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All Journal Dinamika Jurnal Pendidikan Dasar
Durairaj, Kamalambal
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Decision Sciences, Operations Research & Management

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Developing Conceptual and Procedural Knowledge/Skills of Lifelong Learners from Basic to Advance Learning: Exemplars, Challenges and Future Direction Thoe, Ng Khar; Jamaludin, Junainah; Pang, Yee Jiea; Choong, Careemah; Lay, Yoon Fah; Ong, Eng Tek; Durairaj, Kamalambal; Talib, Corrienna Abdul; Chin, Chee Keong
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 14 No. 1 (2022): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v14i1.13164

Abstract

Developing conceptual and procedural knowledge or skills of learners is ‘part and parcel’ of the roles of educators involved in teaching science and social science subjects. This article aims to espouse numerous educational reforms implemented locally, regionally, and internationally during the past decades, with exemplars and challenges elaborated. The mixed-method approach is selected as a research framework that includes the collection of qualitative data (mainly from documentary analysis, interviews, observation, and open-ended responses) and quantitative data (mainly from survey questionnaires). This article reports mainly qualitative findings that are summarised from mixed-modes of analysis on data collected through systematic review and ‘multiple-case design’, including ‘cross-case and within-case analysis’ on how conceptual and procedural knowledge and skills of learners could be enhanced through the implementation of various technology-integrated project-based programmes incorporating various effective strategies anchored on hybrid approaches in replacement of traditional methods. Case exemplars are illustrated with how these programmes serve as platforms for basic education and foundation courses from basic to advanced learning among lifelong learners. The analysis of a local programme to promote Year 4 students’ (N = 33) primary science learning using the 5E constructivist model revealed that students were mentally engaged in learning science concepts, interacting with new experiences, and able to correct misconceptions with enhanced conceptual and procedural knowledge and skills on the taught topics ‘Scientific Skills, Life Processes of Humans, and Properties of Materials’ as reflected in their increased mean scores of science achievement analysed statistically. The implementation of the ‘Learning Science and Mathematics Together’ (LeSMaT) student-centered regional learning programme that provided a guide for expected project output is also illustrated with an exemplar of how learners’ conceptual and procedural knowledge and skills in ‘environmental education’ were enhanced through the preparation of the project required for this program. The analysis of social science learning involving building foundation knowledge in economics through an international research-based internship programme revealed that students’ conceptual and procedural knowledge and skills in ‘economics’ were enhanced with the input on research methodology and the need to produce a report, which tied in with theories and the experience of their placements in various business settings that provided real-life experience related to economic issues faced during the pandemic. In the end, the significance and implications of the study are discussed with ideas for how to move forward.  
Development of A Framework for an Asynchronous Discussion Forum through an E-Learning Platform Durairaj, Kamalambal; bin Assarnurkutty, Shah Jahan; Thoe, Ng Khar; Mohd Sabri, Wan Noor Adzmin bt
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 14 No. 2 (2022): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v14i2.15274

Abstract

Throughout the last several decades, the digital era has expanded the process of information sharing in classroom instruction in novel and surprising ways with reference to a wide variety of complex challenges. As a result, effective interactive e-learning management is critical for removing barriers to "knowledge acquisition, exchange, and construction" in this global learning community. According to a review of the pertinent literature, digital and social learning platforms, such as learning management systems (LMS), are effective guides for accomplishing comprehensive online learning. Using a quantitative approach, this paper illustrates the authors’ efforts to develop a social constructivist framework to facilitate formative assessment of an asynchronous discussion forum on various socio-scientific issues (SSI) among teenagers during the initial phase of the project. A learning management system (LMS) was utilised to collect data on project-based activities that encourage inquiry-based and problem-based learning (PBL) following the "Analyze, Design, Development, Implementation, and Evaluation" (ADDIE) model. Different methods of evaluation were implemented to determine the effectiveness of this approach in facilitating the discussions as well as to observe how students' participation in an asynchronous discussion forum improves their overall level of knowledge construction, interaction, and social network analysis (SNA). The important benefits of sharing information are looked at, and future research, innovative projects, and recommendations are shown and predicted.
Design and Development of Lifelong Skills-Enhancement e-Programmes Using Monitoring/Evaluation Tools: Exemplars with Policy Recommendations Ng, Khar Thoe; Muthiah, Jeyaletchumi; Assanarkutty, Shah Assanarkutty Jahan; Sinniah, Deva Nanthini; Cyril, Nelson; Jayaram, Nanthini; Durairaj, Kamalambal; Sinniah, Sivaranjini
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 15 No. 2 (2023): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v15i2.19591

Abstract

Developing ‘Future Ready’ learners in preparation of Industrial Revolution (IR) through implementation of lifelong skills-enhancement programmes collaborating with various sectors is the recent global governmental aspiration. In response to call for quality technology-enhanced ‘Science, Technology, Reading, Engineering, Arts, Mathematics’ (STREAM) education, SEAMEO RECSAM initiated the ‘Learning Science and Mathematics Together’ [LeSMaT (Borderless)] project-based programme under the Golden SEAMEO Basic Education and Student Networking involving blended-mode lifelong education. This article reports SEAMEO Inter-Centre Collaboration (ICC) Education 4.0 project initiative as an offshoot programme of LeSMaT involving Design and Development Research (DDR) in developing lifelong skills-enhancement e-programmes integrating STREAM education with evidence-based output under sub-themes identified from LeSMaT(Borderless) involving ‘Analysis, Design, Development, Implementation, Evaluation’ (ADDIE) instructional model. ‘Analysis’ of these sub-themes were made to develop criteria as guiding focus for project teams to design technology-enhanced learning (TEL) output that could showcase the knowledge/skills required during IR4.0. Literature research was also made on existing e-programmes fulfilling SEAMEO’s priorities. During ‘Design and Development’ phases, e-surveys were developed as monitoring/evaluation tools for tracking of skills-enhancement e-programmes in line with Sustainable Development Goals (SDGs).  During ‘Implementation/Evaluation’ phases, qualitative/quantitative data collection/analysis methods were implemented involving case study and validation of e-survey entitled ‘Motivation towards STREAM education’ (MoToS). The qualitative analysis integrating ‘type 4’ multiple-case design includes analysing output illustrating curriculum innovation through transdisciplinary studies reflecting Education 4.0 and SDGs whereas quantitative method involved Rasch model to validate MoToS  to monitor/evaluate participants’ engagement  in 1st Regional Workshop on SEAMEO-ICC Education 4.0. The findings using Rasch analysis in the ‘Evaluation’ phase revealed that MoToS is reliable with measure of CA 0.98 internal consistency and ‘feeling stressed on STREAM’ is the most difficult item.  After the e-course series 2020-2022, participants' output was examined using ‘Cross-Case Analysis’ (CCA), ‘Within/Exemplary-Case Analysis’ (WCA/ECA). The e-course series produced evidence-based SDG-related outputs with exemplars integrating SEAMEO Priority Areas No.7 and No.5. Policy recommendations and suggestions for future studies related to Education 4.0 are discussed including developing innovative programmes to improve transdisciplinary quality education
Co-Authors Assanarkutty, Shah Assanarkutty Jahan bin Assarnurkutty, Shah Jahan Chin, Chee Keong Choong, Careemah Cyril, Nelson Jamaludin, Junainah Jayaram, Nanthini Lay, Yoon Fah Mohd Sabri, Wan Noor Adzmin bt Muthiah, Jeyaletchumi Ng, Khar Thoe Ong, Eng Tek Pang, Yee Jiea Sinniah, Deva Nanthini Sinniah, Sivaranjini Talib, Corrienna Abdul Thoe, Ng Khar