Jurnal Pendidikan Sains dan Matematik Malaysia

Leveraging the ASSURE Model: The Integrated STEAM Module Development for year four Geometry Problem Solving

2023-10-01T04:07:48+00:00

This study delves into the exploration of the process of designing an instructional module, the integrated STEAM module, utilising the ASSURE Model. An instructional module, also known as a teaching and learning module, serves as a structured educational tool designed to enrich the teaching and learning experience. This study employs the ASSURE Model, a systematic instructional design framework for developing comprehensive educational materials and engaging learning activities. The ASSURE Model entails six key stages, namely: Analyze learners, State standards and objectives, Select strategies and resources, Utilise resources, Require learner participation, and Evaluate and revise. The overarching aspiration for this module is that it will serve as an effective tool in improving the proficiency of students in problem solving and creative thinking, ultimately contributing to their performance in geometry problem solving and overall achievement in the field of mathematics.

Problem Posing in Mathematics Education Research

2023-12-05T02:47:33+00:00

Problem generation is a versatile technique for creating and organizing mathematical problems. The first experimental study on problem posing was done in 1989 by Edward Silver with funding from the US National Science Foundation. Since then, this field has grown rapidly and gained attention from researchers. This study aims to investigate how problem posing is conceptualized and studied empirically in mathematics education research. This study was conducted based on two databases, Scopus and Web of Science. There are two phrases for search terms: problem posing and mathematical. Eligibility criteria to include literature in the study are: articles published in peer-reviewed journals in English, between the years 2017 and 2022, about mathematics, and are empirical research. The findings of the study show that from a conceptual perspective, problem posing is defined as the creation of new problems and the reorganization of existing problems based on the given situation. There are several approaches that can be used in problem posing, such as the use of games, manipulatives, or real-life applications. Problem posing also involves four main processes, namely editing, selection, comprehension, and the translation process. The findings of this study are expected to provide a more complete view of the concept of problem posing and provide guidance for teaching and learning mathematics in the classroom.

A Correlation Study of Visual, Auditory, and Kinesthetic Learning Styles against Students' Higher Level Thinking Skills in the Topic of Respiration

2024-02-09T03:01:31+00:00

Learning style is the style practiced by certain individuals in the learning process that distinguishes them from other individuals. Every student has a different learning style based on their ability and comfort level. There are three more general learning styles which are Visual, Auditory, and Kinesthetic (VAK) learning styles that students usually have. This study aims to examine the relationship between visual, auditory, and kinesthetic learning styles on students' High-Level Thinking Skills (HTS) in the topic of Respiration in Form 3. A quantitative study through a survey research design was carried out involving a total of 60 Form 3 students from a school in the Tanjong Malim district with using simple sampling techniques. The two research instruments used are the learning style questionnaire and the HTS test. The data obtained was analyzed using the Statistical Package for Social Sciences (SPSS) software version 27. The results of the analysis showed that the overall mean for each questionnaire item was at a medium-high level, namely auditory learning style (3.81) followed by visual (3.78) and kinesthetic (3.68). Pearson's correlation findings show that there is a significantly low positive relationship between kinesthetic learning style (<0.019), on the other hand, there is no significant relationship between visual learning style (<0.135) and auditory learning style (<0.070), with students' KBAT. In conclusion, the kinesthetic learning style is able to apply students' high-level thinking in the topic of Respiration. The implication of this study is that teachers need to pay full attention to teaching strategies that target students with visual, auditory and kinesthetic learning styles. Appropriate teaching strategies and techniques can help students to improve higher-level thinking skills in Science.

The Level of Teacher Readiness in Mainstream Schools in Handling The Teaching and Learning Process for Students with Dysgraphia and Dyscalculia

2024-01-12T00:30:31+00:00

The purpose of this study was to identify the level of readiness of teachers in primary schools (mainstream) in handling the teaching and learning (T&L) process for students with dysgraphia and dyscalculia. This study uses a quantitative method and is supported by data through interviews involving 81 respondents consisting of teachers of Science and Mathematics subjects from 42 primary schools (mainstream) around the states of Selangor and Perak. Three people from the same respondents were also randomly selected to obtain study information through online interviews. The results of the study found that teachers have a moderate level of readiness (57.03%) in dealing with students with dysgraphia and dyscalculia, especially in determining effective and efficient learning techniques in the T&L process. Even so, teachers are actually trying to be professional by choosing to diversify PdP methods when it is necessary to involve students with learning problems, especially dysgraphia and dyscalculia in mainstream classes. The findings of this study will be an additional piece of information for stakeholders to know the level of readiness of teachers in primary schools (mainstream) in handling the T&L process for students with dysgraphia and dyscalculia in addition to being able to make plans so that students with learning problems have optimal access to a quality educational environment.

Comics-Based Learning in Science Subjects and its Implications for Teaching and Learning: A Literature Review

2024-01-12T01:45:57+00:00

In this 21st century, various approaches and methods are employed to ensure meaningful teaching and learning (TnL) sessions. One frequently used method is comic-based learning, known for its ability to create and engaging and enjoyable TnL experiences. This literature review aimed to explore the utility and effectiveness of comic-based in science subjects such as Physics, Chemistry, Biology and Mathematics and assess its impact on students and teachers in enhancing the meaningfulness of TnL sessions. The method used for this article review is based on four steps in the analysis of systematic reviews. The first step is to plan and define the research question. The second step is a literature search through Scopus, ProQuest, ERIC and open access journals through a Google Scholar search. The third step is the evaluation and selection of studies and the last is to report the findings through literature writing. This search is limited to themes such as learning, comics, science subjects, Physics, Chemistry, Biology and Mathematics. The search is also limited between the years 2015 to 2023. The findings indicate that comic-based learning is not limited to primary schools students but is also applied at the secondary and higher education levels. Its use demonstrates several positive impacts, including improving conceptual understanding, boosting students motivation, increasing engagement in class and fostering critical thinking skills. In conclusion, this study highlights comics as interactive and visually innovative educational tools, contributing to more enjoyable and meaningful TnL sessions for students and teachers. Additionally, this literature review serves as a foundation for further research on related topics and enriching our understanding of the effectiveness of comic-based learning.

The Relationship between Teachers’ Personalities and Students’ Attitudes

2023-10-18T03:29:09+00:00

Teachers have a fundamental influence on students' academic achievements and attitudes towards learning. However, understanding the extent of teachers' effects on students’ attitudes requires further exploration, particularly given the importance of inner educational components in the digital age. This study investigates the connection between teachers' personalities and students' attitudes. Through a quantitative approach, data was collected via questionnaires from 118 randomly selected students in a public school. The survey assessed students' perceptions of mathematics teachers' personalities (conscientiousness, openness, agreeableness) and students’ attitudes (interest, self-efficacy, self-control) towards mathematics, enabling comprehensive insights within the context. Results revealed students perceived mathematics teachers’ personalities as high in conscientiousness (mean = 3.93, SD = 0.55), openness (mean = 3.91, SD = 0.62), and agreeableness (mean = 3.64, SD = 0.60). Conscientiousness, openness, and agreeableness demonstrated diligence and compassion in enhancing the teacher-student relationship. Besides, in terms of students’ attitudes, it reported relatively high extrinsic motivation (mean = 3.87) in mathematics. Students exhibited moderate interest (mean = 3.39), self-concept (mean = 3.28), and anxiety (mean = 3.22), with self-efficacy being the lowest (mean = 2.81). This highlights the need for enhanced motivation and self-efficacy, particularly in challenging subjects. The study unveiled a moderately positive correlation (r = 0.450) between teachers' personalities and students' attitudes. Teachers' conscientiousness and openness fostered student engagement and interest, crucial for positive attitudes in challenging subjects. The study underscores the significance of teachers in creating positive environments. It also informs teachers about cultivating positive personalities, emphasising their role in shaping students’ engagement, and developing attitudes conducive to learning.