Jurnal Pendidikan Sains dan Matematik Malaysia
Jurnal Pendidikan Sains dan Matemaitk Malaysia (JPSMM) [ISSN 2232-0393 /eISSN 2600-9307] began its first issue in 2011. JPSMM is a biannual (April and October start 2024) scholarly peer-reviewed publication, with an Editorial Board comprised of eminent scholars and is managed by the Faculty of Human Development of Universiti Pendidikan Sultan Idris (Sultan Idris Education University) with the support of Pejabat Karang Mengarang (UPSI Press). The journal's objective is to publish articles and novel ideas for education researchers and teacher educators on issues of education of science and mathematics those relevant in the Malaysia context. Articles are published in Malay and English. Articles in JPSMM can be typically broad and represent diverse orientations towards teaching and teacher education as well as differing methodologies for studying them. JPSMM supports Open Access. The electronic full text version of the journal is available Free of Charge (FOC) .
Assignment Wars: Humans with AI — Balancing Integrity, Critical Thinking, and Innovation in Higher Education
The rapid emergence of generative artificial intelligence (AI) tools such as ChatGPT is reshaping higher education, particularly in assessment design. This mixed-methods case study investigates AI-mediated assignments in undergraduate thermodynamics at Universiti Malaysia Sabah (UMS), with comparative pedagogical insights drawn from collaborative academic discussions with partner institutions in Kazakhstan. The “Assignment Wars: Human vs. AI” activity engaged 45 students (n = 45) in critically evaluating AI-generated responses, identifying inaccuracies, and reconstructing disciplinary knowledge. Data were collected through student submissions, course outcome mappings, and reflective feedback. Thematic analysis revealed four key findings: enhanced conceptual understanding, improved critical thinking, increased awareness of factual verification, and strengthened metacognitive reflection. However, students also reported cognitive overload, time demands for verification, and concerns related to academic integrity. Comparative insights from Kazakhstan indicated similar opportunities in promoting critical evaluation skills, alongside shared concerns regarding AI dependency and assessment fairness. The study contributes theoretically by integrating constructivism, critical pedagogy, and the epistemology of error into AI-mediated learning, and practically by proposing a “Humans with AI” assessment model for responsible AI integration in physics education.
Copyright (c) 2026 Fauziah Sulaiman, Maira Katbayeva, Sapargali Pazylbek https://creativecommons.org/licenses/by-nc-sa/4.0
Kesahan Kandungan Item Kefahaman Taksonomi Fink Dalam Kalangan Guru Sains
Taksonomi Fink, yang muncul sebagai alternatif kepada Taksonomi Bloom, menawarkan satu kerangka berharga kerana sifatnya yang berbentuk bulatan dan saling berhubung, dengan penekanan terhadap aspek afektif. Walau bagaimanapun, terdapat kekaburan dalam pengukuran tahap kefahaman guru terhadap Taksonomi Fink dalam proses pengajaran dan pembelajaran. Kajian ini bertujuan untuk membangunkan item serta mengukur kesahan kandungan bagi sebuah instrumen yang menilai tahap kefahaman guru sains terhadap Taksonomi Fink. Pembangunan instrumen dalam kajian ini melibatkan dua fasa utama: fasa pembinaan instrumen dan fasa pengesahan kandungan instrumen. Fasa pembinaan instrumen melibatkan kajian literatur bagi mengkonsepsikan dan mengoperasionalisasikan instrumen pengukuran Taksonomi Fink. Instrumen yang dinilai ialah soal selidik kefahaman guru terhadap Taksonomi Fink dalam proses pengajaran dan pembelajaran berasaskan tahap persetujuan skala Likert empat mata. Fasa pengesahan kandungan instrumen melibatkan empat langkah: pembinaan borang semakan pakar, pemilihan panel pakar, penilaian pengesahan pakar, dan analisis data kesahan kandungan. Analisis data kesahan kandungan menggunakan Nisbah Kesahan Kandungan (Content Validity Ratio - CVR) dengan melibatkan lapan orang pakar, menghasilkan nilai kritikal CVR sebanyak 0.75. Instrumen Taksonomi Fink terdiri daripada enam konstruk dan 95 item. Dapatan analisis menunjukkan bahawa 88 daripada 95 item dikategorikan sebagai item yang sesuai dengan nilai CVR antara 0.75 hingga 1.00. Tujuh item yang memperoleh nilai di bawah tahap kritikal CVR memerlukan penambahbaikan dan dikekalkan dalam instrumen untuk ujian rintis. Implikasi kajian ini terletak pada pembangunan instrumen Taksonomi Fink dengan kesahan kandungan yang tinggi. Kajian lanjutan mengenai kesahan kandungan boleh dijalankan menggunakan analisis Indeks Kesahan Kandungan (Content Validity Index - CVI), yang berpotensi memberikan hasil pemeriksaan item yang lebih baik serta menilai kesahan setiap domain dan keseluruhan instrumen. Fink’s Taxonomy, which emerged as an alternative to Bloom’s Taxonomy, offers a valuable framework due to its circular and interconnected nature, with an emphasis on affective dimensions. However, there remains ambiguity in measuring teachers’ level of understanding of Fink’s Taxonomy within the teaching and learning process. This study aims to develop items and assess the content validity of an instrument designed to evaluate science teachers’ understanding of Fink’s Taxonomy. The development of the instrument in this study involved two main phases: the instrument construction phase and the instrument content validation phase. The construction phase entailed a review of the literature to conceptualize and operationalize the Fink’s Taxonomy measurement instrument. The instrument adopted in this study was a four-point Likert scale questionnaire. The content validation phase involved four steps: the development of an expert review form, the selection of an expert panel, expert validation assessment, and content validity data analysis. The analysis of content validity data employed the Content Validity Ratio (CVR), involving eight experts, which yielded a critical CVR value of 0.75. The Fink’s Taxonomy instrument comprised six constructs and 95 items. The analysis revealed that 88 out of 95 items were categorized as suitable, with CVR values ranging between 0.75 and 1.00. Seven items that obtained values below the critical CVR threshold required refinement and were retained in the instrument for pilot testing. The implication of this study lies in the development of Fink’s Taxonomy instrument with high content validity. Further research on content validity may be conducted using the Content Validity Index (CVI), which has the potential to yield more rigorous item evaluation and to assess the validity of each domain as well as the overall instrument. Keywords: Fink’s Taxonomy, Content Validity, Instrument Development, Science Teachers, Content Validity Ratio (CVR)
Copyright (c) 2026 Patronella William Yaw, Mohd Effendi Ewan Mohd Matore https://creativecommons.org/licenses/by-nc-sa/4.0
Needs Analysis for the Development of a STEM-Based Chemistry E-Module: Students’ Attitude toward STEM and Challenges in Chemistry Learning
The government aspired to achieve a 60:40 ratio of students in Science, Technology, Engineering, and Mathematics (STEM) over Arts (Malaysia Education Blueprint 2013-2025). However, the Ministry of Education is still concerned about the declining interest in STEM subjects, which is why this goal has not been achieved. A needs analysis was conducted to identify whether developing a STEM-based e-module is necessary and to determine which Chemistry topics should be focused on. A total of 32 Form 4 Chemistry students from a secondary school in Kluang, Johor, are participating in this preliminary study. Two questionnaires were distributed to the respondents to investigate the students’ attitude toward STEM, and the challenges students face in learning Chemistry. The results showed three primary problems: a lack of 21st-century skills integration, insufficient classroom time for Chemistry learning, and limited access to useful learning materials. Furthermore, it was determined that the Acids, Bases, and Salts topic was the most challenging in the Form 4 Chemistry syllabus. Based on these findings, developing a STEM-based e-module focusing on this topic is crucial to improve students’ achievement and fostering creative thinking skills.
Copyright (c) 2026 Sarathy Hari Kumar, Lee Tien Tien, Nilavathi Balasundram, Nur Izwani Mohd Shapri, Zainun Mustafa https://creativecommons.org/licenses/by-nc-sa/4.0
Analisis Keperluan Pembangunan Bahan Bantu Mengajar bagi Kemahiran Operasi Tambah dalam Kalangan Kanak-kanak Enam Tahun
Pendidikan matematik awal merupakan komponen penting dalam menyokong perkembangan kognitif kanak-kanak prasekolah, khususnya dalam pembinaan asas kemahiran operasi tambah. Walau bagaimanapun, pengajaran konsep ini sering mencabar guru disebabkan kekangan bahan bantu mengajar yang bersesuaian dengan tahap perkembangan kanak-kanak. Sehubungan itu, kajian ini bertujuan untuk menjalankan analisis keperluan terhadap pembangunan bahan bantu mengajar (BBM) bagi menyokong penguasaan kemahiran operasi tambah dalam kalangan kanak-kanak prasekolah berusia enam tahun. Kajian ini menggunakan reka bentuk kajian kuantitatif berasaskan Model ADDIE dengan memberi tumpuan kepada fasa analisis keperluan. Seramai 30 orang guru prasekolah terlibat sebagai responden, dan data dikumpulkan menggunakan instrumen soal selidik. Analisis data dijalankan menggunakan perisian SPSS versi 24.0 bagi mendapatkan nilai min dan sisihan piawai. Dapatan kajian menunjukkan bahawa tahap keperluan terhadap pembangunan BBM berada pada tahap tinggi dengan nilai min keseluruhan sebanyak 4.27. Responden melaporkan bahawa mereka berdepan cabaran dalam pengajaran operasi tambah akibat kekurangan BBM yang interaktif, mesra pengguna, selamat, dan sesuai dengan tahap perkembangan murid. Selain itu, guru turut menekankan keperluan terhadap bahan bantu mengajar yang bersifat visual, selaras dengan Kurikulum Prasekolah 2026 (KP2026), serta berupaya menarik minat dan meningkatkan penglibatan aktif kanak-kanak dalam proses pembelajaran. Implikasi kajian ini menunjukkan bahawa pembangunan BBM yang sistematik berpotensi untuk menyokong pengajaran guru secara lebih berkesan, juga dapat berfungsi sebagai alat pentaksiran alternatif, serta dapat membantu menggalakkan pembelajaran melalui pendekatan bermain sambil belajar. Kesimpulannya, kajian ini membuktikan keperluan yang signifikan terhadap inovasi bahan bantu mengajar bagi topik operasi tambah di peringkat prasekolah. Oleh itu, pembangunan BBM disarankan untuk diteruskan ke fasa reka bentuk, pembangunan, dan penilaian mengikut model ADDIE bagi menilai keberkesanannya dalam konteks bilik darjah sebenar, seterusnya menyumbang kepada peningkatan kualiti pendidikan awal kanak-kanak di Malaysia.
Copyright (c) 2025 Intan Farahana Abdul Rani, Muhammad Alif Haikal Mat Nor https://creativecommons.org/licenses/by-nc-sa/4.0
Mengintegrasikan Kecerdasan Buatan (AI) dalam kalangan guru bagi subjek RBT yang berasakan TMK
Teknologi AI boleh didefinisikan sebagai sistem yang menunjukkan kecerdasan dengan menganalisis persekitaran dan mengambil tindakan secara bebas untuk mencapai tujuan tertentu. Kajian ini bertujuan untuk mengenal pasti tahap kemahiran, penggunaan dan kesan penggunaan Teknologi Kecerdasan Buatan (AI) Dalam Kalangan Guru Bagi Mengaplikasikan Pendidikan Berteraskan Teknologi Maklumat Dan Komunikasi (TMK) Untuk Subjek RBT Di Sekitar Sekolah Kebangsaan Daerah Petaling Perdana serta hubungan antara tahap kemahiran, penggunaan dan kesan penggunaan AI. Kajian berbentuk tinjauan ini melibatkan 100 responden, menggunakan soal selidik berskala likert yang terdiri daripada empat bahagian utama: demografi, kemahiran penggunaan AI, tahap penggunaan AI dan kesan penggunaan AI. Analisis data dijalankan menggunakan statistik deskriptif dan ujian Spearman’s Rank. Hasil kajian menunjukkan bahawa tahap kemahiran guru adalah tinggi (min=3.91), tahap penggunaan guru pada tahap sederhana (min=3.55) dan kesan penggunaan AI berada di tahap tinggi (min=3.77). Ujian Spearman’s Rank mendapati hubungan yang signifikan antara tahap kemahiran dan kesan penggunaan serta tahap penggunaan dan kesan penggunaan guru dalam teknologi AI. Dapatan ini mencadangkan beberapa inisiatif yang perlu dilakukan bagi memastikan penggunaan AI dapat diimplementasikan sepenuhnya iaitu dengan mengadakan program latihan insentif, membangunkan infrastruktur teknologi yang menyokong penggunaan AI dan tingkatkan kesedaran penggunaan teknologi ini. Kajian ini menyokong pandangan bahawa integrasi AI berpotensi memperbaiki kualiti pendidikan melalui analisis data, automasi, dan peningkatan keberkesanan pembelajaran.
Copyright (c) 2025 Noornee Nabilah Razak, Helmi Norman https://creativecommons.org/licenses/by-nc-sa/4.0
Relationship between Motivation Level and Mathematics Achievement Level for Form Four Students
This study aims to identify the types of motivation, specifically intrinsic and extrinsic among Form Four students in Mathematics. It also examines the relationship between these motivation levels and their achievement, particularly in the mid-year examinations. A descriptive correlational research design was used. The study focused on two main variables, i.e., students’ motivation levels and their academic achievement in Mathematics. Using a cluster sampling method, the study targeted 150 Form Four students from a secondary school in the Tanjong Malim district, Perak. From this group, a sample of 30 students was selected, i.e., from one classroom. Data were collected using questionnaires and mid-year examination results. The data were then analyzed using the Likert Scale, descriptive statistics, and Pearson Correlation in SPSS version 29. The results showed that students had a moderate level of intrinsic motivation, with a mean score of 2.80. Whereas, their extrinsic motivation level was higher, with a mean score of 3.14. Overall, both motivation levels were categorized as high. The correlation analysis revealed a significant positive relationship between overall motivation and achievement (r = 0.503). This indicates that students with higher motivation tend to achieve better results in the subject. The correlation analysis gave a deeper understanding. Intrinsic motivation showed a strong and significant positive relationship with achievement (r = 0.569, p = 0.001). In contrast, extrinsic motivation showed only a weak and non-significant relationship with achievement (r = 0.281, p > 0.05). This suggests that depending on external rewards alone may not lead to higher performance.
Copyright (c) 2025 Muhammad Amin Sabri, Nurul Akmal Mohamed, Nurul Huda Mohamed, Nurul Farihan Mohamed https://creativecommons.org/licenses/by-nc-sa/4.0
Exploratory Research On Primary School Student’s Conception of Mass and Heat
This study employed an exploratory quantitative descriptive design to identify the level of misconception among Malaysian primary school students on science topics, specifically related to matter and heat. A total of 289 students participated in the study, comprising 136 Year 3 students from the state of Perak and 153 Year 5 students from the state of Selangor. Two sets of open-ended test instruments were developed based on the national science syllabus and validated by expert science educators. Each set consisted of six subjective questions designed to elicit students' understanding of the targeted topics. The data collected were descriptively analysed to determine the patterns of misconception. Findings revealed that Year 3 students demonstrated a high level of misconception in both matter and heat, while Year 5 students exhibited a high level of misconception in matter but a relatively lower level in heat. Most students experienced difficulties in describing the properties of matter and explaining its transformation processes. In addition, many students struggled to define and conceptualize heat scientifically, often confusing it with temperature and relying on everyday experiences or non-scientific terms. These results highlight the prevalence of misconceptions in early science learning and the importance of addressing them through more conceptually grounded instruction.
Copyright (c) 2025 Saripah Salbiah Syed Abdul Azziz, Khairul Bariyah Abdul Kadir, Hafsah Taha, Nurul Aini Bakar, Lee Tien Tien, Nur Aila Farihah Mohd Nazri, Othman Talib, Tengku Putri Norishah Tengku Shariman, Abu-Baker M. Abdel-Aal https://creativecommons.org/licenses/by-nc-sa/4.0
Malaysian Science Teachers' Needs for a design Thinking-Based STEM Module in year four Physical Science
In the present day, integrating science, technology, engineering, and mathematics (STEM) education is seen as crucial in preparing students with 21st-century skills. However, in the real situation, the primary school teachers in Malaysia often face challenges, including insufficient resources and a lack of effective teaching strategies, which hinder their ability to foster critical and creative thinking in students. Hence, this study explores the needs of teachers and students from the teachers’ perspective for the development of a design thinking-based STEM module in physical science for Malaysian Year Four students to address these challenges. Using a qualitative research design, data were collected through semi-structured interviews with five science teachers to identify the needs for the module development. Thematic analysis was used to analyse the data and revealed two key themes, namely, Fostering Effective Teaching and Assessment in Design Thinking STEM-based Modules and Developing Critical and Creative Thinking in Students. These themes emerged through categories such as teacher development and support, ICT adaptability, the integration of design thinking in STEM, and the cultivation of critical and creative thinking skills among students. The findings of this study highlight the needs for designing a module to equip students with higher-order thinking skills and prepare them with problem-solving skills. This research contributes to the growing body of literature on innovative science education with better pedagogy and offers potential insights for teachers in making their science lessons more meaningful.
Copyright (c) 2025 Thiyagu Karupaiah, Salmiza Saleh https://creativecommons.org/licenses/by-nc-sa/4.0
Penggunaan Kaedah ‘Stair Master’ Meningkatkan Kemahiran Penyelesaian Operasi Darab dan Bahagi dalam Kalangan Murid Tahun 3
Kajian ini bertujuan mengatasi masalah murid dalam menguasai operasi darab dan bahagi dengan memperkenalkan kaedah ‘Stair Master’. Kaedah ‘Stair Master’ merupakan satu kaedah yang boleh menyelesaikan kedua-dua, iaitu operasi darab dan bahagi. Kaedah ini dirancang untuk meningkatkan pemahaman murid terhadap algoritma dan konsep pendaraban serta pembahagian. Kajian ini melibatkan 12 orang murid yang diberikan pembelajaran menggunakan kaedah 'Stair Master' melalui tiga peringkat yang diperkenalkan oleh Bruner, iaitu peringkat konkrit, semi konkrit, dan abstrak. Kaedah pengumpulan data yang digunakan dalam kajian ini melibatkan ujian pra dan pasca, temu bual, pemerhatian, dan analisis lembaran kerja. Data yang dikumpulkan dianalisis secara kuantitatif dan kualitatif. Hasil analisis menunjukkan bahawa penggunaan kaedah ‘Stair Master’ berjaya meningkatkan penguasaan murid dalam algoritma dan konsep operasi darab dan bahagi. Murid-murid juga menunjukkan penguasaan yang baik dalam memahami hubungan antara kedua-dua operasi tersebut. Selain itu, kaedah ini membantu murid menyelesaikan soalan darab dan bahagi dengan lebih mudah dan memotivasikan mereka secara positif. Kajian ini berjaya memperbaiki amalan pendidikan, meningkatkan keberkesanan pengajaran, dan menanam nilai-nilai positif dalam diri saya.
Copyright (c) 2025 Karthikesan Manikabasagan https://creativecommons.org/licenses/by-nc-sa/4.0
Keberkesanan templat RPH pembelajaran autentik dalam meningkatkan pengajaran sains berunsur KBAT di sekolah rendah: Satu kajian tindakan
Kajian ini telah dijalankan untuk mengenalpasti keberkesanan penggunaan Templat Pembelajaran Autentik(TPA) dalam merancang PdPc(Sains) yang mengandungi elemen KBAT. Lima orang Ketua Panitia Sains Tahun 6 dari lima sekolah rendah di daerah Manjung terlibat sebagai responden. Reka bentuk kajian tindakan digunakan, melibatkan soal selidik, temu bual dan pemerhatian. Dapatan kajian menunjukkan peningkatan kefahaman guru terhadap pelaksanaan KBAT dan keberkesanan penggunaan TPA dalam merancang PdPc yang bermakna dan berpusatkan murid. Temu bual bersama murid juga membuktikan bahawa PdPc yang menggunakan TPA dapat meningkatkan minat dan pemahaman murid terhadap mata pelajaran Sains. Kajian ini mencadangkan agar TPA dijadikan amalan dalam merancang PdPc Sains untuk memperkukuh elemen KBAT.
Copyright (c) 2025 Vijaya Letchumy Baskaran, Rose Niza Salleh, Nor Samsiyah M. Horsi https://creativecommons.org/licenses/by-nc-sa/4.0
Pembangunan dan Persepsi Guru Pelatih terhadap Kebolehgunaan Permainan Papan berasaskan Pembelajaran Chemhoops bagi Standard Kandungan Formula Kimia Tingkatan 4
Formula Kimia merupakan salah satu subtopik penting dalam subjek Kimia Tingkatan 4 yang perlu dikuasai oleh pelajar kerana ia menjadi asas pengetahuan dalam bidang Kimia. Oleh itu, pembelajaran berasaskan permainan (PBP) diperkenalkan sebagai pendekatan yang berkesan dan wajar diberi perhatian oleh guru. Kajian ini bertujuan untuk membangunkan permainan papan pendidikan bukan digital yang dinamakan ChemHoops dan mengenal pasti persepsi guru pelatih Kimia di UPSI terhadap kebolehgunaan permainan papan tersebut dalam pengajaran topik Formula Kimia Tingkatan 4. Permainan papan berasaskan pembelajaran ChemHoops dibangunkan berdasarkan model ADDIE, yang merangkumi lima fasa utama iaitu analisis, reka bentuk, pembangunan, pelaksanaan, dan penilaian. Populasi kajian terdiri daripada guru pelatih Kimia di UPSI, dengan sampel dipilih menggunakan teknik persampelan bertujuan. Instrumen utama kajian ialah soal selidik, yang digunakan untuk mengukur persepsi terhadap aspek reka bentuk, kebergunaan, dan kepuasan permainan. Data yang dikumpul dianalisis menggunakan perisian SPSS untuk menentukan skor min, sisihan piawai, dan hubungan antara pemboleh ubah. Hasil kajian menunjukkan permainan papan ChemHoops diterima dengan baik oleh responden, dengan skor min bagi reka bentuk ialah 4.60, kepuasan bermain 4.54, dan kebergunaan 4.55. Kesimpulannya, permainan papan ChemHoops berpotensi menjadi alat bantu pembelajaran yang inovatif dalam pendidikan STEM, sekali gus menyokong pembelajaran abad ke-21 yang lebih kreatif dan interaktif.
Copyright (c) 2025 Fion Hiew Sin Han, Wan Mohd Nuzul Hakimi Wan Salleh, Zainun Mustafa https://creativecommons.org/licenses/by-nc-sa/4.0
Rahsia di Sebalik Baki: Pengetahuan Murid Sekolah Rendah tentang Konsep Baki dalam Operasi Bahagi Nombor Bulat
Matematik memainkan peranan penting dalam membentuk kemahiran logik, analitikal, dan penyelesaian masalah dalam kalangan murid sekolah rendah. Operasi asas bahagi, khususnya konsep baki, merupakan topik yang penting tetapi sering menjadi cabaran bagi murid. Kekeliruan dalam mentafsir baki menghalang murid daripada memahami konsep ini secara mendalam, terutamanya dalam konteks penyelesaian masalah kehidupan sebenar. Kajian ini bertujuan untuk meneroka tafsiran murid sekolah rendah tentang konsep baki dalam operasi asas bahagi subjek Matematik. Kajian ini juga memberi tumpuan kepada strategi penyelesaian murid sekolah rendah dalam masalah kontekstual melibatkan operasi asas bahagi berbaki. Kajian menggunakan reka bentuk kajian kes. Data kajian dikumpul secara kuantitatif. Sampel kajian terdiri daripada 90 orang murid tahun enam di sebuah Sekolah Jenis Kebangsaan Cina (SJKC) di Sarawak. Data diperoleh melalui ujian diagnostik dan kemudian dikodkan. Data kemudian dianalisis secara deskriptif menggunakan kekerapan dan peratusan. Dapatan kajian menunjukkan variasi strategi tafsiran baki dan tahap pemahaman murid dalam menilai baki mengikut konteks soalan. Ini seterusnya memberikan tafsiran yang berbeza terhadap baki yang terhasil. Kaedah bahagi panjang merupakan strategi penyelesaian yang digunakan oleh hampir semua murid, iaitu dalam bentuk lazim. Kajian ini menyimpulkan bahawa murid lebih memerlukan bimbingan untuk memahami konsep baki dalam konteks yang praktikal dan bermakna. Dapatan kajian telah membantu kita memahami cara murid berfikir dalam menjawab soalan kontekstual melibatkan operasi berbaki dan memahami konsep baki. Kajian ini seharusnya dijadikan asas kepada guru untuk merancang pengajaran yang lebih berkesan. Perancangan pengajaran perlu disesuaikan dengan tahap kefahaman murid bagi memastikan keberkesanannya.
Copyright (c) 2025 Chai Xin Ni, Roslinda Rosli https://creativecommons.org/licenses/by-nc-sa/4.0
Persepsi Guru Matematik terhadap penggunaan Kaedah Kekisi di sekolah rendah
Kaedah kekisi merupakan kaedah alternatif pendaraban yang memudahkan organisasi digit dalam proses pendaraban nombor bulat berbilang digit. Kajian ini menekankan kepentingan menggunakan kaedah pengajaran yang lebih bermakna untuk meningkatkan prestasi Malaysia dalam Programme for International Student Assessment (PISA) dan Trends in International Mathematics and Science Study (TIMSS). Dalam konteks pengajaran dan pembelajaran pendaraban, peranan guru dalam memperkenalkan kaedah kekisi kepada murid adalah signifikan untuk memberikan ruang kepada murid dalam menyelesaikan soalan pendaraban melalui kaedah yang berlainan dengan bentuk lazim. Kajian ini bertujuan untuk mengenal pasti persepsi guru matematik sekolah rendah terhadap penggunaan kaedah kekisi dari segi pengetahuan, sikap dan kesediaan guru dalam pengajaran pendaraban sebarang nombor bulat dengan nombor dua digit. Kajian ini juga menentukan hubungan antara pengetahuan, sikap dan kesediaan guru matematik sekolah rendah terhadap penggunaan kaedah ini. Sampel kajian terdiri daripada dua ratus orang guru matematik sekolah rendah di daerah Bangsar, Wilayah Persekutuan Kuala Lumpur. Instrumen yang digunakan dalam kajian ini ialah soal selidik dengan skala Likert empat mata. Hasil analisis deskriptif menunjukkan persepsi guru matematik sekolah rendah tentang tahap pengetahuan (M = 3.34, SP = 0.45), kesediaan (M = 3.31, SP = 0.48) dan sikap (M = 3.09, SP = 0.50) mereka adalah baik. Keputusan ujian korelasi Spearman’s rho menunjukkan hubungan positif yang sederhana antara pengetahuan [𝑟𝑠(200) = 0.461, 𝑝 < 0.001], kesediaan [𝑟𝑠(200) = 0.676, 𝑝<0.001] dan sikap [𝑟𝑠(200) = 0.686, 𝑝 < 0.001] terhadap penggunaan kaedah kekisi. Seterusnya, keputusan ujian regresi berganda menunjukkan peningkatan persepsi guru dari segi tahap pengetahuan, sikap, dan kesediaan guru terhadap kaedah kekisi dalam pengajaran pendaraban nombor bulat dengan nombor dua digit dapat meningkatkan penggunaan kaedah ini dalam bilik darjah. Dapatan kajian ini dapat dijadikan rujukan kepada pihak berkepentingan untuk memperkukuhkan latihan profesional guru dalam penerapan kaedah kekisi. Kajian ini juga membuka peluang untuk penyelidikan lanjutan mengenai penggunaan kaedah kekisi dalam meningkatkan penguasaan kemahiran mendarab murid.
Copyright (c) 2025 Adeline Ong, Roslinda Rosli https://creativecommons.org/licenses/by-nc-sa/4.0
Pembangunan permainan Chemschooly bagi Topik Formula dan Persamaan Kimia serta kajian persepsi terhadap pelajar tingkatan 4
Kajian ini bertujuan untuk membangunkan permainan Chemschooly bagi menyokong standard kandungan Formula dan Persamaan Kimia serta mengkaji persepsi pelajar Kimia Tingkatan 4 terhadap permainan ini, khususnya dari segi reka bentuk, kebolehgunaan, dan kepuasan. Chemschooly merupakan permainan berasaskan kad yang dibangunkan menggunakan model reka bentuk instruksional ADDIE. Sampel kajian terdiri daripada 97 orang pelajar Kimia Tingkatan 4 yang mengambil mata pelajaran Kimia sebagai subjek elektif, yang dipilih melalui teknik persampelan rawak mudah. Instrumen yang digunakan dalam kajian ini termasuk borang penilaian kesahan muka dan kandungan, borang soal selidik penilaian, serta soal selidik persepsi yang menggunakan skala Likert empat mata. Kesahan instrumen telah dinilai oleh dua orang pakar. Kebolehpercayaan instrumen merekodkan nilai Cronbach’s Alpha yang tinggi, iaitu 0.977. Nilai kesahan yang diperoleh adalah 86.76% bagi pakar pertama dan 100% bagi pakar kedua, manakala kesahan soal selidik persepsi mencatatkan 91.96% (pakar 1) dan 99.10% (pakar 2). Analisis deskriptif terhadap soal selidik persepsi menunjukkan purata min 3.88 dengan sisihan piawai 0.67 bagi aspek reka bentuk, kebolehgunaan, dan kepuasan. Secara keseluruhan, dapatan kajian menunjukkan bahawa permainan Chemschooly diterima baik oleh pelajar dan berpotensi sebagai alat bantu pembelajaran yang berkesan dalam pengajaran kandungan Formula dan Persamaan Kimia.
Copyright (c) 2025 Sabrina Wafi Mohamad Fauzi, Wan Mohd Nuzul Hakimi Wan Salleh, Zainun Mustafa https://creativecommons.org/licenses/by-nc-sa/4.0
Kajian persepsi pelajar matematik UiTM Perlis terhadap pembelajaran atas talian
Institusi pengajian tinggi sedang bergerak ke arah pembelajaran secara hybrid iaitu gabungan pembelajaran secara bersemuka dan atas talian secara serentak. Walaupun pendidikan atas talian kelihatan lebih mudah, namun terdapat juga beberapa halangan yang perlu diatasai oleh pelajar. Oleh itu, objektif utama kajian ini adalah untuk mengenal pasti persepsi pelajar matematik terhadap pembelajaran atas talian di UiTM Perlis. Satu soal selidik telah diedarkan kepada beberapa pelajar Ijazah Sarjana Muda Pengurusan Matematik untuk meneroka dan mengetahui masalah yang mereka hadapi semasa pembelajaran atas talian. Kaedah Fuzzy Analitik Hierarki Proses (FAHP) digunakan untuk menilai faktor-faktor yang menyumbang dan mempengaruhi pelajar. Kaedah FAHP adalah satu proses Hirarki Analitik yang dibangunkan menggunakan teori logik kabur. Terdapat sembilan langkah dalam kaedah ini termasuk penentuan matlamat, membina struktur hierarki, membina matriks perbandingan berpasangan, menyemak kejituan, menentukan jumlah pilihan kabur, kemaskini matriks perbandingan berpasangan, pengiraan vektor berat, penafsiran, dan penilaian akhir. Kajian ini mendapati faktor utama yang memberi kesan kepada pelajar jurusan Matematik di UiTM Perlis semasa pembelajaran atas talian ialah faktor 'masa yang dihabiskan untuk belajar'. Diikuti oleh faktor seterusnya iaitu corak tidur, prestasi pelajar, penglibatan dalam pembelajaran, dan kesihatan mental. Keputusan kajian ini diharap dapat membimbing pembuat polisi di institusi pendidikan untuk meningkatkan kecemerlangan pembelajaran atas talian ke tahap yang lebih baik.
Copyright (c) 2025 Norpah Mahat https://creativecommons.org/licenses/by-nc-sa/4.0
Pembangunan dan penilaian Roda Algebra untuk pengajaran Ungkapan Algebra dalam tingkatan satu
Kajian ini bertujuan untuk membangunkan Roda Algebra sebagai Bahan Bantu Mengajar (BBM) bagi topik Ungkapan Algebra Tingkatan Satu serta menilai kesahan dan kebolehgunaannya berdasarkan persepsi guru pelatih Matematik Universiti Pendidikan Sultan Idris (UPSI) ambilan A182. Proses pembangunan Roda Algebra mengikuti model ADDIE, yang merangkumi lima fasa: analisis, reka bentuk, pembangunan, pelaksanaan, dan penilaian. Untuk menilai kesahan, Content Validity Index (CVI) digunakan, melibatkan dua pensyarah Matematik UPSI dan seorang guru pakar Matematik, dengan nilai kesahan yang diperoleh ialah 1.0, mencerminkan tahap kesahan yang sangat tinggi. Penilaian kebolehgunaan melibatkan 76 guru pelatih Matematik UPSI, di mana analisis Interpretasi Skor Min menunjukkan nilai purata 3.27, berada pada tahap kebolehgunaan yang tinggi. Hasil kajian menunjukkan bahawa Roda Algebra mempunyai tahap kesahan dan kebolehgunaan yang memuaskan untuk mempermudah proses pengajaran dan meningkatkan pemahaman pelajar terhadap topik Ungkapan Algebra. Dapatan ini mencadangkan bahawa Roda Algebra berpotensi untuk digunakan secara meluas sebagai alat bantu mengajar yang inovatif, sekaligus mempertingkat keberkesanan pengajaran Matematik di peringkat menengah rendah.
Copyright (c) 2025 Foo Chuan Hui, Mohammad Farid Asyraaf Mohd Yaini https://creativecommons.org/licenses/by-nc-sa/4.0
The Integration of Artificial Intelligence-Based Applications in Digital Learning and Teaching Methods of Quantum Physics: A Literature Review
The use of Artificial Intelligence (AI)-based applications has become increasingly widespread in the context of digital learning following the COVID-19 pandemic, where this technology has facilitated the teaching and learning (T&L) process virtually. Although various digital applications have been introduced in T&L methods, understanding the trends in AI-based application usage and its effectiveness in mastering Quantum Physics topics remains underexplored. Quantum Physics topics involve abstract concepts and often result in many misconceptions in students' understanding, leading to difficulties in mastering these topics. Therefore, this study was conducted to identify how the integration of AI-based applications in digital learning and T&L methods can empower T&L approaches in Quantum Physics. A systematic literature review was conducted on sources published from 2018 to 2024, covering 26 relevant journal articles and books. The findings indicate that the trend of using AI-based applications in Quantum Physics T&L methods is increasing globally, along with evidence of its effectiveness in enhancing students' interest, engagement, and understanding of abstract concepts through more dynamic and interactive approaches. T&L methods that involve interaction with learning content, such as the PopAi platform, can increase students' interest and engagement by simplifying the teaching of highly complex quantum physics concepts. Therefore, digital learning readiness also needs to be enhanced, including digital infrastructure and operational skills, so that the full potential of this AI technology can be harnessed in line with the success of the education revolution 4.0. Additionally, it can prepare future generations to be skilled in digital technology, ready to face challenges and opportunities in the era of technological advancement. In conclusion, the use of AI technology in Quantum Physics T&L methods is increasing, along with evidence of its effectiveness in improving students' achievement and interest in Quantum Physics T&L.
Copyright (c) 2024 Noorul Aliya, Suriani Abu Bakar, Wong Kung Teck, Azzam Abu Bakar, Mohamad Adli https://creativecommons.org/licenses/by-nc-sa/4.0
The Effects and relationship of motivation and achievement in STEM learning among Orang Asli students using Augmented Reality Applications
Augmented reality (AR) applications are increasingly gaining attention in education due to its ability to create interactive and engaging learning. However, there are limited studies on their effect towards motivation and achievement in STEM learning among Orang Asli students. As such, this study aims to: i) identify the effects of using AR applications to assess the level of motivation among Orang Asli students in STEM learning; ii) establish the effects of using AR applications on the achievement level of Orang Asli students in STEM learning; and iii) measure the strength of the correlation between motivation and achievement in STEM learning among Orang Asli students when using AR applications. A total of thirty (30) Form 1 Orang Asli students from a school in Perak. This study employed a quasi-experimental design involving control and treatment groups, where the data were collected through pretest and posttest, as well as from questionnaires based on the Attention, Relevance, Confidence, and Satisfaction (ARCS) Model of Motivation and achievement scores. In this research, two (2) AR applications that were developed by previous researchers, which are ARSiGaSTEM and AR-Tradisi, were used for the integration of traditional game elements with STEM concepts to create a more engaging and contextual learning experience. Data analysis involved the use of descriptive statistics and Spearman’s correlation tests, as the data were non-parametric and did not meet normality assumptions. Three results were obtained; the first and second objectives indicated increased level of motivation in terms of attention, relevance, confidence, and satisfaction, along with significant improvement in academic achievement with the adoption of AR applications. Meanwhile, the third result revealed a strong positive correlation between student motivation and achievement (Spearman’s r = 0.781, p < 0.01). This study provides meaningful insights into the role of AR applications in enhancing STEM education among Orang Asli students, aligning with the aspirations of the Malaysia Education Blueprint 2013–2025 to provide inclusive and quality learning opportunities.
Copyright (c) 2025 Nurhanisah Surdi, Laili Farhana Md Ibharim, Muhamad Taufiq Ab Aziz https://creativecommons.org/licenses/by-nc-sa/4.0
Kerangka Konseptual untuk Mereka Bentuk dan Membangunkan Modul LuBu LoKa bagi Murid Tahun Empat
Pecahan merupakan sebahagian daripada keseluruhan yang diwakili oleh pengangka dan penyebut. Murid Tahun Empat sering meghadapi kesukaran dalam menguasai kemahiran Pecahan. Tujuan kajian ini adalah untuk mereka bentuk dan membangunkan Modul LuBu LoKa berdasarkan Teori Konstruktivisme Piaget, Model Polya, Model ARCS dan Teori Kefahaman Pirie-Kieren. Kajian ini mempersembahkan tinjauan literatur berkenaan Pendekatan Reka Bentuk dan Pembangunan (DDR), Pendekatan ADDIE, Teori Konstruktivisme, Model Polya, Model ARCS, Teori Kefahaman, Pecahan dan minat. Satu kerangka konseptual untuk mereka bentuk dan membangunkan Modul LuBu LoKa bagi murid Tahun Empat telah dibina. Dua fasa utama dalam kajian ini ialah pendekatan DDR serta pendekatan kualitatif. Bagi pendekatan DDR, tiga fasa yang terlibat ialah fasa analisis, fasa reka bentuk dan pembangunan serta fasa penilaian. Bagi pendekatan kualitatif, analisis kefahaman matematik telah dilaksanakan. Hasil akhir bagi kajian ini merupakan satu modul matematik yang bertajuk Modul LuBu LoKa. Implikasi kajian ini adalah semua murid yang menghadapi kesukaran dalam topik Pecahan harus menggunakan Modul LuBu LoKa bagi meningkatkan pencapaian dalam Matematik.
Copyright (c) 2025 Lee Mei Chew, Mohd Faizal Nizam Lee Abdullah https://creativecommons.org/licenses/by-nc-sa/4.0
Inovasi Smart RoMat dalam meningkatkan penguasaan operasi tambah bagi pembelajaran matematik sekolah rendah
Matematik menjadi subjek yang digeruni oleh pelbagai peringkat umur seawal usia menjejaki kaki di sekolah rendah. Murid sekolah rendah diberi latih tubi dari masa ke semasa dengan memperkenalkan konsep operasi dalam matematik iaitu tambah, tolak, darab dan bahagi. Pelbagai kaedah dan alat bantu mengajar disediakan untuk menarik minat murid dalam mempelajari matematik. Namun, murid masih tidak dapat menguasai matematik. Latih tubi yang diberi di buku tulis mendapati murid memperlihatkan hasil kerja yang kurang kemas dan jawapan yang kurang tepat. Dalam menyelesaikan masalah operasi tambah, murid menunjukkan kesilapan menyelesaikannya pada ruang nilai tempat yang betul. Ini menunjukkan bahawa murid tidak memahami konsep tambah yang betul dan menyebabkan mereka mendapat markah yang rendah. Oleh itu, kajian dilakukan untuk membangunkan sebuah inovasi yang dinamakan Smart RoMat yang diintegrasi dengan elemen STEM (Sains, Teknologi, Kejuruteraan, Matematik) bagi membantu murid menguasai dan menyelesaikan masalah berkaitan operasi tambah. Smart RoMat membolehkan murid menukarkan ayat matematik tambah kepada bentuk lazim. Smart RoMat mengandungi koleksi soalan-soalan matematik bagi operasi tambah yang mengandungi nilai digit ‘sa’, ‘puluh’ dan ‘ratus’ serta pelbagai aktiviti-aktiviti PAK-21 (Pembelajaran Abad ke-21) yang interaktif. Smart RoMat duji ke atas murid-murid yang tidak menguasai kemahiran menyelesaikan masalah menggunakan bentuk lazim untuk operasi tambah. Hasil ujian mendapati bahawa murid dapat menyelesaikan operasi tambah bagi nombor dalam lingkungan 0 hingga1000. Murid juga dapat menyelesaikan masalah tambah mengikut nilai tempat dengan betul melalui aktiviti yang disediakan. Maka, penghasilan Smart RoMat berjaya mengatasi masalah pembelajaran operasi tambah bagi murid dan menjadi alat bantu mengajar bagi guru supaya proses pengajaran dan pembelajaran berlaku dengan lancar.
Copyright (c) 2025 Ruz Zarina Jenal, Nurain Naquiah Ruslan, Shasha Salleh, Ruzzakiah Jenal https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing Primary Year 2 Learning numbers within 1000 with Digital Storytelling
This study explores the impacts of using digital storytelling to enhance Primary 2 students numeracy skills, specifically focusing on numbers within 1000. Employing a one-group pretest-posttest design, the research involved 35 students who were exposed to a series of interactive digital stories designed to teach numerical concepts and procedural fluency. The digital stories integrated narrative elements with mathematical problems, providing a context-rich environment for students to engage with numbers and operations. Pretest and posttest assessments were administered to evaluate the students' understanding of numerical concepts and their procedural fluency. The mean score increased from 44.11 (SD = 22.75) in the pre-test to 65.17 (SD = 23.86) in the post-test, resulting in a mean difference of 21.06. A paired samples t-test showed that this difference was statistically significant, t = -4.788, p < .001. The results indicated a significant improvement in both areas, suggesting that digital storytelling can be a valuable tool in early mathematics education. This study highlights the potential of integrating technology and narrative-based learning to foster deeper mathematical understanding and engagement among young learners.
Copyright (c) 2025 Celine Lu Siew Che, Sai Hoe Fu https://creativecommons.org/licenses/by-nc-sa/4.0
Development of a mobile application PHYSIxPLORE to Solve Physics Problems in the topic of Force and Motion
The aim of this research is to explore the perspectives of teachers and students on whether there is a need to develop an AI-based learning application to enhance problem-solving skills in the topic of Force and Motion. This research follows Polya’s Problem-Solving Model and is limited to the needs analysis phase with input from teachers and students. The data was collected through a questionnaire distributed to 3 teachers and 32 Form Four students taking Physics at Sekolah Menengah Sains Hulu Selangor (SEMASHUR), using a quantitative approach and purposive sampling technique. The collected data was analyzed descriptively and presented in frequencies and percentages. The survey results revealed that the average need among students is 87.5% and among teachers is 100%. Thus, it can be concluded that both teachers and students see a need for an AI-based learning application to improve problem-solving skills in the topic of Force and Motion, which is considered an abstract concept and requires diverse resources as teaching aids for effective learning. In conclusion, the majority of respondents gave positive feedback on the need to develop this AI-based learning application, particularly to aid teaching and learning (T&L) and enhance students’ problem-solving skills in the topic of Force and Motion.
Copyright (c) 2024 Azzam Abu Bakar, Suriani Abu Bakar, Anis Diyana Halim, Fatiatun Fatiatun, Hamdan Hadi Kusuma, Silvi Yulia Sari https://creativecommons.org/licenses/by-nc-sa/4.0
Persepsi dan Pelaksanaan Kaedah Pembelajaran Koperatif dalam PdP Matematik di Sekolah Rendah Daerah Mersing
Kajian ini bertujuan untuk melihat persepsi dan pelaksanaan kaedah pembelajaran koperatif dalam pengajaran dan pembelajaran (PdP) Matematik di sekolah rendah daerah Mersing melalui kajian terhadap tahap pengetahuan, kemahiran, dan pelaksanaan kaedah pembelajaran koperatif oleh guru Matematik di sekolah rendah di daerah Mersing, serta mengkaji hubungan antara pengetahuan, kemahiran, dan pelaksanaan kaedah pembelajaran koperatif oleh guru Matematik. Kajian ini menggunakan pendekatan kuantitatif dengan reka bentuk kajian deskriptif kaedah tinjauan rentas silang dan kaedah analisis korelasi pearson yang melibatkan 92 orang guru Matematik sebagai sampel. Instrumen kajian yang digunakan adalah soal selidik dengan skala likert 4 mata dan data dianalisis menggunakan Statistical Package for the Social Sciences (SPSS). Hasil kajian menunjukkan bahawa tahap pengetahuan dan kemahiran berkenaan kaedah pembelajaran koperatif dalam PdP Matematik di daerah Mersing berada pada tahap tinggi, dan pelaksanaan kaedah pembelajaran koperatif dalam PdP matematik di daerah Mersing berada pada tahap tinggi meskipun kekerapan pelaksanaan menggunakan pelbagai jenis kaedah pembelajaran koperatif berada pada tahap sederhana. Terdapat hubungan yang signifikan pada tahap yang sederhana antara tahap pengetahuan dengan pelaksanaan kaedah pembelajaran koperatif. Terdapat hubungan yang signifikan pada tahap yang kuat antara kemahiran dengan pelaksanaan kaedah pembelajaran koperatif, dan hubungan yang signifikan pada tahap yang kuat antara pengetahuan dan kemahiran kaedah pembelajaran koperatif. Ini bermakna kemahiran guru sangat mempengaruhi pelaksanaan kaedah pembelajaran koperatif di sekolah manakala tahap pengetahuan dan tahap kemahiran adalah saling bergantungan antara satu sama lain. Kajian ini diharap dapat menggalakkan guru-guru untuk menggunakan pelbagai jenis kaedah pembelajaran koperatif sebagai amalan dalam PdP di bilik darjah serta memberikan idea kepada KPM, JPN dan PPD untuk mengadakan kursus atau bengkel dan mempromosikan pelbagai jenis kaedah pembelajaran koperatif agar dapat membantu memberikan panduan yang sistematik dalam kaedah pembelajaran koperatif. Kajian ini boleh dijadikan rujukan bagi kajian pada masa akan datang untuk sistem pendidikan yang lebih menyeronokkan.
Copyright (c) 2025 Nurul Hidayah Isnin, Nor Suriya Abd Karim, Mohd Hafiz Mohd Sabri, Nur Hamiza Adenan https://creativecommons.org/licenses/by-nc-sa/4.0
Development of STEM and STREAM education Post Covid-19: A comparative review and challenges for future research
The COVID-19 pandemic has significantly impacted education systems worldwide, including the fields of Science, Technology, Engineering, and Mathematics (STEM) and Science, Technology, Robotics, Engineering, Arts, and Mathematics (STREAM). A future-oriented education on critical issues, such as those outlined in the United Nations Sustainable Development Goals (UN SDGs), and designing potential solutions for such problems is an imperative skill that must be imparted to students to help them navigate their future in today’s unpredictable world. As schools transitioned to remote learning, educators faced numerous challenges in delivering effective STEM and STREAM education. This research provides a comparative focus on the post-pandemic development of STEM and STREAM education. Through binary qualitative relationship methods and ideographic nomothetic methods, quantitative comparisons, qualitative comparisons, changes, adaptations, and challenges faced by educators and students are identified. Furthermore, the paper identifies key areas for future research to address the evolving needs and opportunities in STEM and STREAM education. Both STEM and STREAM education foster critical thinking, problem-solving, creativity, collaboration, and communication skills, providing students with a practical and hands-on approach to learning. By following the engineering design process, students engage in real-world problem-solving and develop the mindset and skills necessary for success in STEM fields and beyond.
Copyright (c) 2025 Titiyaka Jajuri, Nor Asniza Ishak, Shahabuddin Hashim, Mohd Yahya Fadzli Jusoh https://creativecommons.org/licenses/by-nc-sa/4.0
Predicting Students’ Performance in Mathematics Subjects at Kolej MARA Banting using Machine Learning Methods
Predicting students’ performance is crucial for personalised and educational success for individuals. However, no standard procedure or method considers external factors to predict students’ performance in mathematics at Kolej MARA Banting (KMB). This research aims to address this problem by exploring the potential of machine learning methods for predicting students’ performance in mathematics at KMB. The study follows a machine learning process: data collection, attribute selection, pre-processing, model training, and evaluation. A sample of 703 data points on students’ demographics, academic records, and mathematics performance were collected and pre-processed. Machine learning models such as support vector machine, decision tree, k-nearest neighbours, Naïve Bayes, Random Forest, AdaBoost, and stacking model were applied in this study. The accuracy and performance of these models were assessed to determine which model outperformed the others and its effectiveness in predicting students’ mathematics performance. The study findings demonstrate that the stacking model exhibited superior performance in accuracy (71.43%), precision (68.73%), recall (71.43%), and F1-score (69.80%) compared to the other models. Nevertheless, it is essential to note that the stacking model achieved moderate accuracy. This could be attributed to the inherent difficulties in constructing a precise predictive model for student performance, such as the models failing to sufficiently reflect the complexities within the dataset, resulting in underfitting. Additionally, the target attribute, International Baccalaureate (IB) grade, is imbalanced, with more high performers than low performers, causing the models to be biased towards the majority class and impacting overall accuracy. The performance of the models in this study could be improved by adding more features related to students’ performance, such as anxiety, depression, well-being, and others, to capture enough complexity in the data. It is also suggested that samples from other colleges with a balanced grade distribution be obtained compared to students at KMB.
Copyright (c) 2025 Ahmad Akif Ibrahim, Nor Azuana Ramli, Sahimel Azwal Sulaiman https://creativecommons.org/licenses/by-nc-sa/4.0
Content analysis of Fraction Topics in Mathematics Textbook Year 2 According to Taksonomi Bloom
The textbook is a reference guide for teachers and students in the implementation of the curriculum set by the Malaysian Ministry of Education. Textbooks influence the teaching and learning activities of teachers and student educators. Fractional topics show development in emphasizing the cognitive domain and students' thinking skills. Therefore, this study identifies the difference of fraction topics in year 2 mathematics textbooks between National Primary Schools (SK) and Chinese Type National Primary Schools (SJKC) from the aspect of activities and exercise based on the cognitive level of Bloom's Taxonomy. This study uses content analysis in terms of the type of exercise and level of thinking. The results show that most of the mathematical exercises in both textbooks are in the domain of understanding and applying. The percentages and bar charts show that there is no significant difference between SK and SJKC Mathematics textbooks in cognitive aspect. Although the curriculum applied at schools are the same, efforts in improving textbooks need to be continued and increased according to current needs so that there is no gap in textbook content.
Copyright (c) 2024 Siew Kim Ting, Roslinda Rosli https://creativecommons.org/licenses/by-nc-sa/4.0
Investigating Students Attitudes in Engineering Science Course: An Analysis using the Tripartite Model
The research aimed to gain insights into the attitudes of first-semester Engineering Science students towards their Engineering Science classes, as well as to investigate whether gender has an impact on these attitudes. A total of 182 students were involved in the data collection process, which included completing a comprehensive questionnaire comprising 20 items rated on a Likert scale. The questionnaire covered affective, behavioral, and cognitive components across five distinct sections.Following this, the gathered responses underwent quantitative analysis using Statistical Package for the Social Sciences (SPSS) version 25, including computations of mean values, standard deviations, percentages, and frequencies. The results revealed that the majority of students displayed positive attitudes towards learning physics, with significant variations observed based on the students' gender.These findings have the potential to inform targeted interventions aimed at addressing the underlying barriers to achieving quality physics education for all students especially in context of Polytechnic Malaysia.
Copyright (c) 2024 Geetha Subramaniam, Zubaidah binti Md Saleh, Munira binti Mohd Shariff https://creativecommons.org/licenses/by-nc-sa/4.0
The Effectiveness of Problem-Based Learning on Form Two Students’ Academic Performance in Balanced Diet Subtopic
Traditional teaching methods in science education are increasingly recognised as ineffective, often hindering students' understanding of concepts. While Problem-Based Learning (PBL) is acknowledged for its efficacy in fostering problem-solving skills, its adoption in Malaysian secondary schools remains nascent. This study investigates the impact of PBL on Form Two students' academic performance in the "Balanced Diet" subtopic, addressing challenges posed by traditional methods and the perception of science as daunting and unengaging. Employing a quasi-experimental design with a quantitative approach, the study involved 30 Form Two students from SMJK Shan Tao, divided into experimental (PBL) and control (traditional methods) groups. Pre-test and post-test assessments, comprising 15 multiple-choice questions, were conducted to evaluate academic performance. Analysis using independent-sample t-tests in SPSS version 29.0 indicated no significant difference in pre-test scores between groups (t(30)= -1.486, p>.05), but significant post-test improvement in the experimental group (t(30)= -6.570, p<.05). These findings suggest that PBL effectively enhances academic performance in the "Balanced Diet" subtopic, supporting its integration in science education to promote critical thinking and engagement. Further research should explore PBL's long-term effects across diverse subjects with larger sample sizes for broader applicability.
Copyright (c) 2024 Agnes Siew Yiing Tang https://creativecommons.org/licenses/by-nc-sa/4.0
Analysis of Form Two Mathematics Textbook Content for Functional Graph Topic using the Praxeology Method
The use of the praxeology method is very important in knowing the delivery of the content contained in the textbook. However, there is still a lack of research on content analysis in Form Two Functional Graph Topic using the praxeology method. This study aims to analyze the Form Two Mathematics Textbook content for the topic of Functional Graph based on the praxeology method. Data collection was done by content analysis by categorizing the set of praxis (practical) blocks consisting of assignment types (T) and techniques (τ) as well as logos (knowledge) blocks consisting of technology (θ) and theory (Θ). The findings of the study show that there are 18 types of assignments (T), 13 techniques (τ), 10 technologies (θ), and eight theories (Θ) contained in the topic. This study found that six types of assignments (T) did not complete the categories in the prexeology method, one type of assignment (T) did not have technique (τ), one type of assignment (T) did not have theory (Θ) and four types of assignment (T) did not have all three categories of prexeology, namely technique (τ), technology (θ) and theory (Θ). Therefore, based on this study, if the assignment does not complete the praxeology category, it affects the knowledge gained by students in completing the assignment on the topic of Functional Graphs, in addition to facing the limitations of comprehensive knowledge. This research can guide interested institutions in formulating improvements to the content in the mathematics textbook for the topic of Form Two Functional Graph to improve students' understanding of the topic of Functional Graph. Keywords: praxis block set (practical), logos block set (knowledge), Functional Graph topic, praxeology method.
Copyright (c) 2024 Qamarina Dayana Shahrul, Nurihan Nasir, Didi Suryadi https://creativecommons.org/licenses/by-nc-sa/4.0
A Literature Review of the Implications of Learning Engineering Design Processes in Mathematics Subjects for Primary School
The process of thinking is a critical component of problem-solving. The Engineering Design Process introduces a fresh perspective to the cognitive process. Engineers frequently implement this methodology due to its capacity to analyse and resolve issues in a meticulous and focused manner. Currently, this process is expanding into the realm of education. This study is a scholarly examination of the implications of this process for the teaching of mathematics in primary institutions. Several empirical studies have been reviewed using the PRISMA technique, utilising data from the search engines SCOPUS, ScienceDirect, and Web of Science. Articles published between 2010 and 2024 were reviewed. This article concentrates on the discussion of the engineering design process in the context of learning, the incorporation of mathematics topics, the target students, and the implications for students. This article provides a comprehensive examination of the practical implications and recommendations for future research from a variety of perspectives.
Copyright (c) 2024 Masyithoh Md Zuber, Mohd. Asyraf Mansor https://creativecommons.org/licenses/by-nc-sa/4.0