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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) REiD (Research and Evaluation in Education)
Tajularipin Sulaiman
Universiti Putra Malaysia
Humanities Education Library & Information Science Social Sciences Other

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Developing instruments for measuring the level of early childhood development I Wayan Gunartha; Tajularipin Sulaiman; Siti Partini Suardiman; Badrun Kartowagiran
REID (Research and Evaluation in Education) Vol 6, No 1 (2020): June
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (265.06 KB) | DOI: 10.21831/reid.v6i1.21996

Abstract

The aims of the study were to: (1) develop a set of instruments to measure the level of early childhood development (kindergarten group B), and (2) assess the quality of the developed instruments. This study is developmental research. The samples of the study were the students of kindergarten group B. The developed instrument was a set of questionnaires. Instrument testing was carried out in three stages with the number of subjects increased on each stage. The validity analysis of the questionnaire used confirmatory factor analysis (CFA). The reliability estimation of the questionnaire used composite reliability. The results of the study are in the form of instruments for measuring the level of early childhood development, which consists of an instrument to measure religious morality, social-emotional, language, cognitive, and physical-motor development. Based on field study, all instruments have a good fit model, construct validity, and reliability that meet the academic requirements of early childhood education.
The impact of active learning and learning style on blended learning: Insights from higher education students Fazilah Razali; Tajularipin Sulaiman; Ahmad Fauzi Mohd Ayub; Noraziela Abdul Majid
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.24858

Abstract

Blended learning is a progressive teaching technique combining online and face-to-face instruction to encourage active learning and improve academic achievement. However, various problems, such as different attitudes and learning styles between educators and students, influenced the implementation of blended learning effectively. Therefore, there is a need to identify the factors that impact blended learning to improve students’ performances and enhance blended learning. In this study, the proposed framework examines the mediation effect of active learning on the relationship between learning styles and accessibility of learning through blended learning. The study sample consisted of undergraduate students from Universiti Putra Malaysia. In addition, this study also utilized a random sampling method. In total, 224 responses were collected and analyzed using a partial least square structural equation modeling (PLS-SEM). The findings revealed that active learning fully mediated the relationship between learning style and blended learning. Active learning also mediated the relationship between accessibility and blended learning with complementary mediation. Moreover, this study offers several practical suggestions for essential parties, including the government and the education sector, to optimize blended learning approaches in Malaysia.
Contextualising CEFR-aligned preschool English language curriculum within the Malaysian preschool landscape Nurliyana Ismail; Tajularipin Sulaiman; Norhakimah Khaiessa Ahmad; T. Vanitha Thanabalan
Journal of Education and Learning (EduLearn) Vol 20, No 3: August 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i3.23800

Abstract

Common European Framework of Reference for Languages (CEFR) is a framework adopted in many countries worldwide to achieve English language education of international standards. In line with global English language education reform, preschool English language curriculum in Malaysia has been aligned with CEFR. In Malaysia, it is found that there is a dearth of research conducted on CEFR-aligned English language curriculum implementation specifically at preschool level. In addition, there are several areas of concern in preschool education that need to be addressed for successful implementation of the curriculum. The study employed a qualitative case study approach with the aim to explore informants’ understanding on CEFR-aligned preschool English language curriculum implementation in Malaysia. Six informants who fulfilled the purposive sampling criteria were involved in in-depth interview sessions using a set of semi-structured interview protocol. The findings were further supported with document analysis of preschool curriculum document, informants’ lesson plans and CEFR-aligned language learning materials. Findings from the study revealed three significant themes related to the understanding of the informants on: i) alignment of preschool English language curriculum with CEFR; ii) strategic plan of CEFR-aligned preschool English language curriculum; and iii) induction of CEFR-aligned preschool English language curriculum by Ministry of Education. Towards this end, this paper proposes the need to contextualise the curriculum within the preschool landscape in Malaysia. Issues related to the implementation of the curriculum and solutions are discussed as well.
Co-Authors Ahmad Fauzi Mohd Ayub Badrun Kartowagiran Fazilah Razali I Wayan Gunartha Noraziela Abdul Majid Norhakimah Khaiessa Ahmad Nurliyana Ismail Siti Partini Suardiman T. Vanitha Thanabalan