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All Journal International Journal of Evaluation and Research in Education (IJERE) Dinamika Jurnal Pendidikan Dasar MUDARRISA Indonesian Journal of Islamic Education Studies PUCUK REBUNG: Jurnal Pengabdian kepada Masyarakat Jurnal Infinity
Corrienna Abdul Talib
Universiti Teknologi Malaysia
Humanities Decision Sciences, Operations Research & Management Education Environmental Science Mathematics Social Sciences Other

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Case Study: Students’ Achievement In Chemistry, Technology, Engineering and Mathematics (CTEM) at Urban School Sim Sing Jye; Corrienna Abdul Talib; Faruku Aliyu
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol 12, No 1 (2020): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v12i1.6608

Abstract

Since Malaysia  engaged to become a developed country and compete globally, Chemistry, Technology, Engineering, and Mathematics (CTEM) integrated into Malaysia education since the year 2017. This study determined  students’ achievement in CTEM  at urban schools. The Methodology for this study was quasi-experimetal with a sample of 30 students. The instrument used for data collection was test validated by two experts and reliability index of 0.79 was obtained. . The findings showed that the urban students learning CTEM for chemistry topics were still in improvement stage.  It was concluded that learning achievement and  performance  such as critical thinking, creatitivity, problem-solving and innovative skills get improved as the CTEM are continuously integrated into the curriculum of urban schools.
Developing Conceptual and Procedural Knowledge/Skills of Lifelong Learners from Basic to Advance Learning: Exemplars, Challenges and Future Direction Ng Khar Thoe; Junainah Jamaludin; Yee Jiea Pang; Careemah Choong; Yoon Fah Lay; Eng Tek Ong; Kamalambal Durairaj; Corrienna Abdul Talib; Chee Keong Chin
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.  
The Implementation of Blended Learning in Islamic Elementary Schools during the Covid-19 Pandemic Wahyu Wulandari; Corrienna Abdul Talib
MUDARRISA: Jurnal Kajian Pendidikan Islam Vol 14, No 2 (2022)
Publisher : Program Studi PGMI UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/mdr.v14i2.121-140

Abstract

Education in Indonesia has undergone many significant changes due to the Covid-19 pandemic, including its learning system. Blended learning is a combination of offline and online learning models. The purpose of this study is to describe the implementation of the blended learning model during the COVID-19 pandemic at the islamic elementary school level. Blended learning can be implemented either online or face-to-face. This qualitative descriptive study conducted observation, interviews, and documentation to collect the data. The blended learning model during the COVID-19 pandemic was potentially capable of delivering more innovative learning. However, several problems experienced by teachers, students, and parents were also noticed. Teachers’ problems included limited media to deliver material in online learning. Meanwhile, the student's problem lay in their lack of learning independence. While parents’ role in guiding their children was pivotal, not all parents were capable of doing it. Students could improve their understanding by confirming directly with the teacher during the offline class, and parents were helped by a direct explanation from the teacher during the offline class.
Optimalisasi Profil Pelajar Pancasila Dengan Mengintegrasikan Steam dan Pemetaan Gaya Belajar di SMP 1 Mempura Elni Yakub; Corrienna Abdul Talib; Mahmud Alpusari; Neni Hermita; Tri Umari; M. Arli Rusandi; Khairiyah Khadijah
PUCUK REBUNG: JURNAL PENGABDIAN KEPADA MASYARAKAT Vol 2 No 2 (2022)
Publisher : Jurusan Ilmu Pendidikan Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The community service activity at SMP 1 Mempura, Siak District, Riau Province, is an initiative to integrate Pancasila values with the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach in education. The collaboration between Universitas Riau and Universiti Teknologi Malaysia fostered educational innovation, focusing on identifying students' learning styles by guidance counselors. This activity targets the relevance of Pancasila in the digital era, the integration of STEAM with Pancasila, and understanding the variation in students' learning styles. The goals include enhancing teachers' understanding of learning style variations, optimizing guidance counselors' roles, and strengthening STEAM integration with Pancasila. Benefits include improved teacher insights in integrating STEAM and Pancasila and providing specific teaching strategies based on students' learning styles. The primary targets are guidance counselors, subject teachers, and students at SMP 1 Mempura. Methods used include brainstorming, training, and Q&A sessions. Results show SMP 1 Mempura's significant potential in STEAM education, with most students oriented towards a visual learning style. Future recommendations include expanding similar activities, enhancing teacher capacity in STEAM, and understanding learning styles.
Differentiated instruction based on multiple intelligences as promising joyful and meaningful learning Subuh Anggoro; Azmi Fitriati; Ng Khar Thoe; Corrienna Abdul Talib; Lia Mareza
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.24791

Abstract

Boredom has previously been linked to negative academic outcomes such as academic motivation, strategies, and achievement. The understanding of multiple intelligence approaches creates opportunities for all learners to develop their potential to optimize learning through differentiated instructions. This research aims: i) to design and to develop differentiated instruction based on learners’ multiple intelligences for elementary schools; and ii) to measure the effectivity of students’ learning attitude and mastery of concepts. Using design and development research (DDR) anchored on analysis, development, design, implementation, and evaluation (ADDIE) model and quasi-experimental research, the differentiated instruction based on multiple intelligence was conducted in a private Islamic Elementary School in collaboration with 3 class teachers. Based on the results of observations conducted at the school, the findings revealed that the learners can maximize their logical-mathematical, language, kinesthetic, interpersonal, and intrapersonal intelligences through a differentiated instruction based on multiple intelligence approach. Students experienced a joyful and meaningful learning atmosphere; hence it was expected that their intelligences can be developed naturally. In addition. this instruction was found to be effective to enhance science concept mastery especially in the aspects of remembering, understanding, and applying. The differentiated instruction based on multiple intelligences should be developed further to examine the effectiveness of the model in thematic learning for students both with low and high achievement.
Exploring contributing factors to PISA 2022 mathematics achievement: Insights from Indonesian teachers Tommy Tanu Wijaya; Wahyu Hidayat; Neni Hermita; Jesi Alexander Alim; Corrienna Abdul Talib
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p139-156

Abstract

As an international benchmark, the Programme for International Student Assessment (PISA) 2022 evaluates the educational performance of 15-year-old students across various countries. It has been observed that the average mathematics score globally declined in 2022. Understanding the responses of mathematics teachers, as practitioners, to the PISA 2022 results is crucial for evaluating the reasons behind this decline in mathematics scores. This research aims to explore and understand the perspectives of Indonesian mathematics teachers on the factors contributing to the low PISA 2022 mathematics scores. This study employs a qualitative approach, with participants being randomly selected and includes interviews with 36 mathematics teachers in Indonesia. According to the statements provided by teachers, the decline in mathematics scores in the 2022 PISA, relative to the years 2018 and 2015, can be attributed to six primary factors: pandemic-related issues, curriculum, individual factors, resource limitations, student factors, and parental involvement. Subsequently, mathematics teachers provided several recommendations for the government, schools, and parents that might enhance student mathematics achievement. These recommendations include conducting more training, improving ICT facilities in schools, and strengthening parental knowledge about the importance of parental support. The findings of this study offer various recommendations that could be implemented by the government, schools, and mathematics teachers to improve student mathematical achievement and potentially increase PISA scores in 2025.
Co-Authors Azmi Fitriati Careemah Choong Chee Keong Chin Elni Yakub Eng Tek Ong Faruku Aliyu Jesi Alexander Alim Junainah Jamaludin Kamalambal Durairaj Khairiyah Khadijah Lia Mareza M. Arli Rusandi Mahmud Alpusari Neni Hermita Ng Khar Thoe Ng Khar Thoe Sim Sing Jye Subuh Anggoro Tommy Tanu Wijaya Tri Umari Wahyu Hidayat Wahyu Wulandari Yee Jiea Pang Yoon Fah Lay