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All Journal International Journal of Evaluation and Research in Education (IJERE) Proceedings of The ICECRS
Mohd Isa Hamzah
Universiti Kebangsaan Malaysia
Education Languange, Linguistic, Communication & Media Mathematics

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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.
Co-Authors Hafizhah Zulkifli Halimah Abd Halim Siva Sankar A/L R. Mahalingam