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All Journal Journal of Education and Learning (EduLearn) Jurnal Pendidikan Progresif
Jainatul Halida Jaidin
Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam
Humanities Education Library & Information Science Social Sciences Other

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Teaching tourism in geography through an inquiry-based approach (IBA) Norsarita Basar; Rosmawijah Jawawi; Rohani Matzin; Jainatul Halida Jaidin; Juraidah Musa
Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (281.114 KB) | DOI: 10.11591/edulearn.v13i1.9789

Abstract

An Inquiry-based approach (IBA) is a teaching approach that promotes students' active learning and inquiry. This study examined the effectiveness of IBA as a tool for teaching Geography and explored the students' perceptions when they were taught using IBA. The investigation was carried out in one secondary school in Brunei Darussalam. A total of twenty students aged between 15 to 16 years old were selected as participants. This research adopted a qualitative approach using an action research. Data was collected from lesson observations, focus group interview, and achievement tests. The findings showed that there were remarkable improvements in the students' achievement tests. IBA successfully had helped students to develop some personal and inter-personal skills and encouraged them to become independent learners. However, there were some issues identified in this study. Obtaining information for their research was a challenge for many students, as they had limited access to computers and the Internet outside the school. The findings also revealed that the role of the teacher as the facilitator in IBA could be a challenge to the teacher herself.
Implementing the Flipped Classroom Model in the Teaching of History Siti Waznah Abdul Latif; Rohani Matzin; Rosmawijah Jawawi; Mar Aswandi Mahadi; Jainatul Halida Jaidin; Lawrence Mundia; Masitah Shahrill
Journal of Education and Learning (EduLearn) Vol 11, No 4: November 2017
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (87.788 KB) | DOI: 10.11591/edulearn.v11i4.6390

Abstract

This study investigated the effectiveness in implementing the Flipped Classroom model in teaching History and to identify the students’ perceptions using this approach towards their learning. The chosen History topic was on ‘James Brooke’s activities in Sarawak in the 1840s’. The sample consisted of twelve students from two Year 9 classes in one of the secondary schools in Brunei Darussalam. In adopting the Flipped Classroom approach, the students were required to watch a video lesson outside the classroom setting. To measure its effectiveness, a test instrument was used, and five students were interviewed. The findings revealed that the utilisation of this instructional method was effective in teaching History, as there were improvements in the students’ test results. The analyses of the students’ perceptions using this approach revealed that while some students believed that it helped them improve in their communication and writing skills, others did not perceive it effective for their learning.
Development of the VIRAH Website Based on 3D Augmented Reality for Asmaul Husna Learning in Grade 6 Elementary School Ani Nur Aeni; Jainatul Halida Jaidin; Dinda Sarasikha; Farah Lestari; Naila Nursifa Rohmah
Jurnal Pendidikan Progresif Vol 16, No 3 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i3.pp1448-1471

Abstract

The Teaching of Asmaul Husna in elementary schools remains dominated by memorization. This approach struggles to translate abstract religious concepts into concrete representations suitable for students’ concrete operational stage of cognitive development.  This study aims to develop and evaluate a website-based technology named VIRAH (Visualization Interactive Asmaul Husna 3D AR), as an interactive learning technology for sixth-grade students in Islamic Education. The research employed the Design and Development (D&D) method following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The resulting product is the VIRAH website, which integrates Augmented Reality (AR) technology using the Assemblr Edu platform and is published via Netlify.  The website was validated by subject matter and media experts, then implemented with 27 sixth-grade students at SDN Sukaraja II, Sumedang. Data collection utilized validation sheets, student response questionnaires, and pretest-posttest instruments. Data analysis was conducted using percentage calculations, the N-Gain Score, a paired t-test, and effect size calculations. The validation results showed that the media received a score of 93.75% from subject matter experts and 98.13% from media experts, both of which fell into the “highly acceptable” category. The average N-Gain Score of 0.64 falls into the “moderately effective” category. The paired t-test confirmed a statistically significant increase (t = 7.97; df = 26; p < 0.05), with an effect size of d = 1.766, classified as “very large”. The student response questionnaire yielded a positive percentage of 77.04%, categorized as “good”. In conclusion, the development of the VIRAH website, based on 3D AR technology, is proven feasible and sufficiently effective in enhancing elementary students' understanding of Asmaul Husna. It successfully transforms abstract concepts into concrete, interactive, and meaningful learning experiences. Keywords: 3D augmented reality, VIRAH website, interactive learning technology, asmaul husna, elementary school.
Co-Authors Ani Nur Aeni Dinda Sarasikha Farah Lestari Juraidah Musa Lawrence Mundia Mar Aswandi Mahadi Masitah Shahrill Naila Nursifa Rohmah Norsarita Basar Rohani Matzin Rohani Matzin Rosmawijah Jawawi Rosmawijah Jawawi Siti Waznah Abdul Latif