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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Proceeding 7th International Seminar on Regional Education
Wan Muna Ruzanna Wan Mohammad, Wan Muna Ruzanna
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Education

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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.
Co-Authors Ahmad Kusaini, Ezwafahmey Ramlan, Norliza Zamri Mahamod