Pelaksanaan dan Persepsi Pelajar Terhadap Strategi Pembelajaran dan Kemahiran Insaniah dalam Kursus Tamadun Islam dan Tamadun Asia (TITAS) di Universiti Malaya

Sains Insani ◽  
2018 ◽  
Vol 3 (2) ◽  
pp. 74-82
Author(s):  
Faridah Che Husain ◽  
Faezah Kassim ◽  
Noor Ain Mat Noor ◽  
Muhammad Shamshinor Abdul Azzis ◽  
Mohd. Syariefudin Abdullah
Keyword(s):  
Student Perceptions ◽  
Learning Strategies ◽  
Communication Skills ◽  
Public Universities ◽  
Learning Strategy ◽  
Soft Skills ◽  
Assessment Methods ◽  
Course Content ◽  
The University ◽  
Positive Effect

The TITAS course has been implemented at the University of Malaya and is offered to all first-degree students in public universities since academic session of 1998/1999 through various approaches. The TITAS course has its own uniqueness based on course content and is compulsory to all students regardless of their field of study. This course is important to foster and nurture the spirit of understanding, respect, and harmony between races, cultures, religions and beliefs in Malaysia. To ensure the values and understanding between cultures can be applied to the students, the learning strategy has been diversified to the needs of this course. This paper therefore aims to explain TITAS's learning strategies in University of Malaya and student perceptions on learning strategies that embody the Soft Skills (KI) elements and their achievements in achieving the KI. This study focuses on two elements of KI that is teamwork skills and communication skills. This study uses library study method to explain the implementation of the TITAS course at the University of Malaya. A survey was conducted with distribution of questionnaires to 120 students to determine their KI achievement. Results are analysed descriptively in percentage and frequency form. It is found that students' perceptions of learning strategies and assessment methods were significant and had a positive effect on their courseworks and KI achievements. Students are not faced with problems in carrying out group assignments that involved various ethnic backgrounds. They are also less interested in carrying out written report tasks than fun-filled tasks, especially involving out-of-class activities.Keywords: Islamic and Asian Civilization Course; learning strategies; soft skills; students Abstrak: Kursus TITAS telah dilaksanakan di Universiti Malaya dan ditawarkan kepada semua pelajar Ijazah Pertama Universiti Awam (UA) sejak sesi akademik 1998/1999 melalui pelbagai pendekatan. Kursus TITAS mempunyai keunikan tersendiri berdasarkan isi kandungan kursus dan diwajibkan kepada semua pelajar tanpa mengira bidang pengajian mereka. Kursus TITAS juga merupakan satu kursus yang penting untuk memupuk dan menyuburkan semangat persefahaman, hormat-menghormati dan hidup yang harmonis antara kaum, budaya, agama dan kepercayaan di Malaysia. Bagi memastikan nilai-nilai dan persefahaman antara budaya dapat diterapkan dalam diri pelajar, strategi pembelajaran telah dipelbagaikan bersesuaian dengan keperluan kursus ini. Justeru, kertas kerja ini bertujuan untuk menjelaskan strategi pembelajaran kursus TITAS di Universiti Malaya dan persepsi pelajar terhadap strategi pembelajaran yang menerapkan elemen Kemahiran Insaniah (KI) serta pencapaian mereka bagi memperoleh KI tersebut. Kajian ini memfokuskan dua elemen KI iaitu kemahiran kerja berpasukan dan kemahiran berkomunikasi. Kaedah kajian perpustakaan digunakan bagi menjelaskan pelaksanaan kursus TITAS di Universiti Malaya. Manakala kajian lapangan dilakukan melalui pengedaran borang soal selidik kepada 120 pelajar bagi meninjau pencapaian KI mereka. Hasil analis data dihuraikan secara deskriptif iaitu dalam bentuk peratusan dan kekerapan atau frekuensi. Kajian ini mendapati bahawa persepsi pelajar terhadap strategi pembelajaran dan kaedah penilaian adalah signifikan dan memberi kesan yang positif kepada pencapaian yang diperoleh dalam penilaian kerja kursus dan pencapaian KI. Pelajar tidak menghadapi masalah dalam melaksanakan tugasan secara berkumpulan yang terdiri daripada pelbagai etnik dan latar belakang. Mereka juga kurang berminat untuk melaksanakan tugasan berbentuk laporan bertulis berbanding tugasan yang dilihat lebih menyeronokkan terutamanya melibatkan aktiviti luar kelas.Kata kunci: Kursus Tamadun Islam dan Asia (TITAS), strategi pembelajaran, kemahiran insaniah, pelajar

scholarly journals INOVASI TERHADAP PENGAJARAN DAN PEMBELAJARAN BAGI PENERAPAN KEMAHIRAN INSANIAH DALAM MATA KULIAH TAMADUN ISLAM DAN ASIA (TITAS) DI UNIVERSITI MALAYA KUALA LUMPUR MALAYSIA

JIPSINDO ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 1-21
Author(s):  
Norazlan Hadi Yaacob ◽  
Faezah Kassim
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Positive Impact ◽  
Soft Skills ◽  
Kuala Lumpur ◽  
Human Skills ◽  
Preliminary Study ◽  
Islamic Civilization ◽  
The University

Penumpuan berlebihan kepada akademik dan suasana pembelajaran yang cenderung mengukur kecemerlangan berdasarkan prestasi dalam peperiksaan didapati tidak memberi  kelebihan kepada mahasiswa dalam memperolehi kemahiran insaniah melalui proses pengajaran dan pembelajaran (P&P) sesuatu mata kuliah. Kajian ini merupakan satu kajian awal dan sebagai permulaan memfokuskan kepada salah satu MPU iaitu TITAS. Ia bertujuan untuk menjelaskan inovasi yang dilaksanakan terhadap  kursus TITAS khususnya berkaitan strategi pembelajaran di Universiti Malaya dan melihat persepsi pelajar terhadap inovasi strategi pembelajaran yang menerapkan elemen Kemahiran Insaniah (KI) serta pencapaian mereka di dalam memperolehi KI tersebut. Sebagai satu kajian awal hanya dua elemen KI sahaja yang menjadi fokus iaitu kemahiran kerja berpasukan dan kemahiran berkomunikasi. Metode kajian yang digunakan adalah kajian perpustakaan bagi menjelaskan tentang pelaksanaan kursus TITAS dan menganalisis pencapaian pelajar dalam KI kursus ini. Soal selidik juga diedarkan kepada 120 mahasiswa yang telah mengambil mata kuliah TITAS dan dapatan kajian adalah secara deskriptif iaitu dalam bentuk peratusan dan kekerapan atau frekuensi untuk menganalisis data. Hasil kajian ini mendapati bahawa persepsi mahasiswa terhadap inovasi strategi pembelajaran dan metode penilaian yang dilaksanakan adalah baik. Ini telah memberi kesan yang baik juga kepada pencapaian yang diperoleh dalam penilaian kerja kursus dan pencapaian KI mereka.  Mahasiswa tidak menghadapi masalah dalam melaksanakan tugasan secara berkumpulan yang terdiri daripada pelbagai etnik dan latar belakang.INNOVATION ON TEACHING AND LEARNING FOR THE APPLICATION OF HUMAN SKILLS IN THE COURSE OF ISLAMIC CIVILIZATION AND ASIA (TITAS) AT THE UNIVERSITY OF MALAYA KUALA LUMPUR MALAYSIAExcessive focus on academics and learning environment that tends to measure excellence based on performance in examinations was found not to give an advantage to students in acquiring soft skills through the teaching and learning process (T&L) of a subject. This study is a preliminary study and as a start focuses on one of the MPU which is TITAS. It aims to explain the innovations implemented on TITAS courses, especially related to learning strategies at the University of Malaya, and look at students' perceptions of learning strategy innovations that apply the elements of Soft Skills (KI) and their achievements in obtaining the KI. As a preliminary study, only two elements of KI were the focus, namely teamwork skills and communication skills. The research method used is a library study to explain the implementation of the TITAS course and analyze student achievement in the KI of this course. Questionnaires were also distributed to 120 students who have taken TITAS courses and the findings of the study are descriptive in the form of percentage and frequency or frequency to analyze the data. The results of this study found that students' perceptions of the innovation of learning strategies and assessment methods implemented are good. This has also had a positive impact on the achievements obtained in the evaluation of coursework and their KI achievement. Students do not face problems in performing tasks in groups consisting of various ethnicities and backgrounds.

scholarly journals Organizational learning Strategies and their Reflection in the Development of the Organization's Design

2018 ◽  
Vol 2 (2) ◽  
pp. 77-101
Author(s):  
Warda Abdulkhaliq Abdul Rahman Al-Hamwan ◽  
Jawad Zraw Jawad Abadi ◽  
Ali Abbas Ali al-Moussawi
Keyword(s):  
Organizational Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Organization Design ◽  
University Leadership ◽  
Four Dimensions ◽  
Survey Sample ◽  
Deviation Coefficient ◽  
The University

The research aims to identify the role of organizational learning strategies and their reflection in the development of the design of the organization in the presidency of the University of Kirkuk, and to achieve this goal, the researcher through research and related studies to build hypotheses explaining the relationship between the variables studied. The study relied on the study of organizational learning strategies as an independent variable Four important dimensions are (learning strategy to emphasize efficiency, learning strategy to emphasize innovation, learning strategy to emphasize trends, learning strategy to emphasize professionalism), and four dimensions representing the adopted variable The survey sample consisted of (55) director (department, division, unit) and distributed a questionnaire covering (39) paragraphs. In light of this, data were collected and analyzed and hypotheses were tested using the statistical package (SPSS). A number of statistical methods were used, including arithmetic mean, standard deviation, coefficient of variation, Spearman correlation coefficient, simple linear regression coefficient The results of the research sample showed that the university leadership is interested in the study of organizational learning strategies because it leads to improving the design of the organization as a whole through the knowledge, experiences and abilities of the organization. Competitive advantage of the organization In addition, there is a strong correlation between organizational learning and its strategies with the nature of the work of the Presidency of the University as a whole, showing the role played by organizational learning strategies. University University. Keywords: organizational learning strategies, learning strategy, emphasis on efficiency, learning strategy, emphasis on innovation, learning strategy emphasizing trends, learning strategy emphasizing professionalism, organization design, strategy and vision, personnel working systems, organizational structure.

Validating the Learning Strategies Scale Among Business and Management Students in the Semi-Presential University Context

2020 ◽  
pp. 219-231
Author(s):  
Ricardo Batista Cândido ◽  
Iara Yamamoto ◽  
Thaís Zerbini
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Education Institution ◽  
Four Dimensions ◽  
Regulatory Strategies ◽  
Present Context ◽  
Management Students ◽  
The University ◽  
Business And Management

This research validates the University Learning Strategy Scale (EEA) used by Martins and Zerbini (2014), among Business and Management students of semi-presential courses. The sample had 350 observations obtained from students of a Higher Education Institution based in the State of São Paulo. Preliminary results showed that although the Learning Strategies Scale (LES) was developed and validated in a hybrid context application, in this research it was applied to the semi-present context and its results were satisfactory, presenting high internal consistency indices, with alphas of Cronbach's of (α = 0.94) for the general scale. Regarding the four dimensions, the result was also very close to the LES with 1) (α = 0.92) for the Cognitive Strategies construct, 2) (α = 0.77) for Emotion Control, 3) (α = 0.85) for Self-Regulatory Strategies and 4) (α = 0, 83) for Interpersonal Help. This scale shows evidence of instrument validity.

scholarly journals Integrated Neuroscience Program: An Alternative Approach to Teaching Neurosciences to Chiropractic Students

2009 ◽  
Vol 23 (2) ◽  
pp. 134-146
Author(s):  
Xiaohua He ◽  
James La Rose ◽  
Niu Zhang
Keyword(s):  
Student Perceptions ◽  
Learning Strategies ◽  
Content Knowledge ◽  
Descriptive Analysis ◽  
Faculty Members ◽  
Course Content ◽  
Self Confidence ◽  
Study Results ◽  
Students Attitudes ◽  
Chiropractic Students

Purpose: Most chiropractic colleges do not offer independent neuroscience courses because of an already crowded curriculum. The Palmer College of Chiropractic Florida has developed and implemented an integrated neuroscience program that incorporates neurosciences into different courses. The goals of the program have been to bring neurosciences to students, excite students about the interrelationship of neuroscience and chiropractic, improve students' understanding of neuroscience, and help the students understand the mechanisms underpinning the chiropractic practice. This study provides a descriptive analysis on how the integrated neuroscience program is taught via students' attitudes toward neuroscience and the comparison of students' perceptions of neuroscience content knowledge at different points in the program. Methods: A questionnaire consisting of 58 questions regarding the neuroscience courses was conducted among 339 students. The questionnaire was developed by faculty members who were involved in teaching neuroscience and administered in the classroom by faculty members who were not involved in the study. Results: Student perceptions of their neuroscience knowledge, self-confidence, learning strategies, and knowledge application increased considerably through the quarters, especially among the 2nd-year students. Conclusions: The integrated neuroscience program achieved several of its goals, including an increase in students' confidence, positive attitude, ability to learn, and perception of neuroscience content knowledge. The authors believe that such gains can expand student ability to interpret clinical cases and inspire students to become excited about chiropractic research. The survey provides valuable information for teaching faculty to make the course content more relevant to chiropractic students.

A Participative and Individualized Laboratory: A Strategy for Increasing Student Success in College-Level Mathe Courses

2019 ◽  
pp. 581-586
Author(s):  
José A. Toro-Clarke
Keyword(s):  
Puerto Rico ◽  
Student Success ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Pedagogical Practice ◽  
College Level ◽  
Research Paradigm ◽  
University Of Puerto Rico ◽  
The University ◽  
Math Problems

This research was carried out within a qualitative research paradigm. The objective was to observe, analyze and enrich pedagogical practice through the use of pedagogical learning strategies. The learning strategy was a participative and individualized laboratory carried out during a research project in a non-Traditional Laboratory (LnT, abbreviated in Spanish form). The primary aim of this research was to observe if the LnT assists the students and in this way maximizes success and knowledge in the Introductory Math course (MATE3001) on the University of Puerto Rico campus. The LnT contributed to: (1) students improved their study habits; (2) the students had greater participation in the solution of math problems, their practice and discussion; (3) they accepted that the research professor supervise their work as it was carried out and understood that the presence was for their benefit.

Measures of Success: Exploring Student Approaches to Learning Public Health

2018 ◽  
Vol 4 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Miryha Gould Runnerstrom ◽  
Thrissia Koralek
Keyword(s):  
Public Health ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Approaches To Learning ◽  
Public Health Education ◽  
Course Content ◽  
Student Approaches To Learning ◽  
Public Health Challenges ◽  
Definition Of Success ◽  
Definition Of

The goal of public health education consists of equipping competent future public health professionals with the skills necessary to effectively convert knowledge to meet current and future public health challenges. Although great focus has been placed on topics and skills that are relevant to undergraduate degree curricula in public health, little effort has been directed at identifying student perceptions about metacognitive strategies that best help them learn and recall public health skills or ideas. There is also little investigation of factors that contribute to students’ success in the field of public health. The purpose of this article is threefold: first, to describe common themes and gaps pertaining to public health undergraduates’ awareness of potent learning strategies; second, to characterize students’ definition of success in the field of public health; and third, to provide instructors with valuable information that may be used to enhance the design of classroom learning environments, course content, content delivery methods, and course assessments.

scholarly journals Variations of Language Learning Strategy Use among Three Colleges at a Private Four-year Technology University in Taiwan

2015 ◽  
Vol 8 (11) ◽  
pp. 183
Author(s):  
Huei-Chen Yeh
Keyword(s):  
Social Science ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Use ◽  
Significant Difference ◽  
Language Learning Strategy ◽  
Learning Strategy Use ◽  
Second Tier ◽  
The University

<p>This study aims to examine the college students in Taiwan for the attributes of how their English test scores are being affected by language learning strategy use. The university is recognized as a second-tier technology university in Taiwan, as the students are considered to have low levels of English proficiency and learning motivation. A group of 156 students from three colleges (Engineering, Business and Management, and Humanity and Social Science) participated in the study. The result found that the students from Humanity and Social Science have the highest mean scores on their English tests and the highest level language learning strategies among the three colleges at the university. Cognitive strategy is found to be the only statistically significant difference among the study students from three colleges; the other five strategies are not found to be statisically significant. Compensation strategy is found to be most frequently used by all of the students. Cognitive and metacognitive strategies are found to be the least used among the study group.</p>

scholarly journals PREFERENCE IN LANGUAGE LEARNING STRATEGIES (LLS) OF THE STUDENTS IN THE ENGLISH LANGUAGE EDUCATION DEPARTMENT AT THE UNIVERSITY OF MUHAMMADIYAH JEMBER

2020 ◽  
Vol 5 (1) ◽  
pp. 61-72
Author(s):  
Taufik Hidayah
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Language Education ◽  
High Rate ◽  
Language Learning Strategies ◽  
English Language Education ◽  
The University

          The present study aims at investigating the patterns of language learning strategy use employed by the sixth semester students of English language education program at the University of Muhammadiyah Jember. To achieve this objective, Oxford’s Strategy Inventory of Language Learning (SILL) (1990) along with a background questionnaire (a modified version of Oxford’s background questionnaire) were administered to the participants. The findings indicate that the research participants use language learning strategies at a high rate (more than 60%), but with differences in type and frequency of the individual learning strategies. The students reported a high frequent use of metacognitive and cognitive strategies. Other types of language learning strategies are also used by the students, although the frequency is lower than the previous two strategies. Based on the findings of the present study, some pedagogical implication were suggested to encourage students to reflect on their own strengths  and weaknesses in skills and content courses  and self-regulate learning so as to make progress with teachers’ assistance. Keywords:  language learning strategies  (LLS);  Strategy Inventory of Language Learning (SILL);  memory strategies; cognitive strategies; metacognitive strategies; socio-affective strategies; compensation strategies.  

scholarly journals Blended Learning Strategies for Japanese Literature Classes in the University

2021 ◽  
pp. 296-299
Author(s):  
Michele Eduarda Brasil de Sá ◽  
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Public Universities ◽  
Japanese Literature ◽  
Foreign Languages ◽  
Japanese Language ◽  
Foreign Literature ◽  
Language And Literature ◽  
The University ◽  
Japanese Descent

In Brazil, the country with the largest population of Japanese descent outside Japan, there are currently one private and eight public universities offering undergraduate studies in Japanese Language and Literature. Even though there is a considerable amount of research about blended learning strategies concerning the study of foreign languages, it does not happen the same way when it comes to foreign literature. Besides, learning literature demands more than knowing the language in which it is written. This work presents some reflections on blended learning strategies with the aim of contributing to Japanese literature classes in the context of Brazilian undergraduate courses.

scholarly journals PEMBELAJARAN MAHARAH AL-KITABAH BERBASIS BLENDED LEARNING DI TINGKAT PERGURUAN TINGGI

Lugawiyyat ◽  
2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Halimatus Sa'diyah
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Rapid Development ◽  
Writing Skills ◽  
Arabic Language ◽  
University Level ◽  
The Right ◽  
The University ◽  
Selection Of

Arabic is one of the international languages taught at the university level, especially on Islamic religious campuses. The learning is related to four skills that must be mastered, including maharah al-kitabah (writing skills). At present, the world of education is experiencing rapid development, thus demanding innovation by academics to continue to improve the quality of learning. The change also refers to the selection of the right learning strategy. The change also refers to the selection of the right learning strategy. Moreover, lecturers in the modern era are not the only source of learning. The prevalence also applies to learning Arabic for students. Technological advancements become familiar to students at the university level. Nevertheless, the existence of lecturers as facilitators remains a significant need. Therefore, Blended learning is one of the learning strategies that can be used as an alternative choice for lecturers to deliver al-kitabah (writing skills) Arabic language in accordance with the objectives to be achieved.

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