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All Journal Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan dan Pemberdayaan Masyarakat Studies in English Language and Education At-Tajdid: Journal of Islamic Education
Hasim, Zuwati
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Eliciting teachers’ understanding and their reported practices on school-based formative assessment: Methodological challenges Hasim, Zuwati; Di, Shi; Barnard, Roger
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11476

Abstract

Ministries of Education in many countries have adopted various forms of school-based assessment (SBA) to replace (for example, New Zealand) or complement (for example, England, Australia and Malaysia) more conventional forms of assessment such as tests and examinations. Central to these alternative approaches to SBA is formative assessment. In recent years, a body of research has been built investigating various aspects of SBA in Malaysia, but there has been a dearth of studies exploring what practising teachers believe and do regarding implementing formative assessment in their own classrooms. The present article reports some of the findings of a case study in which ten Malaysian primary school teachers of English were interviewed to identify the extent of their understanding of formative assessment and their reported practices of providing feedback in an SBA environment. Initially, the teachers revealed a general lack of understanding of the difference between formative and summative assessment. In such a situation, it would seem that the teachers are unready to implement SBA at the present stage, despite it having been mandated in Malaysian schools since 2011-12. However, later in the interview, they reported implementing various forms of feedback, some of which might be regarded as formative. There is a need, therefore, to differentiate between teachers’ explicit knowledge and their implicit understanding of matters such as formative feedback. The inherent limitations of self-report data emerging from interviews will be discussed and how these might be overcome.
Thai EFL university students views on the effectiveness of Duolingo for enhancing listening and speaking skills Lo, Yueh Yea; Shah, Shanina Sharatol Ahmad; Hasim, Zuwati; Senom, Fatiha; Saad, Mohd Rashid Mohd; Thienpermpool, Pateera
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.40517

Abstract

The current study aims to assess 150 Thai English as a Foreign Language (EFL) first-year university students perspectives on the efficacies of Duolingo, a popular mobile language application in improving English listening and speaking skills. Given the growing importance of mobile-assisted language learning (MALL) in enhancing language proficiency, this study investigates Duolingos potential to address the common challenges faced by EFL learners in developing these essential skills. The data were collected using a quantitative method, namely a structured questionnaire, to record participants attitudes towards Duolingo and corresponding experiences. Simultaneously, Gibson and Browns (2009) thematic technique was employed to analyse the open-ended responses. The results show that a high Duolingo usage level was discovered at 32.0% daily usage and 42.0% several times weekly, which underscored Duolingo integration into linguistic learning journeys. The participants also pinpointed crucial benefits, such as affordability, structured learning, convenience, diverse content, interactivity, audio exercises, and adaptive technologies. Nevertheless, 26.0% of the students described several limitations, including audio quality discrepancies, insufficient real-life conversational practices, and limited topic coverage. Furthermore, a significant gender distribution was demonstrated, with 70.7% females and 29.3% males. The findings posit that female students tended to or possessed higher accessibility to language learning technologies, including Duolingo. The findings reflect broader societal factors impacting educational preferences and opportunities. The study outcomes also contributed to educators and developers to improve digital tools for diverse language learning requirements.
Problem-Solving and Educational Management Strategies Among Preschool Principals in Early Childhood Settings Kamtini, Kamtini; Simaremare, Aman; Tanjung, Salsabila Hasiana; Hasim, Zuwati
JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) Vol. 12 No. 1 (2025): March 2025
Publisher : Departement of Nonformal Education, Graduate Scholl of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppm.v12i1.85288

Abstract

The ability of preschool principals to solve problems effectively is crucial in ensuring the smooth operation of early childhood education institutions. Preschool principals are key in managing administrative tasks, teacher performance, curriculum implementation, and parent-school relationships. However, challenges such as limited resources, staff conflicts, and adapting to educational policies require strong problem-solving skills. This study aims to explore the problem-solving abilities of preschool principals in Medan, Indonesia, by identifying key challenges they face and analyzing the strategies they employ to address them. The research adopts a qualitative descriptive approach, involving 20 preschool principals in Medan as participants. Data were collected through semi-structured interviews and observations to gain insights into the problem-solving methods applied in various educational scenarios. Thematic analysis was used to identify recurring patterns and strategies in addressing common issues. Practical problem-solving skills among preschool principals are essential for maintaining a well-functioning educational environment. These skills include analytical thinking to identify the root causes of instructional or behavioral issues, decision-making under pressure, conflict resolution between staff or with parents, strategic planning for curriculum and resource development, and collaborative problem-solving that engages teachers in reflective dialogue and peer learning. Training programs focusing on strategic decision-making, leadership development, and conflict resolution can further strengthen their problem-solving abilities, ultimately improving early childhood education in Medan. Studies should also investigate how principal problem-solving styles influence teacher motivation and the sustainability of innovative pedagogical approaches.
Inquiry Learning Model in Improving Higher Order Thinking Skills (HOTS) Abilities in Madrasah Ibtidaiyah Rizal Rifa’i, Muhammad; Setiawati, Ika; Hasim, Zuwati
AT-TAJDID: Journal of Islamic Education Vol 2 No 1 (2025): January 2025
Publisher : Institut Studi Islam Muhammadiyah Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52640/attajdid.241

Abstract

Education is an activity to increase person's general knowledge including increasing mastery of theory and skills, deciding and finding problems solutions related to activities in achieving their goals, whether problems in the world of education or everyday life. If formal education in an organization is process of developing abilities in the direction desired by the organization concerned. High Order Thinking Skills (HOTS) are also implemented by the government following still low ranking of the Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) compared to other countries, so that educational standards both in learning process and assessment are further improved by the government through the 2013 curriculum. (Ariyana et al., 2018). According to the revised Bloom's Taxonomy, cognitive processes are divided into two, there are high-level thinking skills or often referred as Higher Order Thinking Skill (HOTS), and low-level thinking skills Lower Order Thinking Skill (LOTS). Low-level thinking skills involve the ability to remember (C1), understand (C2) and apply (C3) while high-level thinking skills involve analysis and synthesis (C4), evaluate (C5), and create or creativity (C6). (Nugroho, 2018). When children have high-level thinking skills in learning process using inquiry that provokes or stimulates students' thinking to develop more analytical, evaluation and creative abilities in children. Students' ability to solve high-level thinking problems can be used by teachers to find out whether students already have high-level thinking skills in learning activities. HOTS-based learning can also provide benefits to students, there are improving achievement, increasing motivation and increasing positive attitudes.
Co-Authors Di, Shi Ika Setiawati, Ika Kamtini, Kamtini Lo, Yueh Yea Rizal Rifa’i, Muhammad Roger Barnard Saad, Mohd Rashid Mohd Salsabila Hasiana Tanjung Senom, Fatiha Shah, Shanina Sharatol Ahmad Simaremare, Aman Thienpermpool, Pateera