record, students’ journal entries and semistructured focus group interview were the source of data collection. Results of the study showed firstly, students use three types of online peer feedback; Corrective, Motivational and Graphical feedback. Secondly, online peer feedback provided students the experience of i) better confidence level, ii) independent learning, iii) discussion among peers, and iv) infinite revision opportunities. Thirdly, online peer feedback improved students’ engagement with the audience with better i) delivery and voice control skills, ii) language and proficiency skills, and iii) organized presentation skills. It is recommended that all public speaking instructors, teachers and trainers experience online peer feedback in public speaking course as the study has provided innovative ways in the methodology of public speaking skills
Instrumen penilaian pembimbing dalam pelaksanaan pembelajaran berasaskan kerja pelajar di industri
(Universiti Teknologi Malaysia, 2012-08) Hasan, Azman
This study aims to develop and validate the instruments for the assessment of effective mentors in the Work-Based Learning (WBL) setting. The development of the instrument involved three phases: Phase 1, the formation of concept and items; Phase 2, the pilot study; and Phase 3, the actual study and validation of the Effective Mentor framework. The qualitative analysis in Phase 1, identified five constructs relating to the effective mentor framework, which are: role, knowledge, feedback, personal attribute and role models. A total of 115 items were generated based on Krathwohl taxonomy. The Fleiss Kappa agreement coefficient value obtained was 0.82, thus showing a very good level of agreement. However, 3 items were improved and 4 items were dropped from the list of initial items. In Phase 2, a pilot study was conducted on 111 items, involving 30 advanced diploma students in Electronic Engineering (Medical) and Automotive Design and Manufacturing Engineering enrolled in polytechnics under the Ministry of Higher Education Malaysia. Data were analyzed using Rasch measurement model approach. At this stage, 12 items were separated and discarded. The remaining, 99 items were administered on 81 students involved in the WBL in the industry and who did not participate in Phase 2. In Phase 3, 4 items were removed and discarded, and only 95 items were maintained. This study used a 5-point Likert scale. The findings resulted in an instruments that have high reliability and validity in assessing mentors in industry. Accordingly, the Effective Mentor framework was developed and validated through Principal Component Analysis to determine the unidimensionality of constructs. The research, in short, proves that these unidimensional constructs validated as true factors measuring the mentors’ effectiveness in the Work-based Learning setting
Keberkesanan modul nilai keusahawanan holistik dalam kalangan pelajar Sekolah Menengah Vokasional di Batam, Indonesia
(Universiti Teknologi Malaysia, 2015) Mallanti, Andi
Based on previous research, most graduates are not able to open self business because of weak desire to be entrepreneurs, conceit, feel enough with theory of knowledge gained at vocational high school as well as working towards success with bad desire. The module of entrepreneurship education available at vocational high school does not integrate muslim entrepreneurship values and self-development based on Islamic sprituality. Thus, the need arises to develop a module which integrate holistic entrepreneurship values. The main purpose of this research is to determine and integrate 11 Islamic entrepreneurship values with self development according to Islamic philosophy. Specifically, the research determines the effects of integration education of holistic entrepreneurship values (PIHNU) module on self-narrowness, self-enlightening, entrepreneurship values, and holistic entrepreneurship values of vocational high school students. This research uses explanatory mixed-method research design. Quasi experimental research design was used for quantitative data collection while the qualitative part used interview for data collection. The population of this research consisted of 12 entrepreneurship teachers and 436 form three students from five vocational high school with Islamic background. Meanwhile, in quantitative research method, the responden has been divieded to two groups which is the experimental and control groups and every group had 26 students. Furthermore, eight entreprenuership teachers and nine students constituted the interview for qualitative data collection. A multiple choice test was administered to determine vocational high school students? scores in pre-test and post-test before and after the treatment using PIHNU module. Results showed that the achievement of students in the experimental group higher as compared to students in control group (mean 74.8 to mean 86). Finally, this research has produced a PIHNU-module development concept and a module of holistic entrepreneurship values. Thus, PIHNU module is applicable to similar vocational high school with Islamic background in Indonesia
Kemahiran befikir aras tinggi matematik dalam kalangan pelajar sekolah menengah pertama di daerah Makassar Indonesia
(Universiti Teknologi Malaysia, 2016) Bakry
Higher order thinking skills (HOTS) is the highest level on the cognitive process hierarchy comprising application, analysis, synthesis and creating. Learning process through HOTS process is remembered longer and more clearly, especially where mathematical concepts are used to help students solve mathematical problems related to real life situations. Hence, HOTS is an important skills for students to acquire to solve difficult mathematical problems. This research examined the levels of HOTS among students in grade eight by identifying the HOTS components in a mathematics written test, and describing the HOTS process while they solve the problems. This research developed a HOTS framework for mathematical learning. Qualitative approach was adopted where the data were collected through mathematics tasks, and semi-structured interviews. Twenty students of a school were selected as participants, and six of them were selected for intensive interview session. Data were descriptively analyzed through data reduction, presentation and conclusion. Results of the study showed that the levels of HOTS of these students are sixteen students were at the low level, and two students were at the moderate and excellent levels. Significant components of the HOTS used are abilities to demonstrate, apply, compare and contrast, describe, solve problem, make decisions, provide arguments and create. Furthermore, the study found that the students’ HOTS process in solving mathematics problems is the use of systematic thinking, namely collecting information, creating an opinion, implementing operations, making alternative and making inferences. Based on the results of this study, a framework of HOTS for mathematics learning consisting of four major components, namely applying, analyzing, evaluating, and creating has been developed
Kemahiran generik dan komitmen kerja bagi pekerja di industri kecil sederhana
(Universiti Teknologi Malaysia, 2017-08) Chua, Siew Lian
Employability is a topic of discussion for new graduates. Graduates are experiencing difficulties in getting employed due to them being choosy of finding a suitable job, workplace, salary and promotion opportunities. However, the root cause of graduates failing to obtain placements in the industry should be assessed by taking into account the views of the industry itself. The study identified expectations of the industry with regards to generic skills and work commitments of employees in small and medium-sized enterprises (SMEs). Quantitative method was used as a method to obtain the data. 124 employers and 179 technicians from 150 small and medium enterprises in the state of Johor participated as the sample respondents. Data were analyzed using SPSS version 19, from which data frequencies, percentages, means, standard deviations and T-test were computed. Elements of generic skills required by the SMEs in this study were communication skills and professional skills. Besides the criteria of generic skills, work commitment comprising job responsibilities, job satisfaction and workplace environment were three important categories in SMEs. The results showed that there were no significant differences between the expectations of industries for generic skills (p=0.97) and work commitment (p=0.24). Furthermore, it was also reported that there was no significant difference between the expectations of industry for job performance (p=0.93). In conclusion, this study has shown that SMEs have similar expectations of generic skills and work commitments. Based on the findings, a pyramid for generic skills and work commitments was developed and can be used as a guide for new graduates to seek employment
Kemampuan kaunselor sekolah menengah atas negeri di Kota Makassar menghadapi perubahan organasasi
(Universiti Teknologi Malaysia, 2015-02) Dasmawati
Indonesia lacks professional counsellors because students have perceived that the ability of counsellors is below their expectation such as expectation of individual skills of counsellors which leads to limitation to cope with organisational change. This study aims at analysing the ability of senior high school counsellors in coping with organizational change by investigating aspects of optimism, self-esteem and perceived control as well as their relationships with the counsellors’ ethnic. The design of this study employs a mixed method which includes quantitative and qualitative approaches. A questionnaire was used to collect quantitative data from 68 counsellors of state senior high schools in Makassar City. On the other hand, interviews were conducted with five school counsellors in order to collect qualitative data. Correlation analysis, analysis of variance and regression analysis were utilised to analyse quantitative data using Statistical Package for the Social Science (SPSS). The findings of the quantitative analysis show that all factors have significant and positive relationships with the ability of counsellors in coping with organizational change where optimism (r = 0.676 & p = 0.000), self-esteem (r = 0606 and p = 0.000), and perceived control (r = 0.485 and p = 0.000). Meanwhile, the qualitative study finds that the counsellor ability needs a skill, a specialisation and fund support to cope with the organizational change. It is recommended for future research to expand the scope of the research by including other factors such as culture, level of education and environmental or family background that influence the ability of counsellors in coping with organizational change, instead of personality factors. Furthermore, in order to provide more findings, future research is also recommended to make use of observation techniques
Kerangka modul bahasa C menggunakan pendekatan model integrasi pembelajaran berasaskan masalah dan pendidikan berteraskan kompetensi
(Universiti Teknologi Malaysia, 2013) Ali, Azita
The aim o f this study is to produce a Module Framework o f C Language Model Integration Approach using Problem Based Learning (PBL) and Competency Based Education (CBE). The result o f the preliminary study showed that Function is the most difficult topic to be mastered because of students’ weakness in problem solving skills. It is due to the conventional learning method and learning module that are currently practiced. This QUAL-quan study approach involves different groups of samples which consist of students, teachers, PBL experts and CBE experts. The research instruments include questionnaires, achievement tests, interviews and observation checklist. Qualitative data were analyzed using NVivo 8.0, while the quantitative data were analyzed using SPSS package version 16.0. This study identifies the elements o f PBL and CBE in developing a Module Framework o f C Language; and the new elements that have been identified include user guide, module, lesson plans, learning objectives, theory, training and activities, a glossary and reference materials. The analysis from assessing the usage of the C Language Module which is based on the developed Module Framework showed that the treatment group achieved significant increases in the mean scores as compared to the control group. The results of interviews showed positive responses from the students. The findings on students’ perception toward the developed modules in helping them to achieve also showed a high mean score (4.00). In conclusion, the usage of C Language Module which is based on the developed Module Framework showed a positive feedback from students. Therefore, teachers are highly encouraged to use the Module Framework to design PBL and CBE embedded module to improve problem solving skills among students
Kompetensi kepimpinan dan kepuasan kerja pentadbir sekolah menengah agama bantuan kerajaan di Malaysia
(Universiti Teknologi Malaysia, 2016) Ab. Rasid, Arshad
Leadership competencies and job satisfaction among administrators are important elements in an organization. This mix-method study was conducted to determine the needs of leadership competencies and job satisfaction among the administrators of Government Aided Religious School (SABK) in Malaysia. The sampling of the schools involved in this study was from five main zones which were the eastern zone, the central zone, the southern zone, the northern zone and the Sabah and Sarawak zone. From these zones, 220 participants consisting of principals and assistant principals participated in this study. Hie SABK Administrator Leadership Competency Instrument was used in this survey which had seven main leadership competency domains namely: i) policies and planning, ii) focus on achievement, iii) improvement and innovation, iv) office management, v) knowledge and guidance, vi) self-management and vii) Islamic leadership. The seven domains of leadership competencies were itemized into 30 leadership competencies construct which comprised of 116 items.The Job descriptive Index Instruments (JDI) had six dimensions namely: i) work conditions, ii) salaries and workload, iii) opportunities for promotion, iv) work monnonng, v) side-job in school and vi) colleagues. The six dimensions of job satisfaction among administrator of Government Aided Religious School (SABK) had 46 items. Qualitative interviews with eight administrators elected by purposive sampling were conducted to know the efficient methods (approaches) that fulfill the SABK administrator’s leadership competencies. The analysis of this study was done by using descriptive and inferential statistical which involved frequency, mean, standard deviation, multiple regression and non-parametric tests which were Mann-Whitney U and Kruskal-Wallis. The results showed that the leadership competence of office management domain was urgently needed and was the highest requirement by the administrators of the Government Aided Religious School (SABK). The policy and planning domain was also needed but was at the lowest requirement in the leadership competencies. The Job Descriptive Index Model indicated that the colleagues dimension in school had the highest satisfying score, while the promotion opportunities dimensions recorded a lowest satisfying score. The study also found that the leadership competency domain in office management was the dominant factor contributing to job satisfaction of school administrators. The findings from the interviews explained that the administrator’s leadership competencies can be met via acquisition of organization management knowledge, collaborative work, compliant to the head, diligence and perseverance for the improvement of school performance
Konsepsi pengajaran pensyarah dan kaitannya dengan pendekatan pembelajaran pelajar
(Universiti Teknologi Malaysia, 2009-07) Sihes, Ahmad Johari
The general purpose of this descriptive research is to determine lecturers’ teaching conceptions and the factors influencing their teaching conceptions. The research also studied the relations between lecturers’ teaching conceptions and students’ approaches to learning. The teaching conceptions examined are Knowledge Transmission (KT) Orientation and Learning Facilitation (LF) Orientation. The factors being studied were lecturers’ background consisting of teaching experience, academic discipline and position while the teaching environment factor consists of class size, academic workload, support for teaching, control of teaching and students’ characteristics. Stratified random sampling was used to determine the sample and a total of 313 lecturers were involved to study the lecturers’ teaching conceptions. Data were collected from the lecturers using Lecturers’ Conceptions of Teaching and Learning (LCTL) questionnaire to determine the lecturers’ teaching conceptions meanwhile Perception of Teaching Environment (PTE) questionnaire was used to evaluate perception of their teaching environment. A total of 34 lecturers and 779 students were involved in the study to determine the relations between lecturers’ teaching conceptions and students’ approaches to learning. Data from students were collected using Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). Descriptive, correlations, multiple correlations, three-way ANOVA, one-way ANOVA, one-way MANOVA and multiple regression statistics were used to analyse the data set at 0.05 significance level. Results revealed that lecturers are more inclined towards the LF Orientation (mean=4.40) compared to the KT Orientation (mean=4.21). There was no significant difference in the KT Orientation among the lecturers based on their background factor. However lecturers from different academic background have significantly different levels of LF Orientation. The lecturers’ perception of their teaching environment was at medium level (mean=3.48) and has significant relationships with both teaching conceptions orientations (KT; R=0.230, p=0.005) (LF; R=0.363, p=0.0001). Support for teaching element significantly contributed 4.2% towards the variance in the KT Orientation while position, control of teaching and support for teaching elements significantly contributed 12.8% towards the variance in the LF Orientation. Research findings also showed that there was a significant difference in change of surface learning approach among students taught by lecturers who are high in LF Orientation and low in LF Orientation. A model to enhance lecturers’ teaching conceptions that reduce students’ surface learning approach in university is proposed.

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