12 research outputs found
Evaluating the face and content validity of a Teaching and Learning Guiding Principles Instrument (TLGPI): a perspective study of Malaysian teacher educators
No full text(2) quality learning spaces(3) constructive alignment(4) international and cultural diversity(5) climate of inquiry and critical reflectionand finally (6) nurture good values, attitude and behaviour. The finding supports the face and content validity of this 67-item questionnaire, hence could be further researched on construct validity
Elemen nilai-nilai murni, sikap dan tingkahlaku dalam pengajaran dan pembelajaran: khas untuk pelajar dan pendidik guru
No full textTujuan kajian ini adalah untuk meneroka kepentingan elemen nilai-nilai murni, sikap dan tingkah laku dalam pengajaran dan pembelajaran. Kajian yang ditubuhkan dengan menggunakan Instrumen Prinsip Panduan Pengajaran dan Pembelajaran (IPPPP) untuk melihat kebolehpercayaan dan kesahan instrumen dalam menjana prinsip panduan pengajaran dan pembelajaran (PPPP). Peserta terdiri daripada 350 pendidik guru Malaysia daripada 10 institusi pengajian tinggi guru terpilih. Ia adalah instrumen penting dalam menjana prinsip panduan pengajaran dan pembelajaran di peringkat pengajian tinggi di Malaysia. Analisis Pengesahan Faktor (APF) telah mengesahkan semua kelima-lima item konstruk Nilai-nilai Murni (NM) IPPPP di mana semua item menyatakan kebolehpercayaan yang tinggi dan konsisten. APF juga mengesahkan bahawa model faktor tunggal telah digunakan untuk menghasilkan prinsip panduan pengajaran dan pembelajaran
Quality learning spaces, resources, technologies and constructive alignment element in teaching and learning
No full textThe purpose of this study is to explore the importance of quality learning spaces and constructive alignment in teaching and learning. The study established by using Teaching and Learning Guiding Principles Instrument (TLGPI) to look out the reliability and validity of the instrument in generating teaching and learning guiding principles (TLGP). Participants consisted of 357 Malaysian teacher educators from ten Malaysian higher teacher education institutions which were selected using cluster sampling technique. TLGPI is an essential instrument to reflect in generating the teaching and learning guiding principles in higher education level in Malaysia. Confirmatory Factor Analysis has validated all 4 items of Quality Learning (QL) construct and also all 4 items of Constructive Alignment (CA) construct of TLGPI whereby all items indicated high reliability and internal consistency. A Confirmatory Factor Analysis also confirmed that a single factor model was used to generate teaching and learning guiding principles
Climate of inquiry and critical reflection element in teaching and learning in higher education institutions
No full textThe purpose of this study is to explore the importance of climate of inquiry and critical reflection in teaching and learning. The study was established by using Teaching and Learning Guiding Principles Instrument (TLGPI) to identify the reliability and validity of the instrument in generating teaching and learning guiding principles (TLGP). Participants consisted of 355 Malaysian educators from higher education institutions and teacher training institutions. It is an essential instrument to reflect in generating the teaching and learning guiding principles in higher education level in Malaysia. Confirmatory Factor Analysis has validated all five items of Climate of Inquiry (CI) construct of TLGPI whereby all items indicated high reliability and internal consistency. A Confirmatory Factor Analysis also confirmed that a single factor model was used to generate teaching and learning guiding principles
Pendekatan pelajar dalam penilaian kendiri dan rakan sebaya / Akma Hidayu Abdul Wahid and Rafizan Abdul Razak
No full textKonsep penilaian kendiri dan rakan sebaya adalah satu pendekatan ke arah meningkatkan kualiti dan membangunkan profesionalisme diri. Ia menghasilkan sesuatu refleksi ke atas diri seseorang. Terdapat dua kategori pendekatan penilaian kendiri iaitu amalan refleksi dan peraturan kendiri (Azwani Masuwai et al.,2021). Amalan refleksi adalah berkaitan refleksi tingkah laku, afektif, metakognitif, afektif dan kritikal manakala pula penilaian peraturan kendiri berkaitan penentuan matlamat, keinginan intrinsik, pencapaian matlamat, orientasi matlamat, aturan kendiri, kawalan emosi, reaksi kendiri serta pencarian bantuan. Terdapat hubung kait antara dua kategori ini di mana amalan refleksi mempengaruhi peraturan kendiri. Secara khususnya. proses refleksi pada perkara seperti tingkah laku, pemikiran dan perasaan menjurus kepada pembentukan peraturan kendiri seperti penentuan matlamat dan keinginan intrinsik (Azwani Masuwai et al.,2022)
Elemen Nilai-Nilai Murni, Sikap Dan Tingkahlaku Dalam Pengajaran Dan Pembelajaran: Khas Untuk Pelajar Dan Pendidik Guru: [Good Values, Attitudes and Behaviours Element in Teaching and Learning: Dedicated for Learners and Educators]
No full textThe purpose of this study is to explore the importance of good values, attitudes and behaviour in teaching and learning. The study established by using Teaching and Learning Guiding Principles Instrument (TLGPI) to look out the reliability and validity of the instrument in generating teaching and learning guiding principles (TLGP). Participants consisted of 350 Malaysian teacher educators from 10 higher teacher education institutions selected. It is an essential instrument to reflect in generating the teaching and learning guiding principles in higher education level in Malaysia. Confirmatory Factor Analysis has validated all five items of Good Values (GV) construct of TLGPI whereby all items indicated high reliability and internal consistency. A Confirmatory Factor Analysis also confirmed that a single factor model was used to generate teaching and learning guiding principles.
Abstrak
Tujuan kajian ini adalah untuk meneroka kepentingan elemen nilai-nilai murni, sikap dan tingkah laku dalam pengajaran dan pembelajaran. Kajian yang ditubuhkan dengan menggunakan Instrumen Prinsip Panduan Pengajaran dan Pembelajaran (IPPPP) untuk melihat kebolehpercayaan dan kesahan instrumen dalam menjana prinsip panduan pengajaran dan pembelajaran (PPPP). Peserta terdiri daripada 350 pendidik guru Malaysia daripada 10 institusi pengajian tinggi guru terpilih. Ia adalah instrumen penting dalam menjana prinsip panduan pengajaran dan pembelajaran di peringkat pengajian tinggi di Malaysia. Analisis Pengesahan Faktor (APF) telah mengesahkan semua kelima-lima item konstruk Nilai-nilai Murni (NM) IPPPP di mana semua item menyatakan kebolehpercayaan yang tinggi dan konsisten. APF juga mengesahkan bahawa model faktor tunggal telah digunakan untuk menghasilkan prinsip panduan pengajaran dan pembelajaran
Confirmatory factor analysis of teaching and learning guiding principles instrument among teacher educators in higher education institutions
No full textTransforming the Standard Lecture into an Interactive Lecture: The CDEARA Model
No full textThe standard way of lecturing where students are passive recipients of knowledge and the lecturer as the provider of knowledgehas been the dominant way to deliver curriculum for so many decades.However many reports suggest that active learning methods can significantly increase learning gains.We report on the testing of a variant of interactive lecture model called the CDEARA Model through a module and a training workshop. This method is most clearly distinguished by the systematic and purposeful integration of a variety of ‘simple’ activities or techniques which we call Interactive Lecture Tools. We present and analyse a detailed example of the interactions during the workshop and analyse the evaluation of the module and the workshop as a whole.Data indicate an overall positive evaluation of the module and workshop. We conclude that the CDEARA Model is practical, effective, and amenable to implementation
Systematic Literature Review on Self-Assessment Inventory for Quality Teaching among Islamic Education Teachers
No full textThe impact of teaching behavior towards teaching quality and self-assessment has become an emerging drift in education, providing an option for teachers’ development. However, studies on teaching behavior and self-assessment are still scarce, despite their importance in improving education. Thus, this review thoroughly identifies the aspects of teaching behavior and teaching quality, as well as the instruments of self-assessment in the teaching profession. Initially, 116 articles published on Web of Science (WoS) and Scopus between 2017 to 2021 were identified, and 10 out of 116 articles were retained for review, based on the exclusion and inclusion criteria. The criteria include the significant findings listed the aspects of teaching behavior and teaching quality. Second, the approaches of self-assessment are emphasized in teaching. Third, the reliability of the instruments used for self-assessment mostly achieved the internal consistency criteria. These three criteria imply the importance of self-assessment for quality teaching and teacher development. In general, this review could help teachers cultivate quality teaching behavior and perform reflective practice for their personal development
Evaluation of content validity and face validity of secondary school Islamic education teacher self-assessment instrument
No full textAbstractThis study aims to test the content and face validity of Secondary School Islamic Education Teacher Self-Assessment Instrument (SSIET-SAI) using Content Validity Ratio (CVR), Content Validity Index (CVI) and Cohen Kappa Index (CKI) analysis. They are nine professional experts from universities and schools and two other expert field. Validation process involving 209 items with four main constructs and the constructs namely Reflection of Sustainability of Knowledge, Reflection of Teaching, Humanity Introspection and Continuous Professional Development. Overall findings noted (N = 9, CVI = 0.96, CVR = 183 agreed and refined items) for content validity and (N = 2, CKI = 0.785) for face validity. SSIET-SAI have great potential to be highlighted as a psychometric measuring tool of self-assessment indicator for Islamic education teacher in secondary school
