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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Hutkemri Zulnaidi
University of Malaya
Education

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The Applicability of Micro Learning Based on Historical Perspective Hasan Hasan; Dedi Kuswandi; Zahid Zufar At Thaariq; Hutkemri Zulnaidi
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 7, No 11: NOVEMBER 2022
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v7i11.16078

Abstract

The focus on learner-centred learning approaches is a concern which needs to be facilitated as a matter of study. Microlearning has evolved in facilitating learners in short learning activities as viewed through history. This paper aims to review the application of microlearning historically. This narrative study uses deconstruction techniques with a historical research approach consisting of (1) heuristics, (2) verification, (3) interpretation, and (4) historiography. The study found that microlearning is a development of the concepts of microteaching and microcontent. This paper can be used as a reference in the development of microlearning as research and learning in the future.
Effect of reciprocal teaching strategy on physics student’s academic self-concept Nofouz Mafarja; Hutkemri Zulnaidi; Hidayah Mohd Fadzil
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i2.23628

Abstract

This research determined the impact of reciprocal teaching strategies on students’ academic self-concepts in physics. Reciprocal teaching is a collaborative strategy in the form of dialogue between teachers and students about a text containing eight techniques. Provide predictions, question generation, clarifications, connections, visualizations, summaries, calculations, and feedback to measure students’ academic self-understanding in physics. Two groups were experimental groups (n=60) and learned physics through an interactive teaching strategy. The other group, a control group (n=60), studied physics in a traditional way, judged the effectiveness of each other’s teachings, and compared the control group with a controlled trial. Results indicated that mutual education was more effective than traditional approaches in improving students’ academic self-concept. The results showed that mutual teaching is a more effective strategy than traditional methods to improve students’ academic self-concept. There was a significant difference between the experimental group and the control group. In this study, we proposed using the reciprocal teaching strategy in secondary school physics classes to improve students’ physics learning. Teachers should also receive maintenance and maintenance training to integrate reciprocal teaching into the classroom environment.
Co-Authors Dedi Kuswandi Hidayah Mohd Fadzil Nofouz Mafarja Riri Trinanda Zahid Zufar At Thaariq