Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE)
NURFARADILLA MOHAMAD NASRI
UNIVERSITI KEBANGSAAN MALAYSIA
Education

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Cross-cultural Corporate Identity Curriculum Model: A Needs Analysis Nik Narimah Nik Abdullah; NURFARADILLA MOHAMAD NASRI; Muhammad Helmi Norman; Juritah Misman
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i3.22518

Abstract

To give input on the developmental needs of a sustainable curriculum, needs analysis is one of the most essential stages of data collection in order to provide information for systematic analysis. The main objective of this study is to investigate a needs analysis for the Graphic Design Program in higher learning institutions based on a cross-cultural corporate identity curriculum model. Generally, the study involved a semi-structured interview conducted on twelve participants which comprised of ten lecturers from the Graphic Design Program working in local higher learning institutions and another two experienced graphic designers working in the public sector. Qualitative analysis of data was gathered from the semi-structured interviews and later transcribed and analyzed thematically. Three main themes were recorded: (i) design based on local cultural identity, (ii) cross-cultural curriculum and (iii) student-centered teaching and learning. Data findings concluded that the majority of the study participants were inclined towards a cross-cultural corporate identity curriculum model for the Graphic Design Program. Results showed that study participants agreed that cross-cultural needs in the field of graphic education. It could provide a platform for exploration in teaching and learning in creating local-style designs which are unique and creative.
Conceptualization of e-professionalism among physics student teachers Nurfarahin Nasri; Nik Mohd Rahimi; Harwati Hashim; Nurfaradilla Mohamad Nasri
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i3.25641

Abstract

The ever-growing digital world has driven the rise of various social media platforms, creating unique challenges for school teachers. Incidents involving teachers’ unprofessional online behavior may potentially damage careers and the reputation of the teaching profession. Accordingly, this constructivist grounded theory research interviewed 38 physics student teachers (PSTs) to explore how they perceive e-professionalism and its impact on their future teaching careers. Data involving PSTs’ current social media practices, professional identity reflection and awareness of social media content were analyzed manually using hybrid thematic analysis. Findings reveal the use of social media mainly focuses on Facebook, Instagram, WhatsApp, Telegram and TikTok where distinction between social online identity and professional identity were commonly blurred. The PSTs’ notions of classroom selfies and political expressions on social media were likely attributed to a lack of related regulations, policies or guidelines. Moreover, a finding of major concern is the PSTs’ hesitancy to act upon inappropriate online behaviors. Their lack of professional awareness and knowledge of e-professionalism can be traced back to their training period where less emphasis was given to developing their competencies in this area. This research has crucial practical implications for designing a relevant teacher education curriculum to effectively address e-professionalism.
The challenges of implementing cultural-based teaching in remedial education: analyses and recommendations Salehuddin Al As Anuas; Nurfaradilla Mohamad Nasri; Aliza Alias
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i3.27255

Abstract

In remedial education, teachers play a crucial role in ensuring students from diverse backgrounds master language literacy skills. The current implementation of cultural-based teaching is perceived as an effort to assist remedial students from diverse backgrounds and cultures to learn effectively. The study aims to analyze teachers’ perceptions of challenges in implementing cultural-based teaching in remedial education for language literacy. The study employed a quantitative approach by distributing questionnaires to 252 remedial teachers recruited randomly from primary schools in the Malaysian middle-state zone. The collected data were evaluated descriptively, and the results revealed that these teachers experienced challenges in four areas, namely teaching resources, remedial curricula, teacher knowledge, and time allocation. Moreover, the findings demonstrated that demographic factors, such as gender, school location, and years of teaching experience, did not produce significant impacts on the aforementioned challenges. Simultaneously, this study explored teachers’ perceptions of recommending culturally responsive teaching approaches in remedial education as an alternative to the current cultural-based teaching methodology.
Co-Authors Aliza Alias Harwati Hashim Juritah Misman Muhammad Helmi Norman Nik Mohd Rahimi Nik Narimah Nik Abdullah Nurfarahin Nasri Salehuddin Al As Anuas