JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik

IMPLEMENTING THE TEACHING AND LEARNING OF DIDIK HIBUR EDUCATION APPROACH AMONG REMEDIAL TEACHERS IN PENANG

Mazlan bin Bidin — 2024-02-15

Didik Hibur Education Approach is a method of teaching and learning using various techniques and methods that involve listening, speaking and writing to attract students to learn. The Didik Hibur Education approach has been applied in every subject including the field of rehabilitation. In general, the purpose of this study was to examine the extent to which remedial teachers in primary schools use the Didik Hibur approach in the teaching and learning process. In addition, this study would like to observe the extent of gender factors, teaching experience, teaching according to options and the frequency of use of Didik Hibur Education in remedial classes in primary schools. This study is a survey study conducted on 160 primary school rehabilitation teachers in Penang, namely 27 male teachers and 133 female teachers. The study data that were distributed to the respondents were analyzed quantitatively. The questionnaire consists of four parts, namely part A which is demographics, part B consists of the level of knowledge of the entertainment approach, part C consists of the implementation skills of the entertainment approach and part D consists of teachers' attitudes towards the entertainment approach. The results of this study found that the reliability of the items of knowledge level, skills and attitudes of rehabilitation teachers towards the entertainment learner approach showed Cronbach’s Alpha results between 0.947 and 0.979. The results of this study showed that there was no significant difference of p value > 0.05 on the influence of school location on knowledge and skills compared to attitudes where there was a significant difference with a value of p = 0.002. The results of the study on the level of knowledge with a value of p = 0.29, skills with a value of p = 0.43 and attitudes with a value of p = 0.93 is that there is no significant difference where the value of p> 0.05. Pearson correlation test was conducted to see the relationship between knowledge and skills which showed that there was a significant relationship, r = 0.666, p <0.005 and there is a significant relationship between skills and attitudes, r = 0.636, p <0.005.

PROFILING OF EDUCATION POLICY MAKERS’ STATISTICAL LITERACY: A DIFFERENTIAL ITEM FUNCTIONING ANALYSIS OF DEMOGRAPHIC BACKGROUNDS

Azlin Abd Jalal — 2024-02-15

In this data-driven society, the need to be statistically literate is increasing in importance as reading and comprehending statistics is integral to making informed decisions. Statistical literacy is even more important for education policy makers who are responsible for policy outcomes which greatly impacts the national education sector. This study thus aims to measure the statistical literacy of education policy makers and assess which demographic characteristics showed possibility of bias in assessing statistical literacy using the Rasch model approach. Participants self-reported their statistical literacy with 20 items tailor made to the work of education policy makers. Data were drawn from a survey elicited using a cross-sectional survey on education personnel working at different levels in Ministry of Education. The respondents consist of 328 selected personnel in a proportionate cluster random sampling. The main assumptions of the Rasch model were satisfied. Analysis showed that there are no bias items in this study, however three bias items were flagged, where one subgroup in the demographic characteristics showed better ability to answer the items compared to another. Profiling of the policy makers provided insights on area of strength and weaknesses within level of statistical literacy based on their demographic characteristics for statistical training needs and planned professional development programs, recruitment and placement for education policy makers.

DESIGNING A DIGITAL REPOSITORY FOR TEACHER RESEARCHER: A RESEARCH MANAGEMENT SYSTEM INNOVATION

Vimala Maniam — 2024-02-15

Information technology has a major impact on knowledge-sharing activities. The popularity of digital repository usage has triggered the increasing demand for educational application developers in recent years. This paper shows a new dimension to the process of using digital repository as Research Management System (RMS) for teachers proposes a novel approach to support teachers to conduct action research. The use of digital repository as RMS provides the opportunities to the teachers to develop their research skills. Accordingly, this RMS offers teachers an avenue to release their mental tension resulting from rigorous academic engagement in the classroom that become barrier in conducting action research. The barriers in conducting action research are the difficulties in research skills, interest, time, and support. This paper provides detailed explanations of teacher’s barriers in conducting action research, what the RMS and its architectural design that will bring the benefits to teachers. To realize the comprehensive process of RMS, this article is designed and supported with three phases, namely SITS Analysis, Requirement Specification and Development. The research content, materials, workflow diagrams and theories application adopted to provide the features and layout of The RMS. This paper will create a research culture amongst teachers. The authors concluded that RMS is essential to aid teachers’ research culture and enhance their professional development.

THE ROLE OF PRESCHOOL TEACHERS IN ENHANCING IMAGINATIVE FREE-PLAY ACTIVITIES IN PRESCHOOLS

Thivasenikumari A/P Viswanathan — 2024-02-15

The goal of this study is to investigate preschool teachers' roles in contributing towards Imaginative Free-Play activities in the preschool curriculum, to explore and comprehend preschool teachers' roles in the concept of creative teaching, and to comprehend preschool teachers' roles in Imaginative Free-Play activities to improve preschool children's learning and development processes. This exploratory study adopted a qualitative method of inquiry to provide an in-depth understanding of the area being investigated. Interviews and observations of four preschool teachers who were purposefully selected from a private preschool were used to collect data. Findings revealed that all preschool teachers in this study opinionated that they played multi-character roles in conducting Imaginative Free-Play activities and it is regarded as fundamental to the child's learning and creativity development. The teachers also fostered creative ideas to stimulate children’s ideas during the teaching and learning process. Therefore, preschool teachers play several important roles for children to think and act creatively including being problem solvers.

ESSENCE OF TEACHERS’ KNOWLEDGE CONSTRUCTION OF CLASSROOM BASED ASSESSMENT PRACTICES IN MALAYSIAN PRIMARY CLASSROOMS

Malini Devi Paramesvaran — 2024-02-15

Classroom-based assessment is a two-way process in which both teacher and students interact to promote greater learning. Despite several workshops and trainings, teachers seem to struggle to implement CBA during lessons due to their lack of understanding and knowledge of CBA. Aforementioned research has provided evidence that there is a need to explore teachers’ knowledge construction of CBA to identify the gap of knowledge of CBA, not only to understand what teachers know about CBA and what they need to know more about, but by understanding how teachers construct their knowledge of CBA, policy makers will be able to recognise the strengths and weaknesses of the current way teachers are supported through the CBA initiative. This study is significant to explore as teachers’ knowledge construction of CBA shapes how they implement CBA in their classrooms. With close reference to Matsuo’s Experiential Learning Theory, this study aims to explore teachers’ experiences on how they construct their knowledge of CBA. The essence of teachers’ knowledge construction of CBA will be obtained through a phenomenological case-study approach with six primary school English teachers as participants of this study. Data will be collected via classroom observations, interview sessions and documents. The findings that will be deduced inductively through transcendental phenomenological analysis will enable policy makers to make sound decision in terms of trainings and workshops needed to equip teachers with the necessary knowledge of CBA.