Jurnal Pendidikan Sains dan Matematik Malaysia

A Conceptual framework of teacher and student strategies in the use of science textbooks through a systematic literature review

Anis Zulaikha Ridzuwan — 2024-05-24

Science education is a critical aspect in driving the progress of a country and Science textbooks play a role in its widespread use throughout the world. This systematic literature review aims to explore the strategies of teachers and students in the use of science textbooks. Therefore, this survey has analyzed 220 journal articles through four steps based on PRISMA, namely, identification, screening, eligibility, and inclusion. A total of 35 journal articles selected between 2014 and 2023 were obtained from Scopus, Web of Science (WoS), and ERIC databases. To identify themes from the data obtained, a thematic analysis was carried out. The results of the review of journal articles show several strategies and functions of textbooks in Science education. For teachers, textbooks are used as teaching guides, resources for teaching preparation, reading materials and training resources for students. Teachers also use other resources such as the Internet and YouTube as teaching support materials to the textbook content to address errors identified in textbook and for additional information. Meanwhile, students use school textbooks by reading, referencing diagrams, practice questions, and search for analogies. At the same time, students use various textbook as additional support materials and refer to online learning resources. A conceptual framework demonstrating the textbook usage strategies by teachers and students was established. A possible future research is to explore innovative teaching methods that use technology such as interactive digital sites that can support teaching and learning with school science textbooks.

Perception of Sciences Trainee Teachers on The Matter-Build Thinkers Game Kit for The Topic of Matter Form 1

Noor Fhatin Niesyah Basir — 2024-08-28

The purpose of this study is to examine the perception of trainee teachers towards the Matter-Build Thinkers game kit for the topic of Form 1 Matter. This study involves 92 students taking the Bachelor of Science (ISMP) course for Semester 7 and 8. The instruments used were the Matter-Build Thinkers Game Kit validity evaluation form and a perception questionnaire using a four-point Likert scale. The validity value of the Matter-Build Thinkers Game Kit is 0.83 while the reliability value is 0.82. Descriptive statistical methods were used to analyze the data and to obtain mean values and standard deviations. The average mean for each construct is 3.76 (design), 3.67 (usability), and 3.70 (content). The results of the study show that the usability of the Matter-Build Thinkers Game Kit has a positive perception and can be used as a guide and reference by teachers when teaching the topic of Matter.

Visual Analysis of Project-based Learning Research Based on Citespace

Haijian Duo — 2024-08-28

This study used Citespace 6.3. R1 visualization analysis software as the research instrument and Web of Science core collection as the data source to screen and visualize the relevant literature on project-based learning from 2019 to 2022. Research indicates that the number of articles on project-based learning published in 2022 is the most in 5 years. And then it shows a downward trend. China and the United States are the two countries with the most published literature on project-based learning. Computer science, engineering education, and virtual reality are disciplines closely related to project-based learning. Dependent variables as critical thinking, collaborative learning, team learning appeared more frequently in the articles.

A Literature Review of the Implications of Learning Engineering Design Processes in Mathematics Subjects for Primary School

Masyithoh Md Zuber — 2024-08-28

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.

New Norms: Enhancing Biology Achievement, Creativity, and Student Innovation Post-Covid-19 Through Virtual Science Inquiry-Based Learning and Augmented Reality Applications

Bazilah Arshad — 2024-08-28

The COVID-19 pandemic opened a new chapter to digitalise learning strategies, especially in Biology education. Integration of an inquiry-based approach with technology, including Augmented Reality (AR), has become prevalent, allowing students to master the skills needed in 21^st-century education. Hence, this study aims to identify the need to develop inquiry-based learning and the use of Augmented Reality (AR) applications in teaching activities and learning. This research uses quantitative and qualitative methods. A total of 303 Form 4 Biology students from 13 national secondary schools were selected for this study. The instruments used in this study included questionnaires to determine the level of difficulty in biology learning topics, diagnostic tests, semi-structured teacher interview protocols and questionnaires to analyse the level of student agreement with the module requirements. The data was then analysed through descriptive statistics, namely percentage and frequency, by SPSS software and thematic analysis. At the end of this preliminary study, it was found that the topic of Cellular Respiration was the main focus. The results of the diagnostic test showed that the student's level of understanding of the concept of Cellular Respiration was low. From the interviews conducted, three themes were identified. Thus, there is potential to improve the teaching and learning process in Biology through this research. The findings of this study indicated the need to develop a module based on inquiry-based Science education and the use of Augmented Reality (AR) in the teaching and learning process of Biology to contribute to the Industrial Revolution (IR 4.0).

The effectiveness of using the Model Polya in improving mathematical reasoning skills

Karthikesan Manikabasagan — 2024-09-04

This research was conducted to examine the use of the Model Polya in solving non-routines helps in improving mathematical reasoning skills on 16 students of a Year 5 class from a school in Kerian district. Focused action to improve reasoning skills in mathematics in this study was completed within four weeks. The Model Polya in solving non-routine problems is a student-centered learning method in which students were given problems to be solved through the model. Methods of data collection used were the pre ad post tests, observations, students’ work sheets and interviews. Data collected were analysed qualitatively. The result of data analysis showed that the use of the Model Polya in solving non-routine problems improved students’ proficiency in mathematics reasoning skills. There were two aspects that influenced the improvement in the students’ reasoning skills: orderly process, and representations. The proposed follow-up to this research is the use of interactive powerpoints in solving non-routine problems using the model.

Content analysis of Fraction Topics in Mathematics Textbook Year 2 According to Taksonomi Bloom

Siew Kim Ting — 2024-09-04

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.

Investigating Students Attitudes in Engineering Science Course: An Analysis using the Tripartite Model

Geetha Subramaniam — 2024-09-04

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.

Analysis of Form Two Mathematics Textbook Content for Functional Graph Topic using the Praxeology Method

Qamarina Dayana Shahrul — 2024-09-04

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.

The Effectiveness of Problem-Based Learning on Form Two Students’ Academic Performance in Balanced Diet Subtopic

Agnes Siew Yiing Tang — 2024-09-26

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.

Development of a mobile application PHYSIxPLORE to Solve Physics Problems in the topic of Force and Motion

Abu Bakar Azzam — 2024-11-06

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.

The Integration of Artificial Intelligence-Based Applications in Digital Learning and Teaching Methods of Quantum Physics: A Literature Review

Aliya Noorul — 2024-11-12

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.