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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Journal of Education and Learning (EduLearn) Proceeding 7th International Seminar on Regional Education
Wan Muna Ruzanna Wan Mohammad, Wan Muna Ruzanna
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Humanities Education Library & Information Science Social Sciences Other

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KEMAHIRAN BERFIKIR ARAS TINGGI DALAM PEMBELAJARAN KOMPONEN SASTERA DALAM KALANGAN PELAJAR SEKOLAH MENENGAH Wan Mohammad, Wan Muna Ruzanna
Proceeding 7th International Seminar on Regional Education Vol 1 (2015): Educational Community and Cultural Diversit
Publisher : Proceeding 7th International Seminar on Regional Education

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Abstract

Abstrak Kajian ini bertujuan untuk mengkaji pengetahuan, sikap dan kesediaan pelajar terhadap KBAT (KBAT) dalam pembelajaran Komsas. Selain itu, kajian tinjauan ini juga bertujuan untuk mengkaji tahap perbezaan pengetahuan, sikap dan kesediaan pelajar terhadap KBAT berdasarkan jantina. Penyelidikan ini dijalankan dengan menggunakan borang kaji selidik yang melibatkan 322 orang pelajar di empat buah sekolah menengah di Tanah Merah, Kelantan. Data yang diperolehi dianalisis dengan menggunakan Statistical Package for Social Science (SPSS) versi 19.0. Data dianalisis secara secara inferensi menggunakan Ujian-t dan Kolerasi. Ujian-t digunakan untuk mengenal pasti perbezaan pengetahuan, sikap dan kesediaan pelajar terhadap KBAT berdasarkan jantina. Analisis inferensi mendapati terdapat perbezaan pengetahuan dan kesediaan yang signifikan antara pelajar lelaki dan perempuan terhadap KBAT dalam pembelajaran Komsas. Manakala tidak terdapat perbezaan sikap yang signifikan antara pelajar lelaki dan perempuan terhadap KBAT dalam pembelajaran Komsas. Analisis juga menunjukkan terdapat hubungan yang signifikan antara sikap dengan pengetahuan dan sikap dengan kesediaan pelajar terhadap KBAT. Daripada analisis ini menunjukkan bahawa KBAT semakin diterima di sekolah dan pelajar menunjukkan kecenderungan untuk mempelajarinya dengan lebih mendalam dalam Komsas.
Authentic assessment activities for oral Malay language skills in primary schools Ramlan, Norliza; Wan Mohammad, Wan Muna Ruzanna; Mahamod, Zamri
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.32079

Abstract

The quality of assessment conducted by teachers plays an important role in ensuring students’ mastery of Malay language skills, particularly oral skills. Assessment through direct activities can highlight students’ true potential and skills. Therefore, this study aims to explore the forms of authentic assessment activities for Malay language oral skills in primary schools in Malaysia. The study design is qualitative, using a case study method involving one case across multiple locations. This study involves five Malay language teachers as study participants from five primary schools located in five different states in Malaysia. The research methods used include interviews, observations, and document analysis. The study findings were analyzed thematically using Nvivo14 software. The results of the study identified seven forms of authentic assessment activities implemented by Malay language teachers: role-playing, storytelling, stimulus materials, questioning, edutainment, presentations, and language games. Interview interpretations are supported by observation and document analysis results, which prove that teachers conduct various forms of authentic assessment activities as the best alternative assessments for evaluating primary school students’ Malay language oral skills. Authentic assessment focuses on engaging and realistic activities to facilitate teachers in directly observing students' language development and skills.
The relations between technological knowledge, pedagogical knowledge, and inventive skills among Malay language teachers Ahmad Kusaini, Ezwafahmey; Mahamod, Zamri; Wan Mohammad, Wan Muna Ruzanna
Jurnal Cakrawala Pendidikan Vol. 43 No. 3 (2024): Cakrawala Pendidikan (October 2024)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v43i3.58354

Abstract

Through the use of technology in the classroom, teachers can improve their ability to deliver effective and relevant content. Teachers should be more prepared to apply this technology to ensure that students will have more fun and have a high interest in continuing to learn in the era of globalization which is based on the use of these information communication technology elements in the classroom during the teaching and facilitation process. Thus, this study was to identify the relationship between technological knowledge, technological content knowledge, technological pedagogical knowledge, technological pedagogical content knowledge, and inventive skills for teachers. The questionnaire was distributed to 400 teachers who teach Malay language subjects at Secondary schools in Malaysia. To test the hypothesis, the structural equation using a PLS-SEM framework was used. The results showed that technological knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge have a positive relationship with inventive skills for teachers.
Understanding of teachers on thematic approach to Malay language in primary schools Ramlan, Norliza; Wan Mohammad, Wan Muna Ruzanna; Mahamod, Zamri
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22728

Abstract

In ensuring an effective and successful teaching session, teachers must be wise in selecting teaching approaches that meet the needs of students in this age of information evolution. The thematic approach is one of the methods that offers engaging and realistic learning. Therefore, the main objective of this study is to explore teachers’ understanding of the thematic approach in the Malay language subject for primary schools. This qualitative study used a case study approach, specifically a multi-location case study. The study participants consisted of 5 Malay language teachers from 5 primary schools located in 5 different states in Malaysia. Data collection methods included interviews, observations, and document analysis, with the data analyzed thematically using Nvivo14 software. The findings of the study show that Malay language teachers are able to describe the features of the thematic approach in detail, indicating a strong understanding of the thematic approach. The results also show that Malay language teachers are capable of effectively applying the thematic approach in their teaching and learning sessions. This proves that primary school Malay language teachers are well-prepared in terms of understanding the implementation of the thematic approach in schools. In conclusion, empowering teaching and learning through the thematic approach can ensure the effective delivery of knowledge and language skills. Furthermore, to enhance the application of the thematic approach in improving teachers’ pedagogical practices, future studies could explore the effectiveness of the thematic approach in both teaching and student learning.
Co-Authors Ahmad Kusaini, Ezwafahmey Ramlan, Norliza Zamri Mahamod