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Md Hassan, Nurulhuda
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Arts Education Health Professions Languange, Linguistic, Communication & Media Social Sciences

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Teachers' Perspectives on Teenage Student Learning Husin, Moh Razimi; Md Hassan, Nurulhuda; Yii Zi Sheng, Victor; Md Tormizi, Alia Syazwani; Zulkapli, Nur Syaiera Amera; George, Milleny; Rosli, Roslina; Mohammad Hishamuddin, Nur Irzwana Rabiatul Adawiyah; Shaharudin, Nor Syafiqah; Adampai, Chelsea Sovency
Journal of Humanities and Social Sciences (JHASS) Vol 3 No 1: April 2021
Publisher : Lamintang Education and Training Centre, in collaboration with the International Association of Educators, Scientists, Technologists, and Engineers (IA-ESTE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36079/lamintang.jhass-0301.211

Abstract

Kajian ini bertujuan untuk meneroka perspektif guru berkaitan dengan pembelajaran pelajar remaja. Kajian ini menggunakan kaedah temubual yang melibatkan seorang guru yang berpengalaman. Instrumen kajian terdiri daripada protokol temubual dan komputer riba. Hasil kajian mendapati bahawa faktor pelajar, faktor guru, dan faktor persekitaran bilik darjah mempengaruhi pembelajaran pelajar remaja. Di samping itu, hasil kajian turut mendapati sekolah yang menyediakan kemudahan dan prasarana yang kondusif serta memberi pengiktirafan dan penghargaan kepada pelajar dan guru mampu meningkatkan pembelajaran pelajar remaja. Dari segi ciri-ciri pelajar remaja yang cemerlang, dapatan kajian menunjukkan bahawa pelajar remaja yang cemerlang memiliki kemahiran etika dan kerohanian, serta sahsiah yang positif. Selain itu, dapatan kajian juga menunjukkan bahawa guru mengakui keberkesanan penggunaan teknologi dan pembelajaran abad ke-21 dalam meningkatkan pembelajaran pelajar remaja. Hasil kajian turut mendapati bahawa guru perlu berkolaborasi dengan pelajar dan menjadi contoh kepada pelajar bagi mewujudkan persekitaran pembelajaran yang kondusif bagi pelajar remaja. Implikasi terhadap aspek pembelajaran pelajar remaja dibincangkan berdasarkan dapatan yang diperoleh dalam kajian ini. Teachers' Perspectives on Teenage Student Learning Abstract: This study aims to explore teachers' perspectives related to adolescent student learning. This study uses an interview method involving an experienced teacher. The study instruments consisted of interview protocols and laptops. The results of the study found that student factors, teacher factors, and classroom environment factors influence the learning of adolescent students. In addition, the results of the study also found that schools that provide conducive facilities and infrastructure as well as give recognition and appreciation to students and teachers are able to improve the learning of adolescent students. In terms of the characteristics of excellent teenage students, the findings show that excellent teenage students have ethical and spiritual skills, as well as a positive personality. In addition, the findings of the study also show that teachers recognize the effectiveness of the use of technology and 21st century learning in improving the learning of adolescent students. The results also found that teachers need to collaborate with students and be an example to students to create a conducive learning environment for adolescent students. Implications on the learning aspects of adolescent students are discussed based on the findings obtained in this study. Keywords: 21st Century Learning, Learning, Teenage Students.
Teachers' Perspectives on Higher Order Thinking Skills among Students Md Hassan, Nurulhuda; Mohd Noor, Nur An Nisa Fithri; Thasarathan, Yamuna; Zainudin, Qarihatun Najah; Zainur, Nur Syaidatul Aisyah; Mohamad Rizuaden, Nurul Raihana Najwa; Muhamad Fauzi, Nurfara Adilah; Tumin, Nurfatihah; Mohamad Jefri, Nur Afina Syahida
Journal of Humanities and Social Sciences (JHASS) Vol 3 No 2: August 2021
Publisher : Lamintang Education and Training Centre, in collaboration with the International Association of Educators, Scientists, Technologists, and Engineers (IA-ESTE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36079/lamintang.jhass-0302.237

Abstract

Kajian ini dijalankan bagi meneroka perspektif guru berkaitan kemahiran berfikir aras tinggi (KBAT) dalam kalangan pelajar. Kajian ini menggunakan kaedah temubual separa berstruktur yang melibatkan seorang guru yang berpengalaman. Instrumen yang digunakan dalam kajian ini terdiri daripada protocol temubual dan komputer riba. Hasil kajian mendapati bahawa KBAT dalam kalangan pelajar masih perlu diperkasakan dan dipengaruhi oleh perbezaan tahap sosioekonomi dan jenis sekolah. Faktor pelajar, alat bantu mengajar, dan keadaan bilik darjah didapati mempengaruhi pemilihan strategi pengajaran bagi memupuk KBAT dalam kalangan pelajar. Hasil kajian turut mendapati bahawa teknik menyoal boleh digunakan bagi meningkatkan KBAT dalam kalangan pelajar, manakala pemberian soalan KBAT secara konsisten, penggunaan kaedah pembelajaran abad ke-21 (PAK21) dan pemberian tugasan berkumpulan boleh digunakan untuk menggalakkan aplikasi KBAT ketika pelajar menghadapi penilaian. Dapatan kajian turut menunjukkan bahawa kekangan masa dan faktor pelajar yang tidak aktif memberikan cabaran kepada guru untuk memupuk KBAT dalam kalangan pelajar. Sebagai implikasi, semua pihak perlu memainkan peranan yang sewajarnya dalam usaha meningkatkan KBAT dalam kalangan pelajar agar matlamat pendidikan dapat direalisasikan. Teachers' Perspectives on Higher Order Thinking Skills among Students Abstract: This study was conducted to explore the perspectives of teachers related to high -level thinking skills (HLTS) among students. This study used a semi -structured interview method involving an experienced teacher. The instruments used in this study consisted of an interview protocol and a laptop. The results of the study found that HOTS among students still need to be empowered and influenced by differences in socioeconomic levels and types of schools. Student factors, teaching aids, and classroom conditions were found to influence the selection of teaching strategies to foster HOTS among students. The study also found that questioning techniques can be used to improve KBAT among students, while giving KBAT questions consistently, the use of 21st century learning methods (PAK21) and group assignments can be used to encourage the application of KBAT when students face assessment. The findings of the study also show that time constraints and inactive student factors provide a challenge to teachers to cultivate HOTS among students. As an implication, all parties need to play an appropriate role in efforts to improve HOTS among students so that educational goals can be realized. Keywords: High-Order Thinking Skills, 21st Century Learning, Information and Communication Technology.
Special Characteristics of Learning Styles Environmental Elements and Physiological Elements of Weak Students to Learn and Process New Information Md Hassan, Nurulhuda; Husin, Mohd Razimi; Ahmad, Hishamuddin; Yahya, Faridah Hanim
Journal of Humanities and Social Sciences (JHASS) Vol 3 No 3: December 2021
Publisher : Lamintang Education and Training Centre, in collaboration with the International Association of Educators, Scientists, Technologists, and Engineers (IA-ESTE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36079/lamintang.jhass-0303.291

Abstract

Kajian ini bertujuan untuk mendedahkan tentang penerimaan murid dalam kemahiran dan maklumat pembelajaran yang dilakukan di sekolah rendah. Kajian ini juga bertujuan untuk memahami ciri khas gaya pembelajaran elemen persekitaran dan elemen fisiologi murid yang lemah berdasarkan kecenderungan mereka untuk belajar dan kemampuan memproses maklumat baru. Kajian ini adalah kajian kes yang menggunakan data kualitatif untuk menjawab persoalan yang dinyatakan. Penyelidik menggunakan Model Dunn & Dunn sebagai panduan dalam menganalisis data pemerhatian dalam gaya pembelajaran yang disokong oleh wawancara dan analisis hasil kerja murid. 16 peserta dipilih dengan sengaja untuk kajian ini. Dapatan menunjukkan bahawa rangsangan gaya pembelajaran elemen persekitaran dan elemen fisiologi mendorong atau merangsang pembelajaran murid yang lemah. Kesimpulannya, di samping strategi yang baik, gaya pembelajaran sebagai petunjuk pembelajaran dan pencapaian yang meningkatkan kualiti penerimaan maklumat murid. Oleh itu, penemuan ini merungkai hubungan antara gaya pembelajaran dan kesan pembelajaran murid yang perlu diberi perhatian oleh pendidik untuk memenuhi pengajaran dan cara pembelajaran murid. Special Characteristics of Learning Styles Environmental Elements and Physiological Elements of Weak Students to Learn and Process New Information Abstract: This study aims to reveal about the acceptance of students in the skills and information of learning done in primary schools. This study also aims to understand the special characteristics of learning styles of environmental elements and physiological elements of weak students based on their propensity to learn and ability to process new information. This study is a case study that uses qualitative data to answer the stated questions. Researchers used the Dunn and Dunn Model as a guide in analyzing observational data in a learning style supported by interviews and analysis of student work outcomes. 16 participants were deliberately selected for this study. Findings indicate that learning style stimuli of environmental elements and physiological elements induce or stimulate poor student learning. In conclusion, in addition to good strategies, learning style as an indicator of learning and achievement that improves the quality of student information reception. Therefore, these findings unravel the relationship between learning styles and student learning effects that need to be given attention by educators to meet the teaching and learning methods of students. Keywords: Environmental Elements, Learning Styles, Physiological Elements.
Learning Style: Visual, Auditory and Kinesthetic Mahadi, Faridah; Husin, Mohd Razimi; Md Hassan, Nurulhuda
Journal of Humanities and Social Sciences (JHASS) Vol 4 No 1: April 2022
Publisher : Lamintang Education and Training Centre, in collaboration with the International Association of Educators, Scientists, Technologists, and Engineers (IA-ESTE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36079/lamintang.jhass-0401.341

Abstract

Gaya pembelajaran adalah cara bagaimana pelajar menyerap dan menyusun maklumat yang diterima. Pendekatan gaya pembelajaran secara umum terbahagi kepada tiga aspek; visual, auditori dan kinestetik. Pertama, gaya visual, yang belajar paling berkesan ketika melihat pembelajaran dengan media gambar. Kedua gaya auditorial, yang berkesan belajar melalui suara yang didengar. Maka gaya pembelajaran pendengaran adalah gaya pembelajaran dengan mendengar. Pelajar dengan gaya pembelajaran ini lebih dominan menggunakan deria pendengaran ketika menjalankan proses pembelajaran dan pengajaran. Gaya pembelajaran visual suka kemahiran dan kemas, ingin bercakap pantas, suka membuat perancangan yang teliti untuk jangka masa depan, sangat terperinci dengan terperinci. Ketiga, gaya aktif, atau apa yang disebut pelajar kinestetik. Sementara itu, gaya pembelajaran kinestetik adalah dengan bergerak, menyentuh, dan bekerja. Mereka belajar dengan mengutamakan perasaan dan pergerakan fizikal mereka. Penerapan gaya pembelajaran ini dalam aktiviti pembelajaran telah menghasilkan pelbagai kesan positif dalam arena pendidikan. Learning Style: Visual, Auditory and Kinesthetic Abstract: Learning style is the way how students absorb and compose the information received. The learning style approach is generally divided into three aspects; visual, auditory and kinesthetic. First, the visual style, which makes learning the most memorable when looking at learning with image media. Both styles are auditory, which impresses learning through the sound that is heard. Then the hearing learning style is a listening learning style. Students with this learning style are more dominant in using the sense of hearing when carrying out the learning and teaching process. Visual learning style likes skill and order, wants to speak quickly, likes to make careful plans for the future, and is very detailed in detail. Third, active style, or what is called a kinesthetic learner. Meanwhile, the kinesthetic learning style is by moving, touching, and working. They learn by prioritizing their feelings and physical movements. The application of this learning style in learning activities has produced various positive impressions in the educational arena. Keywords: Auditory, Kinesthetic, Learning Style, VAK, Visual.
Co-Authors Adampai, Chelsea Sovency Ahmad, Hishamuddin George, Milleny Husin, Moh Razimi Husin, Mohd Razimi Mahadi, Faridah Md Tormizi, Alia Syazwani Mohamad Jefri, Nur Afina Syahida Mohamad Rizuaden, Nurul Raihana Najwa Mohammad Hishamuddin, Nur Irzwana Rabiatul Adawiyah Mohd Noor, Nur An Nisa Fithri Muhamad Fauzi, Nurfara Adilah Rosli, Roslina Shaharudin, Nor Syafiqah Thasarathan, Yamuna Tumin, Nurfatihah Yahya, Faridah Hanim Yii Zi Sheng, Victor Zainudin, Qarihatun Najah Zainur, Nur Syaidatul Aisyah Zulkapli, Nur Syaiera Amera