Kooperativer Bibliotheksverbund

In: Innovative Teaching and Learning Journal, Penerbit UTM Press, Vol. 6, No. 1 ( 2022-08-02), p. 16-31

Abstract: Aplikasi Google Classroom merupakan salah satu aplikasi yang sering digunakan oleh para pendidik untuk menyampaikan ilmu dan bahan-bahan pengajaran secara dalam talian. Ia telah dibangunkan oleh pihak Google untuk kegunaan dalam sistem Pendidikan pada tahun 2014 supaya memudahkan para pendidik merancang, melaksanakan dan mentaksir hasil tugasan pelajar secara “paperless”. Selain itu, Google Classroom juga digunakan sebagai platform pembelajaran dalam norma baru bagi pelajar. Justeru itu, kajian ini telah dilaksanakan menggunakan kaedah tinjauan untuk mengenal pasti tahap kesediaan pelajar sekolah menengah terhadap penggunaan aplikasi Google Classroom daripada aspek pengetahuan, sikap, motivasi dan kemudahan infrastrutktur di Pasir Mas, Kelantan. Seramai 288 orang pelajar menengah rendah dan 192 orang pelajar menengah atas telah dipilih secara rawak sebagai sampel kajian. Kajian ini menggunakan soal selidik secara dalam talian sebagai instrumen kajian untuk mengumpul data daripada responden. Perisian SPSS (Statistical Package for Social Science) telah digunakan untuk menganalisis data secara deskriptif. Borang soal selidik telah melepasi proses kesahan dan kebolehpercayaan. Dapatan kajian menunjukkan min tahap kesediaan daripada aspek pengetahuan, sikap, motivasi dan kemudahan infrastruktur berada pada tahap sederhana dengan nilai 3.67, 3.29, 3.55 dan 3.33. Ini menunjukkan bahawa pelajar telah bersiap sedia namun tahap pengetahuan, sikap, motivasi dan kemudahan infrastruktur pelajar perlu ditingkatkan lagi dalam menjalankan pembelajaran secara norma baru bagi meningkatkan keberkesanan pembelajaran dalam talian.

Type of Medium: Online Resource

ISSN: 2600-8572

URL: Article

DOI: 10.11113/itlj.v6.87

Language: Unknown

Publisher: Penerbit UTM Press

Publication Date: 2022

In: Sains Humanika, Penerbit UTM Press, Vol. 9, No. 1-3 ( 2017-01-31)

Abstract: The main purpose of this research is to explore the preferable Cham script and Cham Latin; to develop application and evaluate the application products. Research sample is divided into two groups and the research instrument distributed into two forms of survey. The application was developed using ADDIE model. This survey, the acceptance of Cham script by religious group is 100%, Cham script online voting by student is 90.09%, Cham script by online questionnaire is 98.3%. EFEO Cham Latin by religious group is 100%, EFEO Cham Latin by online questionnaire is 95.4%. Viewed by sixteen experts using Fuzzy Delphi the results show that percentage of all items are 100%, more than what required (75%), the value of d for total construct is 0.02 (required ≤ 0.2). For conversion application, we have checked the accuracy percentage of four Cham poems and results Ariya Gleng Anak 99.88% (n=2459); Nai Mai Mang Makah 100% (n=2523); Ariya Cam Bini 100% (n=1823); Ariya Po Ceng 99.91% (n=2202). Using technologies to preserve the Cham language heritage is not only theoretically significant but also practically significant.  

Type of Medium: Online Resource

ISSN: 2289-6996

URL: Article

DOI: 10.11113/sh.v9n1-3.1142

Language: Unknown

Publisher: Penerbit UTM Press

Publication Date: 2017

In: Innovative Teaching and Learning Journal, Penerbit UTM Press, Vol. 7, No. 1 ( 2023-07-31), p. 51-74

Abstract: The guidance process among teachers is a sharing of teaching experiences and pedagogical skills that must be carried out by School Improvement Partners Plus (SIPartners+) and School Improvement Specialist Coaches Plus (SISC+). However, since the COVID-19 pandemic started spreading in the country in early 2020, all educational institutions such as schools, colleges, and universities were directed to temporarily close by the government to contain the spread of COVID-19. However, at the same time, the guidance process still needs to continue to improve the pedagogy of teachers. Therefore, the previously face-to-face guidance process had to be conducted online. This includes the use of online applications such as Google Meet and Padlet. Hence, this study aims to examine the readiness of SIPartners+ and SISC+ teachers in using Google Meet and Padlet as online guidance platforms in terms of knowledge and skills. This study utilized a survey method involving a random sample of 131 respondents, consisting of 33 SIPartners+ teachers and 98 SISC+ teachers. The Readiness Questionnaire was developed to measure the aspects of knowledge and skills in using Google Meet and Padlet. The survey was distributed online to the sample using Google Form. The SPSS (Statistical Package for Social Science) software was used to analyze the data descriptively, involving frequencies, percentages, and means. The findings show high mean levels of readiness in terms of knowledge and skills for SIPartners+ teachers in using Google Meet, with values of 4.51 and 4.21, respectively. Similarly, the mean levels of readiness for SISC+ teachers in using Google Meet are also high, with values of 4.62 and 4.23 for knowledge and skills, respectively. On the other hand, the mean levels of readiness for SIPartners+ and SISC+ teachers in terms of knowledge for using Padlet are high, with values of 4.18 and 4.06, respectively. However, the mean levels of readiness for skills in using Padlet are moderate, with values of 3.22 and 3.48 for SIPartners+ and SISC+ teachers, respectively. This indicates that SIPartners+ and SISC+ teachers are ready in terms of knowledge and skills in using Google Meet for implementing online guidance. However, the skills level of SIPartners+ and SISC+ teachers in using Padlet needs improvement to enhance the effectiveness of the online guidance process. Abstrak: Proses bimbingan dalam kalangan guru adalah satu proses perkongsian pengalaman pengajaran dan kemahiran pedagogi yang wajib dijalankan oleh School Improvement Partners Plus (SIPartners+) dan School Improvement Specialist Coaches Plus (SISC+). Walau bagaimanapun, sejak pandemik COVID-19 mula menular dalam negara pada awal tahun 2020, semua institusi pendidikan seperti sekolah, kolej dan universiti telah diarah tutup oleh pihak kerajaan buat sementara waktu bertujuan untuk mengekang penularan penyakit COVID-19. Walau bagaimanapun, pada masa yang sama, proses bimbingan masih perlu diteruskan bagi menambah baik pedagogi guru-guru. Oleh yang demikian, proses bimbingan yang dahulunya dilakukan secara bersemuka terpaksa dijalankan secara dalam talian. Ini termasuklah penggunaan aplikasi dalam talian seperti Google Meet dan Padlet. Justeru, kajian ini dilakukan bertujuan mengkaji kesediaan guru SIPartners+ dan SISC+ terhadap penggunaan Google Meet dan Padlet sebagai platform bimbingan dalam talian daripada aspek pengetahuan dan kemahiran. Kajian ini menggunakan kaedah tinjauan yang melibatkan persampelan rawak 131 responden yang terdiri daripada 33 orang guru SIPartners+ dan 98 orang guru SISC+. Soal Selidik Kesediaan telah dibangunkan untuk mengukur aspek pengetahuan dan kemahiran terhadap penggunaan aplikasi Google Meet dan Padlet. Soal Selidik Kajian ini telah diedarkan kepada sampel secara dalam talian menggunakan Google Form. Perisian SPSS (Statistical Package for Social Science) telah digunakan untuk menganalisis data secara deskriptif yang melibatkan frekuensi, peratusan dan min. Dapatan menunjukkan min tahap kesediaan daripada aspek pengetahuan dan kemahiran bagi SIPartners+ terhadap penggunaan Google Meet adalah tinggi dengan nilai 4.51 dan 4.21. Min tahap kesediaan daripada aspek pengetahuan dan kemahiran bagi SISC+ terhadap penggunaan Google Meet juga tinggi dengan nilai 4.62 dan 4.23. Manakala, min tahap kesediaan daripada aspek pengetahuan bagi SIPartners+ dan SISC+ terhadap penggunaan Padlet adalah tinggi dengan nilai 4.18 dan 4.06. tetapi sederhana bagi aspek kemahiran dengan nilai 3.22 dan 3.48. Ini menunjukkan bahawa SIPartners+ dan SISC+ telah bersedia daripada aspek pengetahuan dan kemahiran terhadap penggunaan Google Meet dalam melaksanakan bimbingan dalam talian. Akan tetapi, tahap kemahiran SIPartners+ dan SISC+ dalam penggunaan Padlet perlu ditingkatkan bagi meningkatkan keberkesanan proses bimbingan secara dalam talian.

Type of Medium: Online Resource

ISSN: 2600-8572

URL: Article

DOI: 10.11113/itlj.v7.124

Language: Unknown

Publisher: Penerbit UTM Press

Publication Date: 2023

In: Innovative Teaching and Learning Journal, Penerbit UTM Press, Vol. 6, No. 2 ( 2022-12-29), p. 1-8

Abstract: Advanced technology in education provides various facilities to enhance students’ learning. The evolution of technology has become an integral part of sustaining life, especially in education. The technology in education develops and continues its development with innovative learning approaches to sustain the needs of the 21st-century learning environment. The transformation in the educational field takes out the existence of a new strategy that is flipped classroom learning approach. A flipped classroom is a learning approach that is a type of blended learning that involves face-to-face and online learning instruction. The flipped classroom is a pedagogical approach in which learning activities that have traditionally taken place inside the classroom occur outside the classroom and vice versa. Flipped classroom provides an interactive learning environment where teachers guide students as they engage actively in the subject matter. Thus, this paper will review the recent literature regarding the potential of flipped classroom technology in education and explore its advantages and challenges. The review describes the potential of the flipped classroom in various fields of education, including Chemistry, Physics, Mathematics, Biology, and Civics at secondary school or high school level. Searching of the literature was obtained from several databases by using certain Boolean queries when searching the keywords. Ten papers were selected according to the specific criteria. This paper concludes the advantages and challenges during the implementation of FC.  The advantages of flipped classsroom are increased students’ motivation during learning processes, providing active learning, increasing learning perception, increasing learning engagement, enhancing knowledge, increasing teacher-student interaction, increasing peer interaction, enhancing creativity and helping to improve students’ achievement and performance. The challenges of FC are the time-consuming for teachers to prepare the learning materials, lack of teachers’ technical skills to produce learning videos, lack of students’ motivation to watch the pre-class video, and the difficulty of students to understand the contents presented in the learning video. Based on these challenges, this paper provides the literature recommendations that can help to produce effective flipped classroom environments in the future.

Type of Medium: Online Resource

ISSN: 2600-8572

URL: Article

DOI: 10.11113/itlj.v6.81

Language: Unknown

Publisher: Penerbit UTM Press

Publication Date: 2022