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All Journal International Journal on Emerging Mathematics Education Journal of Innovation in Educational and Cultural Research International Journal of Social Learning (IJSL)
Masitah Shahrill
Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Brunei Darussalam
Arts Education Environmental Science Social Sciences Other

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Self-Reliant Learning Strategy in Vocational and Technical Education: Insights from Group Collaboration Muhammad Abdul Hanif Yussop; Masitah Shahrill; Siti Norhedayah Abdul Latif
International Journal of Social Learning (IJSL) Vol. 1 No. 3 (2021): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (678.009 KB) | DOI: 10.47134/ijsl.v1i3.73

Abstract

In this study, a self-reliant learning strategy was used in the teaching and learning of a Mathematics module at a local technical institution to investigate its effectiveness in improving the students' performance in descriptive statistics. This study also examined how group work activity, when integrated with the self-reliant strategy, can contribute to students' development in directing their learning. Forty-two students were observed on how a self-reliant learning strategy affects their performance. It is found that the self-reliant learning strategy had a positive impact on the students' performance in their learning of descriptive statistics and that group work activity improved students' learning skills, especially on planning, monitoring, and evaluating their course of learning on their own. The findings of this study hoped to provide pedagogical alternatives and persuade teachers to consider the self-reliant learning strategy that promotes flexibility in the course of the students' learning.
Improving Conceptual Knowledge and Soft Skills among Vocational Students through Inquiry-Based Learning in a Flipped Classroom Muhammad Khairul Kamilin Haji Hamdan; Sallimah M. Salleh; Masitah Shahrill; Daniel Asamoah
International Journal of Social Learning (IJSL) Vol. 2 No. 2 (2022): April
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (577.177 KB) | DOI: 10.47134/ijsl.v2i2.140

Abstract

This study investigated the efficacy of inquiry-based learning (IBL) in a flipped classroom in enhancing vocational students’ conceptual knowledge and inquiry skills of vocational students. We conducted IBL interventions in a flipped classroom through a pre-experimental design (i.e., one-group pretest-posttest approach). A total of 14 second-year students of the HNTec in Agro-technology programme in one of the vocational schools in Brunei Darussalam were conveniently sampled. Data were collected through achievement tests and online interviews, and analysed using the paired sample t-test, the Wilcoxon-signed rank test, and thematic analysis. The findings showed that the IBL intervention in a flipped classroom improved the conceptual knowledge and inquiry skills of vocational students. There were significant differences (p=0.001<0.05) between the pretest and posttest scores of students’ conceptual knowledge: declarative, procedural, and semantic, and the dimensions of inquiry skills: observation, questioning, hypothesising, investigation and interpretation. Students reported positive perceptions toward IBL in a flipped classroom although they faced accessibility and adaptability challenges. This study concluded that IBL in a flipped lesson environment enhances the conceptual knowledge and inquiry skills that are fundamental in developing soft skills among vocational students. Recommendations were made based on the need to ensure a simultaneous use of IBL and flipped pedagogical approaches in vocational education.
Utilising the Think-Pair-Share Technique in the Learning of Probability Cheryl Lee; Hui-Chuan Li; Masitah Shahrill
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (689.591 KB) | DOI: 10.12928/ijeme.v2i1.8218

Abstract

The main objective of this study is to investigate the effects of collaborative learning on students’ understanding of probability and their attitudes towards mathematics. The participants were 15 Year 10 students selected by convenience sampling at a secondary school in Brunei Darussalam. In total, six intervention lessons with the application of Think-Pair-Share strategy were conducted. Data collection methods included a series of tests (pre- and post-tests and delayed post-test), surveys, students’ interviews and lesson observations. The findings revealed improvements in the students’ test scores and they were able to retain their knowledge after a period of time. From the triangulated data, it was found that the students demonstrated an increase in their self-efficacy, participation, understanding and enjoyment levels after the intervention. Their enjoyment towards learning probability was derived from being able to communicate with their peers. The students showed more enthusiasm and participation in class as the lessons progressed.
The Utilisation of Islamic Integrated Science Comics to Teach Primary School Students about Reuse and Recycling Alisa Asli; Roslinawati Roslan; Masitah Shahrill; Auwal Halabi Kabara
Journal of Innovation in Educational and Cultural Research Vol 5, No 3 (2024)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v5i3.1478

Abstract

Despite implementing innovative instructional techniques, many students struggle to understand science topics. This mixed-method and action research study explored the effectiveness of Islamic integrated science comics in enhancing students' comprehension and performance on the topic of 'reuse and recycle,' a challenging area for most students. The study involved 50 Year 3 Bruneian primary school students and used quantitative and qualitative data collection methods. A Wilcoxon signed-rank test revealed significant improvements in students' post-test scores compared to their pre-test scores, demonstrating the intervention's success. Interviews with students further supported these findings, as they described the comic-based lessons as enjoyable and collaborative. The results suggest that integrating Islamic themes into science comics significantly improves students' understanding and application of scientific knowledge. This approach makes learning more engaging and aligns with students' cultural and religious contexts, thereby providing a more holistic educational experience. The study's findings have important implications for educators seeking to enhance science education in similar contexts.
Co-Authors Alisa Asli Auwal Halabi Kabara Cheryl Lee Daniel Asamoah Hui-Chuan Li Muhammad Abdul Hanif Yussop Muhammad Khairul Kamilin Haji Hamdan Roslinawati Roslan Sallimah M. Salleh Siti Norhedayah Abdul Latif