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p-Index From 2021 - 2026
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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of ICSAR Al Ishlah Jurnal Pendidikan
Suziyani Mohamed
Universiti Kebangsaan Malaysia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Level of Augmentative and Alternative Communication Knowledge and Skills among Special Education Teachers for Autistic Students in Primary School Shuhada Abdul Ghani; Suziyani Mohamed
Journal of ICSAR Vol 3, No 1 (2019): January
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (354.645 KB) | DOI: 10.17977/um005v3i12019p037

Abstract

Supplementary and replacement communication or augmentative and alternative communication (AAC) is needed to replace the voices of autistic pupils who have difficulty communicating throughout the learning and facilitating process (PdPC) in the classroom. The teacher’s proficiency in communication skills can enhance and develop positive learning behaviours of autistic pupils throughout the learning process. This research aims to identify augmentative and alternative communication skills among special education teachers for autistic pupils in the classroom. A total of 73 special education teachers throughout Malaysia were selected as the respondents for thy research. The data obtained in the form of percentage shows the knowledge and skills of teachers in implementing AAC. Overall, this research shows that the level of knowledge and skills of teachers in implementing AAC in the classroom is still moderate and requires training.
Innovation and Development of a Video-Assisted Tutorial for Book Writing to Support Reference Book Writing Skills in PPG Students Evania Yafie; Muhammad Jauharul Fuady; Muhammad Alfan; Anik Nur Handayani; Suziyani Mohamed; Suti Mega Nur Azizah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6362

Abstract

Writing skills are essential for Teacher Professional Education (PPG) students, particularly in producing well-structured and ethical reference books. However, many students struggle due to limited experience and the absence of systematic guidance. This study aims to develop and evaluate a Video-Assisted Tutorial Book Writing (VABTBW) model to support the improvement of reference book writing skills in PPG students. This research employed a Research and Development (RD) design using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The development process involved expert validation from three domains—material, media, and instructional design—and a practicality test involving PPG students. Data were analyzed using descriptive percentage analysis. Expert validation results indicated that the VABTBW model is highly valid, with average scores of 90% (material experts), 92% (media experts), and 93% (instructional design experts). The practicality test showed a score of 90%, suggesting that the model is very practical for use in learning environments. The VABTBW model effectively enhances students’ conceptual understanding and practical competence in writing reference books. Its integration into PPG programs supports not only academic writing skills but also digital literacy, aligning with current educational demands. This innovation promotes active learning, increases writing productivity, and prepares future educators to become competent and digitally capable professionals.
Mapping global research trends in socioemotional skills interventions: a bibliometric analysis (1970–2025) Richard Rickie Akat; Suziyani Mohamed; Nurul Khairani Ismail
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.39200

Abstract

This study examines global research trends in socioemotional skills interventions through a bibliometric analysis of 687 Scopus-indexed publications (1970–2025). Using Bibliometrix and VOSviewer, the study analyses publication growth, influential contributors, and thematic structures. Results show a sharp increase in publications after 2015, with the United States dominating research output and citation impact. Keyword co-occurrence analysis identifies “social emotional learning” and “socioemotional skills” as the conceptual core, while early childhood and autism-related interventions remain underrepresented. The results reveal a core–periphery knowledge structure dominated by universal school-based frameworks, highlighting critical gaps in population-specific socioemotional intervention research.
Evaluating socioemotional skill interventions for preschool children with autism spectrum disorder: a systematic review Richard Rickie Akat; Suziyani Mohamed; Nurul Khairani Ismail
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.38875

Abstract

This study aims to systematically review and synthesize recent empirical evidence on socioemotional skill interventions for preschool children with autism spectrum disorder (ASD) from an educational evaluation perspective. Guided by the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, a systematic search of Scopus and Web of Science (WoS) identified 15 peer-reviewed studies published between 2019 and 2025. The included studies were thematically analyzed and appraised using the mixed methods appraisal tool (MMAT). The findings revealed three dominant intervention themes: i) relationship-based and developmental interventions; ii) structured and skill-focused interventions; and iii) creative, expressive, and technology-supported approaches, demonstrating overall positive effects on socioemotional outcomes. However, the strength of evidence remains moderate due to methodological heterogeneity, small sample sizes, and limited longitudinal designs. These findings highlight the importance of developmentally appropriate and flexible intervention designs in inclusive early childhood education. The review offers practical implications for educators, curriculum developers, and policymakers. Specifically, it emphasizes the need for evidence-based socioemotional programs to strengthen inclusive preschool practices for children with ASD.
Co-Authors Anik Nur Handayani Evania Yafie Muhammad Alfan Muhammad Jauharul Fuady Nurul Khairani Ismail Richard Rickie Akat Shuhada Abdul Ghani Suti Mega Nur Azizah