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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Proceedings of The ICECRS
Mohd Isa Hamzah
Universiti Kebangsaan Malaysia
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Penggunaan Kaedah Inkuiri Penemuan dalam Kalangan Guru-Guru Sejarah Sekolah Menengah Siva Sankar A/L R. Mahalingam; Mohd Isa Hamzah
Proceedings of The ICECRS Vol 1 No 1 (2016): "Generating Knowledge through Research", 25-27 October 2016, CAS Auditorium - Uni
Publisher : International Consortium of Education and Culture Research Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (740.134 KB) | DOI: 10.21070/picecrs.v1i1.569

Abstract

Kajian ini dijalankan bertujuan untuk meninjau penggunaan kaedah inkuiri penemuan dalam kalangan guru-guru sejarah di sekolah-sekolah menengah di daerah Pasir Gudang. Tiga aspek telah dikaji bagi menjawab persoalan kajian iaitu tahap pengetahuan, sikap dan kemahiran guru-guru sejarah dalam penggunaan kaedah inkuiri penemuan di sekolah menengah. Reka bentuk yang digunakan oleh pengkaji ialah penyelidikan kuantitatif jenis kajian tinjauan yang melibatkan 30 orang guru sejarah. Pengkaji menggunakan soal selidik sebagai instrumen dan data dianalisis dengan menggunakan teknik analisis kandungan. Antara dapatan kajian menunjukkan bahawa tahap pengetahuan, sikap dan kemahiran guru sejarah pada tahap yang sederhana dalam penggunaan kaedah inkuiri penemuan dalam pengajaran dan pembelajaran. Para pendidik Sejarah kurang yakin dalam melaksanakan kaedah inkuiri kerana kurang mahir dalam teknik penyoalan berasaskan inkuiri. Kajian ini mendapati beberapa faktor menjadi penghalang dalam penggunaan kaedah inkuiri penemuan seperti kekangan masa, kekurangan kemudahan bahan bantu mengajar dan sikap pelajar. Beberapa cadangan telah dikemukakan kepada guru-guru sejarah untuk meningkatkan lagi penggunaan kaedah inkuiri penemuan dalam pengajaran dan pembelajaran.
A systematic review on the formative assessment practice in teaching and learning in secondary school Halimah Abd Halim; Mohd Isa Hamzah; Hafizhah Zulkifli
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.v13i2.26187

Abstract

Formative assessment is an assessment that is conducted throughout the teaching and learning process. Therefore, teachers should play an important role in mastering the appropriate approaches to practicing formative assessment. According to previous studies, some teachers are unable to comprehend the roles of formative assessment practices in teaching and learning, which prevents them from using them effectively in the classroom. Many researchers have conducted research related to the practice of formative assessment in schools due to this issue. Therefore, this article aims to conduct a systematic literature review (SLR) on past studies related to the practice of formative assessment in teaching and learning in secondary schools. This SLR writing process has been referred to as the Preferred Reporting Items for systematic review and meta-analysis (PRISMA) writing standard. To find related articles and resources in this systematic literature review, two main databases, namely Web of Science and Scopus, were used. A total of 19 articles were extracted from 366 from 2017 to 2021, with exceptions and inclusion criteria considered. Based on the theme analysis, this SLR has three main themes: assessment diversity; assessment strategies, and student learning development. Thus, this study suggests that all compulsory levels of education understand formative assessment conceptually and its implementation comprehensively. This can be disseminated through teacher professional development training programs. It is hoped that such programs will develop teachers who are committed to integrating the concept and practice of assessment for the benefit of students in twenty-first century education.
An evaluation of student personality program in secondary schools: a systematic literature review Mohd Shaleh Mislan; Mohd Isa Hamzah; Khadijah Abdul Razak
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.33651

Abstract

The purpose of education is to uplift and develop human personality, morals, behavior, and character. Despite various initiatives and plans, the efforts to cultivate good values and character among students are increasingly challenging due to the negative influence of the local environment as well as the borderless social media. This issue called many researchers to conduct studies to evaluate the implementation of student personality programs in secondary schools, but systematic literature reviews (SLR) on this topic are still limited. Therefore, this study aims to conduct a SLR to evaluate past studies related to the assessment of student character programs. The SLR writing process was according to the preferred reporting items for systematic review and meta-analysis (PRISMA). Two main databases, namely Web of Science (WoS) and Scopus, were used to identify relevant articles and sources. Based on the thematic analysis, four main themes were found, which were behavioral, emotional, cognitive, and social. This study provides a comprehensive overview of the implementation of student character programs, which can serve as an important reference for educators to strengthen character development among secondary school students. These findings are expected to contribute to the development of more effective programs in addressing the challenges of nurturing character among the younger generation in the modern era.
Lifelong learning in digital competency among teachers: a systematic review Ros Faizah Mohd; Hafizhah Zulkifli; Mohd Isa Hamzah
Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i4.23912

Abstract

This study aims to explore the intersection between digital competency and teacher lifelong learning to address the increasing demand for digitally skilled educators. By identifying barriers such as insufficient training, gender disparities, and the lack of structured digital learning environments, the study contributes to a better understanding of the challenges in fostering digital literacy among teachers. A systematic literature review was conducted using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, focusing on 25 selected studies published between 2022 and 2024 from Scopus and Web of Science (WoS) databases. The analysis identified three major themes: i) classroom management and teacher training; ii) digital competency and integration; and iii) pedagogical innovation and teaching strategies. The findings underscore the necessity of continuous professional development and structured learning opportunities to equip teachers with the skills needed for effective digital education. This review concludes that while digital advancements provide significant opportunities for enhancing teacher competencies, targeted solutions must address existing barriers. Future research should investigate the role of AI in personalized professional development, incorporate digital ethics into teacher training, and address gender inequalities to foster inclusive and sustainable lifelong learning practices.
Evaluation of inputs, processes and products of implementing the student excellent character program in national secondary schools Mohd Shaleh Mislan; Mohd Isa Hamzah; Khadijah Abdul Razak
Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i4.24144

Abstract

The Ministry of Education Malaysia has implemented various programs to strengthen students’ character development nationwide, including the student excellent character Sahsiah Unggul Murid (SUMUR) program. This study aims to identify the levels of student input, process and product in the implementation of the SUMUR program. Guided by the context, input, process, product (CIPP) model, this quantitative survey employed questionnaire as the main instrument and involved 562 Form 4 students from secondary schools in Peninsular Malaysia, selected through stratified random sampling. Data were analyzed using descriptive statistics to assess students’ perceptions of the program. The results indicate high level of SUMUR program implementation, with mean values of 3.90 for the input component, 4.01 for the process component and 4.22 for the product component. Overall, the findings suggest that the input, process and product components of the program positively influence students’ personality development, particularly in enhancing discipline and the practice of noble values. The study has important implications for the development of the 2027 school curriculum, particularly in reinforcing the concept of karamah insaniah (human dignity), which emphasizes manners, morals and integrity in character formation. These findings provide empirical evidence to support policymakers and school administrators in strengthening effective character development programs.
Co-Authors Hafizhah Zulkifli Halimah Abd Halim Khadijah Abdul Razak Mohd Shaleh Mislan Ros Faizah Mohd Siva Sankar A/L R. Mahalingam