JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik

STORIES, SYNTAX, AND SEMANGAT: TACKLING ESL CHALLENGES WITH LANGUAGE ARTS IN MALAYSIA

2025-09-24T01:18:06+08:00

This study investigates ESL teachers’ challenges in Malaysian primary schools when incorporating Language Arts (LA) into English instruction. Drawing on interview data and classroom observations, the research explores how six primary school teachers perceive the effectiveness of LA in supporting language development. The findings revealed that teachers hold positive attitudes toward LA but struggle with time constraints, varying student literacy levels, curriculum pressures, and a lack of professional training. Despite these obstacles, the teachers adopted creative strategies such as scaffolding, peer collaboration, and multimedia tools to enhance engagement and comprehension. The study concluded that literature-based instruction like LA, when well-supported, can be a powerful tool for holistic language learning. Recommendations included targeted teacher training and curricular flexibility to maximize the dual benefits of LA for language and emotional development.

MENGKAJI PERKEMBANGAN POTENSI PEMBELAJARAN PELAJAR BERPRESTASI RENDAH MELALUI PENTAKSIRAN DINAMIK DALAM TOPIK ELEKTROKIMIA

2025-09-24T01:22:05+08:00

Dynamic assessment is a form of assessment inspired by the concept of the Zone of Proximal Development (ZPD) within Vygotsky’s Sociocultural Theory framework, which emphasises social interaction through mediation to enhance individual learning potential and development. Dynamic assessment does not separate assessment and mediation (also known as scaffolding or guidance) into two distinct activities. Instead, in dynamic assessment, assessment and mediation are integrated as a single activity that allows any errors, difficulties or misconceptions experienced by students to be detected and appropriately addressed during the assessment process. Although dynamic assessment has long been studied in its implementation across various age groups with average and high performance in English subjects, it has been less explored in the context of STEM subjects, particularly chemistry, especially among low-performing students. This study aims to examine the development of learning potential among low-performing students in the topic of electrochemistry using a dynamic assessment procedure. Four students enrolled at a matriculation college were selected using purposive sampling. The study adapted an intervention-based dynamic assessment procedure in which the research process was divided into five implementation phases: pre-test phase, individual mediation phase, post-test phase, group mediation phase, and post-test phase 2. The interactions between the researcher and students during the mediation phases were recorded and analysed using thematic analysis techniques to examine the learning development processes that occurred. LPS 1, LPS 2, and microgenetic analysis were used to measure students' learning development. The findings indicate that dynamic assessment successfully enhanced the learning potential of low-performing students as the interaction provided insights into the students’ actual capabilities and enabled the teacher to offer appropriate mediation based on individual differences.

PRIMARY SCHOOL STUDENTS’ PERCEPTIONS OF IMMERSIVE VIRTUAL REALITY -BASED SCIENCE LEARNING TO ENHANCE AFFECTIVE LEARNING OUTCOMES

2025-09-24T01:32:29+08:00

Immersive Virtual Reality (IVR) is becoming a key tool in elementary science education, especially in enhancing students' emotional engagement, virtual presence and classroom interaction. In this study, we explored students' authentic learning experiences in an IVR science classroom through focus group interviews. We analyzed the effects of immersion, interactivity, and task difficulty on motivation and affective learning outcomes. The findings reveal that although IVR provides a highly immersive learning environment, its operational complexity and technological distractions may also negatively affect students' emotions, thereby interfering with their learning engagement. Therefore, the study suggests that future IVR courses should balance immersion and operability to ensure that students maximize the benefits of the experience and learning outcomes. Finally, this paper also suggests improvements in the practical application of VR teaching. It suggests that in the future, combining physiological indicators with long-term tracking studies can expand the boundaries of IVR applications in basic education.

PENGINTEGRASIAN DIDIK HIBUR DALAM MENINGKATKAN KEMAHIRAN MEMBACA MURID PEMULIHAN KHAS

2025-09-24T01:37:09+08:00

The best practice in the teaching and learning process in the classroom is one of the key catalysts in improving reading skills among primary school students in Malaysia. Aligned with the Standard Kualiti Pendidikan Malaysia Gelombang 2 (SKPMG2), teachers serve as facilitators in supporting students’ learning. Fun learning is a key instructional approach emphasised by the Kementerian Pendidikan Malaysia (KPM) to create an enjoyable and fun learning environment that can attract students' interest and enhance their motivation to participate in lessons actively. In this regard, this study aims to explore the approaches used in teaching reading skills through the integration of fun learning elements implemented by Special Remedial Education teachers and the challenges encountered. This study utilises qualitative approaches, adopting a case study methodology. Four Special Remedial Education teachers in the state of Perlis were involved in this study. Data collection was carried out through semi-structured in-depth interviews. The data were subsequently analysed thematically using ATLAS.ti 8 software. The findings indicate that the integration of fun learning elements significantly contributes to the improvement of reading skills among Special Remedial Education students. The incorporation of fun learning through activities such as games, role play, and singing supports teachers in creating an enjoyable learning atmosphere that can help to increase student motivation and interest in engaging with the reading skills learning process. The challenges faced by teachers in implementing fun learning approaches in the teaching of reading skills can be categorised into three main elements, including student individual factors, time constraints and the limited availability of teaching aids. Despite the challenges encountered in implementing fun learning, teachers are expected to overcome these obstacles, as the findings clearly indicate that fun learning serves as an effective approach in enhancing student reading skills.

APPLYING MERRILL’S FIRST PRINCIPLES OF INSTRUCTION IN VIRTUAL REALITY-BASED ASTRONOMY EDUCATION: A CASE STUDY OF “THE SOLAR SYSTEM’S MYSTERIES”

2025-09-24T01:43:32+08:00

The study combines Merrill's First Principles of Instruction (task orientation, activation, demonstration, application, and integration) with the application of VR in the astronomy module of primary school science courses to construct an article specifically exploring the teaching design and practical effects of VR in science education. This study investigates the factors that influence primary school students' science learning in a Chinese primary school, aiming to establish a collaborative science learning environment for these students. This study aims to improve the science learning environment for primary school students, enabling them to engage in collaborative learning during the science learning process and achieve high-quality learning outcomes. This study is based on TICOL theory and Merrill's First Principles of Instruction. It employs quantitative research methods, with structural equation modeling (PLS-SEM) as the primary analytical tool. The study used purposive sampling, selecting an elementary school equipped with VR teaching resources and taught by teachers with relevant teaching experience as the research site. The study participants were students in grades four to six. A total of 433 paper questionnaires were collected, and after data screening, cleaning, and common method bias (CMB) processing, 376 valid questionnaires were obtained for deductive data analysis. The results indicate that immersive virtual reality (IVR) courses effectively enhance students' affective learning outcomes through interactivity, with Merrill's First Principles of Instruction and collaborative learning structures playing a significant role in this process. In conclusion, learners can benefit from immersive VR science courses, particularly in contexts with good interactive design and instructional guidance, where emotional engagement and learning outcomes can be significantly enhanced.