24 research outputs found
Kajian kerelevenan falsafah pendidikan kebangsaan dengan kurikulum pendidikan Islam Politeknik Kementerian Pengajian Tinggi Malaysia
No full textMembangunkan sesebuah kurikulum bertepatan dengan Falsafah Pendidikan Kebangsaan amat diperlukan supaya matlamat akhir kurikulum selari dengan citra negara. Justeru, kertas ini memerihalkan kajian kerelevenan objektif Kurikulum Pendidikan Islam Politeknik dengan Falsafah Pendidikan Kebangsaan. Reka bentuk yang sesuai dengan objektif kajian ini ialah analisis dokumen. Dokumen yang dianalisis ialah dokumen Kurikulum Pendidikan Islam Politeknik dan dokumen Falsafah Pendidikan Kebangsaan. Sebanyak 108 item yang terdapat kerelevanan antara Kurikulum Pendidikan Islam Politeknik dengan Falsafah Pendidikan Kebangsaan. Untuk tujuan keesahan dan kebolehpercayaan, pekali persetujuan Kappa digunakan untuk menilai persetujuan dalam kalangan pakar. Dapatan kajian menunjukkan terdapatnya kerelevenan antara item-item objektif Pendidikan Islam Politeknik dengan Falsafah Pendidikan Kebangsaan. Ini menunjukkan Kurikulum Pendidikan Islam Politeknik tidak tersimpang dari Falsafah Pendidikan Kebangsaan. Namun beberapa cadangan dibincangkan dalam artikel ini hasil dari dapatan kajian untuk memastikan Kurikulum Pendidikan Islam Politeknik memenuhi tuntutan semasa
ISSUES AND CHALLENGES IN TEACHING ENGLISH PHONETIC SYMBOLS AND SUGGESTIONS TO USE BLENDED-LEARNING APPROACH TO SEMESTER ONE STUDENTS IN PORT DICKSON POLYTECHNIC
No full textAE101 Communicative English was introduced in Port Dickson Polytechnic in January 2010. It is taught for 20 consecutive weeks to semester one students of several Engineering Departments. Students are introduced to the English phonetic symbols in Unit 3: Dictionary Skills, which aims to guide them to use phonetics symbols for pronunciation and articulate words based on phonetic symbols. Based on observations and journal entries, this paper presents our experience in teaching this unit for two consecutive semesters. Challenges faced by lecturers have been identified as time constraints in delivering dense contents in Unit 3, large number of students per class, lecturers’ competency gaps, over-dependent students and lecturers' preference to stick to traditional approach in delivering the course content. Challenges experienced by both lecturers and students are students’ constraints in attending extra classes due to packed timetable and lack of ICT and internet facilities in campus. Challenges in teaching English phonetics and phonology and the decision to use ‘blended-learning’ approach to overcome the issues have been discussed and pedagogically justified as economical and flexible that can increase engagement, participation and enhance autonomous learning among students and improve content delivery by ESL lecturers
ISSUES AND CHALLENGES IN TEACHING ENGLISH PHONETIC SYMBOLS AND SUGGESTIONS TO USE BLENDED-LEARNING APPROACH TO SEMESTER ONE STUDENTS IN PORT DICKSON POLYTECHNIC
No full textAE101 Communicative English was introduced in Port Dickson Polytechnic in January 2010. It is taught for 20 consecutive weeks to semester one students of several Engineering Departments. Students are introduced to the English phonetic symbols in Unit 3: Dictionary Skills, which aims to guide them to use phonetics symbols for pronunciation and articulate words based on phonetic symbols. Based on observations and journal entries, this paper presents our experience in teaching this unit for two consecutive semesters. Challenges faced by lecturers have been identified as time constraints in delivering dense contents in Unit 3, large number of students per class, lecturers’ competency gaps, over-dependent students and lecturers' preference to stick to traditional approach in delivering the course content. Challenges experienced by both lecturers and students are students’ constraints in attending extra classes due to packed timetable and lack of ICT and internet facilities in campus. Challenges in teaching English phonetics and phonology and the decision to use ‘blended-learning’ approach to overcome the issues have been discussed and pedagogically justified as economical and flexible that can increase engagement, participation and enhance autonomous learning among students and improve content delivery by ESL lecturers
ISSUES AND CHALLENGES IN TEACHING ENGLISH PHONETIC SYMBOLS AND SUGGESTIONS TO USE BLENDED-LEARNING APPROACH TO SEMESTER ONE STUDENTS IN PORT DICKSON POLYTECHNIC
No full textAE101 Communicative English was introduced in Port Dickson Polytechnic in January 2010. It is taught for 20 consecutive weeks to semester one students of several Engineering Departments. Students are introduced to the English phonetic symbols in Unit 3: Dictionary Skills, which aims to guide them to use phonetics symbols for pronunciation and articulate words based on phonetic symbols. Based on observations and journal entries, this paper presents our experience in teaching this unit for two consecutive semesters. Challenges faced by lecturers have been identified as time constraints in delivering dense contents in Unit 3, large number of students per class, lecturers’ competency gaps, over-dependent students and lecturers' preference to stick to traditional approach in delivering the course content. Challenges experienced by both lecturers and students are students’ constraints in attending extra classes due to packed timetable and lack of ICT and internet facilities in campus. Challenges in teaching English phonetics and phonology and the decision to use ‘blended-learning’ approach to overcome the issues have been discussed and pedagogically justified as economical and flexible that can increase engagement, participation and enhance autonomous learning among students and improve content delivery by ESL lecturers
Mathematics Learning Inventory (MLI)
Get PDFMathematics Learning Inventory:
Early Indicator Based on Mathematics Interest & Self Esteem
Mohd Nazim Mat Nawi *
, Balqis Hisham, Norlaili Md Saad, Suraya Hassan, Nurfatihah
Mohamad Hanafi, Juhaidah Hairom
Department of Mathematics, Centre for Foundation Studies,
International Islamic University of Malaysia, Gambang Campus,
26300 Gambang, Pahang, Malaysia
*Corresponding author: [email protected]
ABSTRACT
One of the most significant subjects taught worldwide from preschool through university level
is mathematics. The students’ interest is considered as a vital aspect affecting involvement and
success in this subject. In addition, self-esteem also has been seen as an important factor in
learning mathematics. Therefore, mathematics interest and self-esteem are two critical
elements that contribute to mathematics achievement. Besides their SPM result, there is
insufficient indicator to identify low achiever students. Hence, the innovation from this study
is an indicator called Mathematics Learning Inventory (MLI) which consists of google form
and score excel template. Based on the results from the inventory, we can identify which
students need consultation related to the course based on the score. Concurrently, the system
will notify the instructor to provide intervention procedures in preparing them for the formative
and the summative assessment for that subject. This MLI can be introduced and utilized by all
institutions which offered pre-university programme. This study will use purposive sampling
technique to select a sample of 312 sciences students from Centre for Foundation Studies
(CFS), International Islamic University Malaysia (IIUM) who are taking Mathematics 1
(MAT0114) subject in semester 1, 2022/2023. Academic Interest Scale for Adolescents (AISA)
is the instrument used in order to measure Mathematics interest whereas Rosenberg Self�Esteem Scale is used to measure self-esteem.
Keywords. Pre-university programme; Mathematics interest; Self-esteem; Mathematics
Learning Inventory (ML
Mathematics interest and self- esteem: a study on gender differences among Pre-University students
Get PDFConference on Future and Sustainable Education (CFSE 2022)
A Study on Mathematics Interest And Self Esteem By
Gender And Module Among Pre-University Students
Mohd Nazim Mat Nawi 1,*, Norlaili Md Saad1
, Suraya Hassan1
, Nurfatihah
Mohamad Hanafi1
1Department of Mathematics, Centre for Foundation Studies, International Islamic University of Malaysia,
Gambang Campus, 26300 Gambang, Pahang, Malaysia
*Corresponding author: [email protected]
Abstract. Learning is energized by interest, which is an important motivating factor that directs academic and
professional paths and is crucial for academic success. Thus, mathematics interest is critical in motivating students to
achieve well in any mathematical course. Self-esteem is yet another important element that contributes to successful
academic achievement. The aim of the study is to examine the gender differences among pre-university based on
mathematics interest and self-esteem. Purposive sampling technique was used to select a sample of 508 students from
1600 Centre for Foundation Studies (CFS), International Islamic University Malysia (IIUM) sciences students who
are taking mathematics in semester 1. 2022/2023. The instrument used was Academic Interest Scale for Adolescents
(AISA), which measures interest in Mathematics, and the Rosenberg Self-Esteem Scale, which measures self-esteem.
According to the findings, there is almost moderate, direct and positive association between Mathematics interest and
self-esteem. Males scored highly on self-esteem compared to female adolescents, indicating that there are considerable
gender disparities in this area.
Keywords. Pre-university programme; Mathematics interest; Self-esteem; Gender biases
DIGITAL STORYTELLING FOR ENHANCING PUBLIC UNDERSTANDING OF ZAKAT AND ASNAF: THE ZADIS PROJECT
No full textThis study introduces the Zakat and Asnaf Digital Storytelling (ZADiS) project, which aims to improve public understanding of zakat and asnaf, two central concepts in Islamic financial education. Although zakat is one of the five pillars of Islam, studies show that more than 30% of eligible Muslims in Malaysia do not consistently fulfil their zakat obligations. According to the Department of Statistics Malaysia, in 2023, zakat collection reached RM 1.05 billion, yet awareness of zakat types and asnaf categories remains low. Traditional teaching methods, such as sermons, brochures, and static websites, have limited effectiveness, particularly among younger generations who prefer digital and interactive content. To address this challenge, ZADiS developed 17 short animated videos (9 on zakat types and 8 on asnaf categories), each lasting two minutes and combining one minute of narrative storytelling with one minute of explanatory content. The project followed four phases: needs identification with two zakat experts, content design and production using Adobe Animate, validation by experts, and user testing with five university-aged participants from diverse backgrounds. The findings revealed that all participants reported increased comprehension, with 100% affirming the videos’ educational value. Experts highlighted the clarity and cultural appropriateness of the materials. These results confirm that digital storytelling enhances engagement, emotional connection, and comprehension of complex religious concepts. The study recommends training zakat staff in digital media production and expanding ZADiS into schools, universities, and public campaigns. Future directions include piloting AR/VR applications to create more interactive and immersive Islamic education experiences
Analisis Rupabumi Menggunakan Data Pendigitan Garis Kontur dan GPS
Get PDFModel Rupabumi Berdigit (DTM) boleh digunakan untuk membantu dalam penganalisisan rupabumi untuk kerja-kerja perancangan pembangunan tanah (seperti pemilihan lokasi terbaik untuk sesuatu tujuan, dan sebagainya). DTM boleh dijana dengan menggunakan pelbagai sumber data, diantara yang popular adalah pendigitan garis kontur dari peta topografi, ukur lapangan (seperti GPS), dan pendigitan 3D fotogrametri. Kajian ini menggunakan data DTM (garis kontur dan GPS). Tujuan kajian iniuntuk men cuba mengajukan satu cara untuk mengemaskinikan maklumat topografi (rupabumi) yang
terdapat pada peta topografi dengan menggabungkan data kontur berdigit dengan data GPS. DTM dijana dengan menggunakan kedua-dua data ini, iaitu dengan kontur berdigit sahaja, dan dari gabungan (kontur + GPS). Penjanaan
DTM di lakukan dengan modul TIN yang ada dalam perisian Arc/Info Rev. 6.1. Daripada DTM yang dijana, pemetaan kecerunan dan aspek (slope and aspect mapping) dapat dihasilkan, dan seterusnya satu analisis pembentukan
kawasan berpotensi untuk pembangunan telah dilakukan berdasarkan kepada beberapa kriteria. Prosidur untuk menggabungkan dua jenis data ini dibentangkan. Analisis rupabumi untuk menjana kawasan berpotensi juga di
bentangkan. Beberapa cadangan di kemukakan untuk memperbaiki kajian yang telah di buat
Penilaian kemudahan pembelajaran, peruntukan kewangan dan kursus dalam perkhidmatan bagi kursus Pendidikan Islam di Politeknik Malaysia
No full textThe purpose of this study was to evaluate the learning facilities, financial allocation, in-service training to support the Islamic Education Courses in Polytechnic of Malaysia. The design of the study was a cross-sectional survey by using questionnaires to collect the research data. The respondents of the study were comprised of Polytechnics lecturers who were selected randomly. The findings showed that learning facilities, financial and in-service training are at the moderate level. Therefore, in order to maintain the quality of teaching and learning, the Polytechnic Administration should ensure learning facilities such as classrooms, teaching aids, financial allocation are in place and should be enhance to support the Islamic Education Courses. In addition to that, the Polytechnic should design their own in-service training to cater the current needs for the Polytechnic lecturers
