Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Siti Ainor Mohd Yatim
Universiti Sains Malaysia
Humanities Education Library & Information Science Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Effects of integrating a brain-based teaching approach with GeoGebra on problem-solving abilities Siti Seri Kartini Mohd Yatim; Salmiza Saleh; Hutkemri Zulnaidi; Siti Ainor Mohd Yatim
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22873

Abstract

B-Geo Module is a module that has been developed using the brain-based teaching approach (BBTA) integrated with GeoGebra Software (B-Geo Module) is expected to help students’ problem-solving abilities of the topic of Differentiation. The BBTA is a strategy that uses brain-based learning techniques. It was created to be consistent with the individual brain's tendencies and ideal functions in order to ensure that pupils can learn efficiently. Therefore, the proposed of this study is to explore the possible effects of the B-Geo Module on problem-solving abilities for the Topic of Differentiation. A quasi-design of pre-test and post-test experiments was utilized in this study, which included 118 form 4 pupils from rural secondary schools. For school selection, the researchers employed cluster sampling approaches, and for sample selection, they used an intact group. The schools were separated into two groups: experimental and control. The experimental group used the B-Geo Module, while the control group used traditional ICT modules. The instrument used was the Problem-Solving Test of Differentiation. The results of the data analysis showed the effectiveness of the B-Geo Module in the problem-solving abilities in the topic of Differentiation among rural secondary school pupils. The multimedia such as GeoGebra can be the tools for BBTA to facilitate Additional Mathematics teachers in secondary schools to help students solve problem and improved their learning in the topic of Differentiation.
Attitude of mathematics students towards integrating GCEd: a quantitative study using the tripartite attitude model Siti Seri Kartini Mohd Yatim; Siti Ainor Mohd Yatim; Norhafizah Miswan; Muhammad Aiman Ismail
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.v20i3.24485

Abstract

Global citizenship education (GCEd) fosters global awareness and sustainability within mathematics education by highlighting its role in solving global challenges. This quantitative study, grounded in the tripartite attitude model, examines how mathematics students at Institute of Teacher Education Malaysia (IPGM) perceive and integrate GCEd. The 18-item questionnaire, based on the tripartite attitude model, examines emotional response, knowledge, and implementation tendency. Findings show that students generally have a positive attitude towards GCEd integration (M=4.01, SD=0.59) and recognize its importance in fostering critical thinking and social responsibility (M=4.03, SD=0.54), but their understanding remains moderate (M=3.56, SD=0.76). They emphasize the need for professional development and institutional support (M=4.20, SD=0.65) to ensure effective implementation. A significant positive correlation was found between knowledge of GCEd and attitude towards its integration (r=0.65, p0.001) suggests that deeper understanding enhances receptiveness. While students acknowledge GCEd’s value in mathematics education, additional resources and training are necessary for its successful incorporation. Strengthening support systems through targeted educational programs and institutional initiatives will better equip future educators to integrate GCEd principles, promoting global awareness and responsibility among learners.
Co-Authors Hutkemri Zulnaidi Muhammad Aiman Ismail Norhafizah Miswan Salmiza Saleh Siti Seri Kartini Mohd Yatim Siti Seri Kartini Mohd Yatim