JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik
The Asia Pacific Journal of Curriculum & Teaching (JuKu) (eissn: 2289-3008) is an interdisciplinary on-line fully open access refereed journal. It is published four times a year (January/April/July/October) in English and in Bahasa Malaysia. JuKu serves as a platform for discussions on emerging issues related to curriculum and teaching. JuKu is fully committed in ensuring high quality research-based publications. Jurnal Kurikulum & Pengajaran Asia Pasifik (JuKu) (eissn: 2289-3008) merupakan jurnal berwasit antara disiplin atas talian (open access). Jurnal ini diterbitkan empat kali setahun (Januari/April/Julai/Oktober) dalam Bahasa Inggeris dan Bahasa Malaysia. JuKu berfungsi sebagai platform untuk membincangkan isu-isu memuncul yang berkaitan dengan bidang Kurikulum dan Pengajaran. JuKu komited sepenuhnya dalam memastikan penerbitan berasaskan penyelidikan yang berkualiti tinggi.
Faculty of Education, University of Malaya
AN EXPLORATION OF TEACHERS’ PERCEPTIONS OF SYNTHETIC PHONICS AND WHOLE LANGUAGE APPROACHES IN EAL EARLY LITERACY CLASSROOMS
Purpose - Although the discussion about the best method of teaching reading has been ongoing over the decades, little has been understood about the relative perceptions of synthetic phonics with the whole language approach in the early development of literacy levels among English as an Additional Language (EAL) students. The current paper aims at explaining the way in which teachers conceptualise, interpret, and operationalise these strategies to facilitate the development of literacy among young learners. The study also offers information on the good practices in multilingual learning settings by demonstrating the importance of instructional decisions in determining literacy outcomes. Methodology - The proposed study has a qualitative design that will use semi-structured interviews to explore the perceptions of teachers about synthetic phonics and whole language instruction in EAL early literacy classes. A total of six teachers were purposely selected in one international school in Selangor were involved, three in the Early Years and three in the Key Stage 1. The thematic analyses used to determine common trends and lessons in teaching. Findings - The study established a difference in perceptions among teachers in the use of synthetic phonics and whole language as tools of facilitating the early literacy development of EAL learners. Educators came to realise that synthetic phonics provides a solid base in abacus and spelling, which is especially beneficial to younger students who have little experience with the English language. At the same time, they appreciated whole language due to its ability to encourage understanding, word development and reading interest. However, there were issues in trying to balance the two methodologies within curricular considerations since educators would often focus on phonics due to its guided and measurable results. Another theme of the analysis was related to the customization of whole language practices to the needs of different learners and the consistency across the classroom, which serves as the reason why integrated models of instruction are essential. Significance - A major contribution of the study to the research body is that it enlightens teachers on their perceptions of synthetic phonics and whole language in early literacy classes. The research will help to make pedagogical decisions more informed by defining the strengths, limitations, and challenges of both methods and will help to develop instructional methods that cater more effectively to the diverse literacy requirements of multilingual learners. Keywords- Synthetic phonics; whole language; EAL learners; early literacy; teachers’ perceptions; reading instruction.
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THE IMPACT OF EDUCATIONAL BACKGROUND ON PRIMARY MATHEMATICS TEACHERS PEDAGOGICAL CONTENT KNOWLEDGE IN MALAYSIA.
This study examines the influence of educational background on teachers’ Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK) in the context of primary mathematics education in Malaysia. Using a quantitative approach, survey data were collected 600 from primary school mathematics teachers representing diverse educational qualifications, including certificate, diploma, degree, and postgraduate levels. Descriptive analysis revealed that teachers demonstrated moderate to high levels of CK, PK, and PCK, with PK emerging as the highest-ranked domain, followed by PCK and CK. One-way ANOVA and post hoc analyses indicated that only PK varied significantly across educational backgrounds, with certificate-level teachers reporting higher PK compared to those with diplomas, degrees, or postgraduate qualifications. No significant differences were found for CK or PCK, suggesting that these domains may be shaped more by teaching experience and professional development than by formal qualifications. The findings highlight the importance of embedding practical, pedagogy-focused components within degree and postgraduate programs to strengthen PK, while ongoing professional development is essential to consolidate CK and PCK. This study contributes to teacher education literature by underscoring the differential impact of educational background on knowledge domains and provides implications for teacher training programs, policy, and future research in mathematics education.
APPLYING MERRILL’S FIRST PRINCIPLES OF INSTRUCTION IN VIRTUAL REALITY-BASED ASTRONOMY EDUCATION: A CASE STUDY OF “THE SOLAR SYSTEM’S MYSTERIES”
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.
PENGINTEGRASIAN DIDIK HIBUR DALAM MENINGKATKAN KEMAHIRAN MEMBACA MURID PEMULIHAN KHAS
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.
PRIMARY SCHOOL STUDENTS’ PERCEPTIONS OF IMMERSIVE VIRTUAL REALITY -BASED SCIENCE LEARNING TO ENHANCE AFFECTIVE LEARNING OUTCOMES
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.
MENGKAJI PERKEMBANGAN POTENSI PEMBELAJARAN PELAJAR BERPRESTASI RENDAH MELALUI PENTAKSIRAN DINAMIK DALAM TOPIK ELEKTROKIMIA
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.
STORIES, SYNTAX, AND SEMANGAT: TACKLING ESL CHALLENGES WITH LANGUAGE ARTS IN MALAYSIA
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.
CHALLENGES AND OPPORTUNITIES: INTEGRATING AI-CHATBOTS IN ENVIRONMENTAL EDUCATION FROM STUDENTS' AND INSTRUCTORS' PERSPECTIVES
Environmental education faces challenges such as low student engagement, teacher-centered instructional models, and a lack of practical, situated learning. These traditional methods often fail to bridge theoretical knowledge with real-world applications, leading to a superficial understanding of environmental issues and diminished student motivation. As environmental sustainability becomes a global priority, innovative educational approaches are needed to promote environmental literacy effectively. This study explores the potential of AI-chatbots to address these challenges by enhancing learning engagement, creating personalized experiences, and fostering critical thinking and problem-solving skills. Data was collected through face-to-face and email interviews with eight environmental studies students from freshman to senior year and five expert teachers in Environmental Science, Educational Technology and Artificial Intelligence. Thematic and content analyses revealed five major challenges in traditional environmental education: lack of environmental knowledge, teacher-centered instruction, insufficient situated learning, low engagement, and limited teacher-student interaction. AI-chatbots have been identified as promising tools for addressing these issues. However, expert teachers recommend using AI as a supplementary tool to traditional methods, emphasizing the need for a balanced approach to avoid over-reliance and misuse.
ENHANCING MATHEMATICAL SKILLS IN STUDENTS WITH AUTISM SPECTRUM DISORDER (ASD): A CREATIVE ART APPROACH WITH CABAMATH MOBILE APPLICATION
Individuals with autism spectrum disorder (ASD) need personalized instruction in mathematics. Creative arts have the potential to foster cognitive development. Hence, a mobile application based on the creative art, CABAMath, was designed. In this study, the effectiveness of CABAMath in enhancing the mathematical skills among ASDs was evaluated. A one-group pre-test post-test quasi-experimental design was implemented with six ASD students with Level 1 severity (DSM-IV) to examine their mathematical and behavioral situation. The technical usability of CABAMath was also investigated. There were significant improvements in students’ basic mathematical skills for understanding shapes (t (5) = 7.319, p=0.001) and numerical abilities (t (5) = 5.937, p=0.002), but less significant in understanding colors (t (5) = 4.392, p=0.007), size (t (5) = 4.54, p = 0.006), addition (t (5) = 4.54, p=0.006), and subtraction (t (5) = 3.141, p=0.026. This indicates that CABAMath may be effective in enhancing mathematical skills among ASD students. However, the study's limitations are the small sample size and limited practice time. This study may be useful to assist ASD students in learning mathematics and provide teachers, instructors, and parents with an educational tool for this purpose. Future research could expand CABAMath to include additional content and advanced mathematical skills.
PENERAPAN KBAT DALAM PROSES PDPC PENULISAN KARANGAN BAHASA MELAYU SPM
This research was conducted to explore the students’ ability to use High Order Thinking Skills (HOTs) in teaching and facilitating SPM Bahasa Melayu essay writing. Four Bahasa Melayu teachers who teach Form 4 and 5 were chosen as the samples for this research. This research was done in one secondary IB school (International Baccalaureate) in Samarahan Division, Sarawak. The research objective is to determine how a teacher uses HOTs in the pre-teaching and facilitating, during teaching and facilitating and post-teaching and facilitating in SPM Bahasa Melayu essay writing. Data was collected by interviewing and analysing the documents that involved the students’ work. The data was analysed thematically to get the relevant themes to answer the research question. The three themes obtained to answer the research question were (i) Pre-teaching and facilitating in SPM Bahasa Melayu essay writing based on HOTs, (ii) during teaching and facilitating in SPM Bahasa Melayu essay writing based on HOTs, and (iii) post-teaching and facilitating in SPM Bahasa Melayu essay writing based on HOTs. The research finding showed that in teaching and facilitating, the SPM essay writing process based on Hots was used in pre-teaching and facilitating, during teaching and facilitating and post-teaching and facilitating. The implementation of HOTs procedure in learning and facilitating Bahasa Melayu essay writing, which was formed based on the outcome of this research, can be used by Bahasa Melayu teachers as guidelines in teaching essay writing.
EFFECTS OF VIDEO-BASED WEBSITES ON SENIOR SCHOOL STUDENT’S PERFORMANCE IN SELECTED MATHEMATICS CONCEPTS IN KWARA STATE NIGERIA
This study investigated the effect of Video-Based Websites on Senior School Students' Performance in Selected Mathematics Concepts in Kwara State. The research utilized a quasi-experimental design, specifically a pretest-posttest, non-randomized, control group design with a 2 x 3 x 4 factorial design. The sample consisted of 30 participants for YouTube, 35 for Vimeo, 45 for Facebook, and 42 in the control group, drawn from JSS II classes in four selected schools. Schools A, B, and C were designated experimental groups, while School C the control group. Intact classes were selected using purposive sampling. Four research questions were formulated and answered, while two hypotheses were tested. Descriptive and inferential statistics were employed to analyze the data using Statistical Product and Service Solution (SPSS) version 20.0 at a significance level of 0.05. The findings revealed a positive effect of YouTube, Vimeo, and Facebook on students' mean performance scores, although no significant difference was observed between these platforms and the conventional teaching method. The study concluded that appropriate video-based websites such as YouTube, Vimeo, and Facebook can enhance learning among secondary school students. It recommended further research to explore the long-term effects of multimedia technology in education and its impact on various subject areas and student populations to gain a deeper understanding of its potential benefits and inform future educational practices.
KEBERKESANAN KAEDAH FLIPPED CLASSROOM BERASASKAN CHATGPT DALAM PENGATURCARAAN: ANALISIS TERHADAP PENCAPAIAN GURU PELATIH
Integrating artificial intelligence (AI) technology into instructional practices is one of the seven core pillars outlined by the Ministry of Education Malaysia (MOE) to strengthen digital literacy among educators and students. Therefore, this quasi-experimental study was conducted to identify the effectiveness of a ChatGPT-based flipped classroom approach on trainee teachers’ achievement in programming. The study involved 78 trainee teachers from three intact classes. Using cluster sampling, one class (n = 26) received instruction through conventional teaching methods, another class (n = 23) was taught using the flipped classroom approach based on instructional videos, while the third group (n = 29) was taught using the flipped classroom approach based on ChatGPT. The instrument used to measure students’ achievement was the Computer Programming Achievement Test (CPAT), which had been adapted and evaluated to ensure its validity and reliability. One-way ANOVA and the Post Hoc Tukey HSD were used to analyze the data. The analysis revealed that the group exposed to the ChatGPT-based flipped classroom approach achieved significantly higher mean scores than both the conventional and video-based flipped classroom groups. These findings indicate that incorporating ChatGPT into the flipped classroom setting can significantly improve trainee teachers’ achievement in programming, highlighting a promising strategy for enhancing instructional outcomes in computer science education.
CEFR IMPLEMENTATION AT THE POST-SECONDARY LEVEL: TEACHERS’ RECEPTIVITY
The influence of the Common European Framework of Reference for Languages (CEFR) in teaching, learning and assessment has grown increasingly since 2001. Convinced of the potential benefits that the CEFR can bring to English language education in local contexts, Malaysia has enforced the CEFR in all levels of education from preschool to university, mainly to improve students' English proficiency and align local educational practices with international standards. Although the CEFR was officially introduced in 2017, starting with Standard 1 primary and Form 1 secondary school students, its implementation at the post-secondary level started late in 2020 and, since then, has remained largely unexplored. Against this background, the present study, based on a social constructivist case study methodology, conducted an in-depth interview with four post-secondary English teachers to explore their receptivity to the CEFR. The findings of the thematic analysis revealed four major dimensions, namely teachers’ knowledge, perceptions and practices, and the challenges of implementing the CEFR. The study ends with pedagogical and policy implications resonating with other similar contexts.
THE DIVERSITY OF IMPLEMENTATIONS OF HIGHER ORDER THINKING IN THE FIELD OF EDUCATION
In today's world, research on Higher Order Thinking Skills (HOTS) is gaining momentum as it is deemed crucial for global competitiveness in the industrial sector. Implementing diverse techniques for HOTS is essential to cater to students at various levels of education, ranging from preschool to university. It is widely recognized that the survival and strength of HOTS as a core thinking culture is essential, and its diversity of implementation techniques is vital to ensure it can thrive in different situations. The differences in social environments and cognitive levels necessitate diversity in implementing HOTS. According to a report by OECD (2018), Malaysia ranks 47th among the 78 countries that have undergone PISA evaluations, indicating a need for improvement in educational standards. In light of this, discovering how teachers implement HOTS in teaching and learning is critical for preparing the younger generation for global competitiveness. This article not only aims to explore the diversity of HOTS implementation in teaching and learning but also to discuss its advantages and disadvantages to ensure its appropriate use. A thorough search for relevant articles was undertaken using the Systematic Reviews and Meta-Analyses (PRISMA) 2020 search, focusing on recent publications, including specific models or methodologies employed in bigger studies pertinent to the topic under discussion. This article emphasizes the importance of understanding the diversity of HOTS implementation techniques in achieving world-class education standards, synthesizing their strengths and weaknesses, and providing practical solutions to implement them effectively. By understanding these techniques, teachers can better prepare students with creative and critical thinking skills, ensuring HOTS grows as a culture of thinking among the younger generation.
DETERMINING GAMIFICATION ELEMENTS THROUGH EXPERTS’ PERSPECTIVES FOR TEACHING ENGLISH LANGUAGE
This paper explores experts’ opinions and perspectives from two fields of study, namely English language teaching and instructional technology, in determining the key gamification elements or essentials needed to teach pre-university students in their English language classrooms. Four (4) experts experienced in teaching and evaluating pre-university were chosen, two from respective fields of English language teaching and instructional technology. A series of interviews were conducted to gain the opinions and perspectives on implementing gamification in the English language classroom. Based on their findings, they discussed the fundamentals of applying gamification, particularly how to attract students to utilise the pedagogical aspect. A prompt list of instructions was provided by the experts based on their experiences on how to make the approach more effective and enhance students’ focus and English language skills in the classroom to be implemented in the real world. The paper's conclusion outlines the practical ramifications and offers ideas for further research.
INVESTIGATING THE NEEDS TO DEVELOP ENGLISH FOR SPECIFIC PURPOSE TEACHERS’ PERCEPTION FOR ALLIED HEALTH NOVICE
Language proficiency is crucial for allied health students as they communicate with patients, peers, and other health care professionals. The study investigated and developed an English Communication Medical Allied Student’s module for medical allied novices. A series of interviews were conducted to gain the essence of teacher’s perceptions and insights in developing English for specific purpose courses. Based on the findings, these teachers discuss their perceptions and insights on the importance of the English language and the teaching method. The teachers were also questioned about their view on implementing English communication for medical allied students. The study recommends that an English for Medical Purposes course be offered to medical students and focus on language skills to help the students excel in the medical industry. The paper’s final section highlights the implications for practice and suggestions for future research.
INVESTIGATING THE NEEDS TO DEVELOP ENGLISH FOR SPECIFIC PURPOSE PEDAGOGICAL STRATEGIES FOR ALLIED HEALTH NOVICE
The present study aimed to investigate the academic and professional English language communicative needs of allied health novice students in Malaysia. Language proficiency is crucial for doctors as they communicate with patients, peers, and other health care professionals. Although proficiency in English is a part of the admission requirement there is a gap in the knowledge of medical students’ perception. This study will also focus on the factors enhancing English language skills, from the perspective of students to contribute to the process of English for medical purpose curriculum development, especially in English communication. Data will be collected through focus group interviews with students.
THE EFFECTIVENESS OF GENERATIVE AI IN EDUCATION: A SYSTEMATIC REVIEW OF EMPIRICAL STUDY
Generative AI has gained attention for its potential to transform education through personalized learning and improved outcomes. However, some institutions and educators have banned generative AI, viewing it as a Pandora’s box. This review evaluates the effectiveness of generative AI in education and identifies factors influencing its implementation. A systematic review of 13 studies published between 2022 and 2024 was conducted using PRISMA guidelines. Seventy per cent of studies reported positive impacts on learning outcomes, particularly through personalized feedback. However, challenges hindered critical thinking and creativity when over-relied upon. Generative AI has potential, but its effectiveness depends on various factors. Future research should address concerns about creativity and the appropriate use of AI while exploring diverse educational contexts and methods.
THE CROSS-CULTURAL VALIDATION OF L2 MOTIVATIONAL SELF-SYSTEM INSTRUMENT IN CHINESE HIGHER VOCATIONAL COLLEGES
Although the L2 Motivational Self System (L2MSS) has been previously studied in the Chinese context, the inclusion of its extended structure incorporating the anti-ought-to self has yet to be fully explored. Additionally, the L2MSS has not been applied to assess higher vocational college students’ motivation in business English learning. Therefore, this study aims to conduct a cross-cultural validation of the adjusted L2MSS questionnaire specifically for business English learners in Chinese higher vocational colleges. To examine the nature and structure of the motivation instrument, 288 respondents were conveniently selected to perform EFA, testing the underlying structure of the adjusted business English motivation questionnaire. Subsequently, CFA was conducted with another 288 participants to determine whether the data supported the hypothesized model in this context. Additionally, the study explores the predictive validity of the validated motivation factors concerning students’ learning engagement using the same group of learners from the CFA phase. The results indicated a three-factor motivation model with 15 items, including ideal self (IS), ought-to self (OS) and anti-ought-to self (AS). Moreover, the Ideal Self (IS) and Anti-Ought-to Self (AS) significantly predict learning engagement, with IS being the strongest influence, while the Ought-to Self (OS) plays a minor role when all factors are considered together. This study fills the research gap of business English motivation in higher vocational colleges. Besides, it inspires educators to reform the curriculum, providing qualified talents to upgrade the Chinese industry.
PRIMARY SCHOOL ENGLISH TEACHERS: CONCEPTION AND PRACTICES OF CLASSROOM ASSESSMENT
Per the newly introduced classroom assessment (CA) along with the new English curriculum; Common European Framework of Reference (CEFR) in Malaysia, studying English teachers’ conception of CA is considered very crucial as much strong evidence indicates that teachers’ practices of CA are highly influenced by teachers’ conception of CA. Thus, this study aims to investigate the relationship between the teachers’ conception and practices of CA among primary school English teachers. Two instruments, namely (1) English Teachers’ Conception of CA (ETCo-CA) and (2) English Teachers’ Practices of CA (ETPr-CA) were adapted for this study. The respondents of this study consist of 254 primary school English teachers from Kerian district in Perak, Malaysia. The results from the Pearson correlation showed that a moderate positive relationship exists between teachers’ conception and practices of CA with a correlation coefficient squared value of 27.8%. Apart from this, the significant mean difference in conception and practices of CA between primary school English option teachers and non-English option teachers was also studied. The results showed that the conception CA is higher among English option teachers than non-English option teachers. Whereas, the practices of CA showed no significant difference between English option teachers and non-English option teachers. This study is hoped to benefit the Ministry of Education in taking proper action to improve teachers’ practices and conception of CA.
TAHAP PENERIMAAN APLIKASI CANVA DALAM PEMBELAJARAN: SATU KAJIAN KES
The development of digital technology has introduced many digital tools in the form of applications that are offered for free, especially for educators and students. Furthermore, in 21st-century education, an important component is utilizing digital technology in teaching and learning. Therefore, the Canva application has increased its popularity among users. This study aims to identify the level of acceptance of Canva application usage among IPG students. This study is a case study involving 79 PISMP students majoring in Malay Language studies. The instruments used in this study involve a questionnaire through Google Forms and structured interviews. The study results showed that the acceptance level of the Canva application among IPG students has very high mean values for all three aspects, namely enjoyment in using the Canva application with a mean value of 4.59, the usefulness aspect of the Canva application in learning with a mean value of 4.49, and students' attitude towards the use of Canva with a mean value of 4.64. In addition, interview findings also showed positive acceptance towards the Canva application. In conclusion, using the Canva application is the main choice among IPG students due to its advantages, in addition to being equipped with a comprehensive design tool package that makes it easier for users to complete assignments in one place.
DETERMINING THE CHALLENGES IN ENGLISH LEARNING SPEAKING SKILL FOR PRE-UNIVERSITY STUDENTS
Due to the conditions in which students adjust themselves after high school and into college, specifically pre-university, this paper aims to determine the challenges pre-university students face in learning speaking skills for English subjects. Since pre-university students have numerous subjects to focus on during their academic period before entering their preferred universities, the attention to non-main subjects is limited. Hence the need to understand students’ perceptions in continuing their English study, especially for their speaking skills. This study uses a quantitative method, in which the researchers provide the pre-university student candidates questionnaire forms enquiring about their perceptions, needs and motivation levels that they possess during English learning speaking classes. From the results taken from the data, it is revealed that the pre-university students perceived that they do not have a negative view towards English classes. However, they do opinionate that in order to have good speaking skills, one must possess good syntax and semantics skills. They also perceived they would perform well by studying with the materials given by the instructors. If they performed lower than expected, they took the initiative to study and perform better than the previous achievement. The importance of this study is to help instructors understand their students’ perceptions towards English learning speaking skills better, their motivation and the need for instructors to provide a better and more convenient environment for pre-university students to learn in the classroom.
TECHNOLOGY READINESS AND PERCEPTION AMONG SECONDARY SCHOOL STUDENTS IN THE KLANG VALLEY
Technology and digital learning tools can improve learning and engagement among students. This study investigates the extent of technology use and the perception of digital literacy skills and attitudes towards technology among secondary school students in Kuala Lumpur. A survey of 30 students revealed that while most students use technology tools, their digital literacy was low. Key findings indicate that while 85.2% own laptops and 86.6% own mobile phones with Internet access, interactive technologies like digital readers and interactive whiteboards are underutilized. As for technology tools for learning, 91.2% have used online quizzes and tests. However, literacies such as information and data literacy, content creation literacy and communication and collaboration literacy, were low as many students had never used these skills (27.6%, 27.7% and 36.3% respectively). Technology had an impact on learning as 95.1% reported positive experiences with technology. As there was a high level of agreement that technology was useful for learning and for the future, activities for integrating technologies in learning should be considered. Future research should investigate the technology interventions which could improve students’ digital literacies and the barriers to implementation. The implication is teacher training for teachers to be equipped with digital pedagogical literacy.
The present study aimed to investigate the academic and professional English language communicative needs of allied health novice students in Malaysia. Language proficiency is crucial for doctors as they communicate with patients, peers, and other healthcare professionals. Although proficiency in English is a part of the admission requirement, there is a gap in the knowledge of medical students’ perception. This study will also focus on the factors enhancing English language skills from the perspective of students to contribute towards the process of English for medical purposes curriculum development, especially in English communication. Data will be collected through focus group interviews with students.
This paper explores experts’ opinions and perspectives from two different fields of study: English language teaching and instructional technology, in regards to determining the key gamification elements or essentials needed to teach pre-university students in their English language classrooms. Four (4) experts who were experienced in teaching and evaluating pre-university students were chosen, two from fields of English language teaching and instructional technology respectively. A series of interviews were conducted to gain the opinions and perspectives on the implementation of gamification in the English language classroom. Based on the findings, they discussed the fundamentals of applying gamification on attracting students to utilise the pedagogical aspect. A prompt list of instructions was provided by the experts based on their experiences on how to make the approach more effective and enhance students’ focus and English language skills in the classroom to be implemented in the real world. The paper's conclusion outlines the practical ramifications and offers ideas for further research.
ANALISIS KANDUNGAN TERHADAP KATEGORI AQLIYYAH-NAFSIYYAH PEMBELAJARAN PENDIDIKAN ISLAM PERINGKAT MENENGAH
From the past until the present, Islamic Education in secondary schools uses Bloom's Taxonomy in the teaching and learning of Islamic Education. However, there is no specific taxonomy based on the views of Islamic scholars for Islamic Education. Therefore, the researchers try to develop a taxonomy of intellectual ranking called the Aqliyyah-Nafsiyyah taxonomy which is based on the theory of 3 main Islamic figures namely Ibn Sina, Al-Ghazali and Al-Attas. This research focuses on the development of the Áqliyyah-Nafsiyyah taxonomy through qualitative content analysis of the 3 main books of the 3 figures, namely Al-Syifa' (Book 6) Al-Nafs by Ibn Sina, Ihya' Ulum Al-Din by al-Ghazali and The Nature of Man and The Psychology of The Human Soul by Al-Attas. As a result of the qualitative content analysis carried out, there are 5 main categories and 22 sub-categories that have been identified for the development of the Áqliyyah-Nafsiyyah taxonomy of learning Islamic Education at the secondary level. The objective of this research has been obtained.
ENHANCING STUDENTS' MATHEMATICAL THINKING THROUGH THE QURAN - SCIENCE, TECHNOLOGY, ENGINEERING, ARTS, AND MATHEMATICS (Q-STEAM) MODULE
Students' mathematical reasoning abilities are relatively low. To enhance these skills, specific teaching and learning strategies can be implemented, which require students to engage in problem-solving activities and apply their knowledge to real-life situations. This research adopts a quantitative approach to examine the Q-STEAM module's effects on students' mathematical thinking skills. The participants of this study consisted of 65 senior high school students from Aceh, who were selected using convenience sampling and divided into experimental and control groups. The study employed a quasi-experimental method with a pretest-posttest non-equivalent group design. The research employed an essay question as a tool for mathematical thinking instruments. The data collected from the mathematical thinking test was analyzed using an independent sample t-test. The findings revealed statistically significant differences in the mean scores of mathematical thinking skills between the two groups. Furthermore, the descriptive statistics showed that the students in the experiment group had better mathematical thinking skills than those in the control class.
PENGETAHUAN DAN KEFAHAMAN GURU TERHADAP PELAKSANAAN KAJIAN TINDAKAN
Action research is widely considered a key method in education for enhancing the quality of teaching practices. However, it has been found that teachers possess only a moderate level of knowledge and understanding of action research. This quantitative study, employing a survey research design, seeks to determine the extent of teachers' knowledge and understanding of action research. Using the purposive sampling technique, 335 teachers were randomly chosen as respondents based on the Krejcie and Morgan sample sizing method. A questionnaire was administered to assess the teachers’ knowledge and understanding related to the implementation of action research. The results revealed that teachers' knowledge and understanding of action research implementation remain at a moderate level. The findings highlights the need for teachers to deepen their grasp of action research concepts and for stakeholders to actively support teachers in enhancing their understanding and application of these practices.
PENGURUSAN BAKAT PELAJAR SEKOLAH UNTUK KEMENJADIAN INSAN: KEPERLUAN DAN CABARAN
Student talent management is one important aspect in the field of education and should be given specific focus as well as a holistic approach. This article aims to provide a comprehensive account of the needs and challenges in student talent management in Malaysian schools. The data for this article was collected using the bibliographic method, by collecting and conductig content analysis on relevant past studies in the area. The results of the study found a need for attention and immediate implementation of efforts to manage student talent. The challenges of parental involvement, environment, 21st century education, industrial revolution 4.0 and the post COVID-19 education landscape increase the need for proper student talent management. This article provides implications for the ministry, individuals, and related non-governmental organisations to consider in upholding their talent management practices.
CHALLENGES FROM PHYSICAL CLASS TO ONLINE LEARNING IN YOUNG CHILDREN AND PRESCHOOL TEACHERS DURING COVID-19 PANDEMIC
As an urgent response to the COVID-19 pandemic, Ministry of Education Malaysia mandated that all schools stop physical class and use online platforms to deliver lessons. Although preschools were not required to deliver online class and had no mandatory online educational programs, however online learning has emerged as a new method of teaching to support young children’s learning. This research aims to explore the responses in young children and understand the difficulties faced by preschool teachers during online learning. A total of eight young children and three teachers participated in this research study. The findings in this study discovered that online learning is both beneficial to young children on laying foundational for better learning outcomes and helped teachers to improve techniques in dealing with young children virtually.