scholarly journals CARING MORAL REASONING THROUGH FORUM THEATRE IN TEACHING AND LEARNING OF MORAL EDUCATION

2020 ◽  
pp. 214-228
Author(s):  
Letchumie Devi Varatha Raju ◽  
Nadarajan Thambu
Keyword(s):  
Moral Reasoning ◽  
Moral Education ◽  
Teaching And Learning ◽  
Education Curriculum ◽  
Education Students ◽  
Moral Principles ◽  
Forum Theatre ◽  
Moral Domain ◽  
Moral Behaviour ◽  
Universal Values

Creating people of high moral character and integrity who adhere to universal values based on moral principles is the ultimate goal of the Moral Education Curriculum. In this regard, the use of an appropriate approach to convey teaching is a key requirement. Such approaches need to be able to develop the moral domain set forth in the Moral Education Secondary Curriculum Standard for moral reasoning, moral emotion and moral behaviour. This study discusses the Practice of the Caring Approach through Forum Theatre to develop caring's moral reasoning among students of Moral Education. The methods in this Approach which aremodelling, dialogue, practice and certainty are integrated with Forum Theatre elements such as script development, anti-model acting, forums and acting intervention. The findings of the study show that Forum Theatre is an appropriate technique for implementing caring moral reasoning among Moral Education students. Practices, especially caring's moral reasoning can be demonstrated explicitly and concrete through Forum Theatre techniques.

Using Forum Theatre to Develop Various Levels of Thinking Skills among Moral Education Students in Secondary School

2021 ◽  
Vol 12 (3) ◽  
pp. 01-13
Author(s):  
Nadarajan Thambu Et.al
Keyword(s):  
Moral Education ◽  
Analytical Framework ◽  
Thinking Skills ◽  
Study Data ◽  
Instructional Designers ◽  
Education Students ◽  
Skill Levels ◽  
Forum Theatre ◽  
Qualitative Research Design ◽  
Theatre In Education

Purpose –The power of forum theatre in education and various field is well known by educators. However, the use of forum theatre in Malaysia, particularly in the field of moral education, is still lacking and limited. At the same time, the development of thinking skills is one of the aims of the moral education curriculum in Malaysia. Therefore, the purpose of this study was to examine the use of forum theatre as a pedagogical tool in developing various levels of thinking skills among moral education students. Method –This study adopted a qualitative research design and was underpinned by Bloom’s revised taxonomy as the theoretical and analytical framework. A total of 14 moral education students participated in this study. Data were collected qualitatively using classroom observation, interviews, and journal writing. Thematic analysis was utilized to analyse and present the findings. Findings –The findings of this study reveal that various theatrical activities that underpinned the four elements of forum theatre-(i) writing a script, (ii) delivering a dialogue in an anti-model play, (iii) discussion and decision-making in a forum session, and (iv) improvisation in an intervention play-show the development of students’thinking skill level such as analysing, evaluating, and creating skills. Therefore, this study suggests that forum theatre can be used in moral education pedagogy to enhance higher order thinking skills (HOTS). Significance –Meaningful instructional pedagogy must inspire thinking skills to foster creativity and innovation among students. This is considered an important skill in 21st century learning. Therefore, these findings are beneficial for teachers, lecturers, parents, and instructional designers to plan and implement suitable teaching methods such as forum theatre to empower and improve students’ thinking skill levels.

scholarly journals THE USE OF FORUM THEATRE AS CREATIVE PEDAGOGY IN TEACHING AND LEARNING OF MORAL EDUCATION IN SECONDARY SCHOOLS IN MALAYSIA

2020 ◽  
pp. 315-324
Author(s):  
Nadarajan Thambu ◽  
Ganesan Shanmugavelu ◽  
Zulkufli Mahayudin
Keyword(s):  
Secondary School ◽  
Moral Education ◽  
Teaching Strategies ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
School Students ◽  
Innovative Teaching ◽  
Pedagogical Strategies ◽  
Forum Theatre

Implementing teaching and learning, to raise the dimension of moral reasoning among students, is still a major challenge to secondary school teachers. Pedagogy and classroom teaching strategies is important to stimulate students to think critically and pro-active in addressing a moral and social conflict. Furthermore, one of the aspirations of Malaysian Education Blueprint 2013-2025 is to produce a creative, innovative and critical thinking society in Malaysia. Conventional classroom teaching seems difficult to attract secondary school students to engage physically and mentally in moral learning process. In this regard, the use of pedagogical strategies and innovative teaching techniques can stimulate students' cognitive skills to current demands. Therefore, this article discusses the use of Forum Theatre as a creative pedagogical strategies in teaching and learning of moral education in secondary school. Creative teaching strategies that are able to develop reasonable thought and justification, is essential for the development of human capital in the era of globalization. KEYWORDS : Pedagogy, Creativity, Moral Education, Technique, Strategies, Teaching, Learning

scholarly journals POTENSI UNSUR-UNSUR TEATER FORUM DALAM PEMBENTUKAN INSAN MENYELURUH: DAPATAN KAJIAN KUALITATIF KELAS PENDIDIKAN MORAL (POTENTIAL OF FORUM THEATRE IN FORMING A HOLISTIC HUMAN BEING: QUALITATIVE FINDINGS FROM MORAL EDUCATION CLASS)

2019 ◽  
pp. 77-95
Author(s):  
Nadarajan Thambu
Keyword(s):  
Moral Education ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Study Data ◽  
Human Being ◽  
Problem Solving Skills ◽  
National Education ◽  
Forum Theatre ◽  
Analysis Technique ◽  
Group Interviews

Dalam proses pengajaran dan pembelajaran media dramatik seperti Teater Forum boleh dikelaskan sebagai bahan media konkrit dan sifatnya menyerupai keadaan sebenar. Media dramatik ini boleh menukar pengalaman abstrak dalam pengajaran dan pembelajaran kepada pengalaman konkrit untuk melahirkan manusia yang holistik dari aspek pemikiran, perasaan dan tindakan. Artikel ini membincangkan potensi Teater Forum dalam membentuk manusia holistik seperti yang digariskan oleh Falsafah Pendidikan Kebangsaan. Sebanyak 12 peserta terlibat dalam kajian kualitatif ini. Data dikumpul melalui pemerhatian, temu bual kumpulan berfokus dan entri catatan jurnal. Data yang dikumpul daripada pelbagai kaedah dianalisis dengan menggunakan teknik analisis tema. Hasil kajian membuktikan bahawa elemen-elemen Teater Forum seperti dialog, latihan, aksi lakonan, tindakan membuat keputusan dan prinsip-prinsip dalaman dan luaran boleh menjadi teknik pengajaran yang berkesan untuk merangsang aspek pemikiran moral, emosi moral, tindakan moral, empati, pemikiran kritis dan kreatif serta kemahiran penyelesaian masalah. (In the process of teaching and learning the dramatic media such as Forum Theatre can be classified as concrete media material and its nature resembles the real situation. This dramatic media can exchange abstract experience in teaching and learning to concrete experience to create a whole human being from aspects of thinking, feeling and action. This article discusses the potential of Forum Theatre in forming a holistic human being as intended by the National Education Philosophy. A total of 12 participants were involved in this qualitative study. Data was collected through observation, focus group interviews and journal entries. Data collected using multiple methods were analysed using thematic analysis technique. The results prove that elements of Forum Theatre such as dialogue, training, acting, decision-making and internal and external principles can be a effective teaching technique to stimulate moral tinking and reasoning, moral emotion, moral action, empathy, critical and creative thinking and problem solving skills.)

scholarly journals The Implementation of New Religious and Moral Education Curriculum in Post-Independent Namibia

2018 ◽  
Vol 1 (2) ◽  
pp. 58-88
Author(s):  
Ananias Iita ◽  
Sakaria M. Iipinge
Keyword(s):  
Moral Education ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Moral Values ◽  
Biblical Studies ◽  
Education Curriculum ◽  
Teaching Resources ◽  
Colonial Era ◽  
Traditional Religions ◽  
The Republic

This paper investigated the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus in Namibia. The paper engages a crucial global debate on paradigms for teaching religion and moral values while contributing to the literature through research in the Ompundja Circuit of Oshana Region, Namibia. Contrary to the previous colonial era when Christianity was the only recognized religion, the Republic of Namibia adopted a new constitution making it a secular state upon independence in 1990. This new constitution, however, brought new challenges to teachers who were previously trained only to teach Biblical Studies as a school subject. With this new constitution, Namibia adopted a policy of teaching a multi-cultural religious and moral education curriculum. The teaching of RME replaced Biblical Studies in the Namibian curriculum. Teachers are now required to make their learners aware of the different religious and moral values of Judaism, Christianity, Islam, Hinduism, Buddhism, African traditional religions, Bahai and others inextricably. This, paper, therefore, presents findings from a case study research conducted at Ompundja Circuit of Oshana Region in Namibia that examined the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus. Fourteen teachers from selected schools participated in this study. Teachers were interviewed, observed and later completed a set of questionnaire. Findings indicated that teachers’individual religious and moral values shaped the teaching and learning process; teachers’ individual religious and moral values played a major role regarding conflicting concerns over RME; and as most RME teachers were Christian, they felt a commitment to share their personal Christian religious beliefs and moral values. The paper recommends that teachers be provided with the necessary teaching resources and be trained to develop more confidence and broad understanding of RME as a subject.

scholarly journals USING FORUM THEATRE TO DEVELOP VARIOUS LEVELS OF THINKING SKILLS AMONG MORAL EDUCATION STUDENTS IN SECONDARY SCHOOL

2020 ◽  
Vol 17 (Number 2) ◽  
pp. 167-194
Author(s):  
Nadarajan Thambu ◽  
Mohamad Khairi Haji Othman ◽  
Noor Banu Mahadir Naidu
Keyword(s):  
Moral Education ◽  
Analytical Framework ◽  
Thinking Skills ◽  
Study Data ◽  
Instructional Designers ◽  
Education Students ◽  
Skill Levels ◽  
Forum Theatre ◽  
Qualitative Research Design ◽  
Theatre In Education

Purpose –The power of forum theatre in education and various other fields is well known by educators. However, the use of forum theatre in Malaysia, particularly in the field of moral education, is still limited. At the same time, the development of thinking skills is one of the aims of the Malaysian moral education curriculum. Therefore, this study examined the use of forum theatre as a pedagogical tool in developing various levels of thinking skills among moral education students. Method –The study adopted a qualitative research design and was underpinned by Bloom’s revised taxonomy as the theoretical and analytical framework. A total of 14 moral education students participated in this study. Data were collected qualitatively using classroom observations, interviews, and journal writing. Thematic analysis was utilized to analyse and present the findings. Findings –The findings revealed that various theatrical activities that underpinned the four elements of forum theatre: (i) writing a script, (ii) delivering a dialogue in an anti-model play, (iii) discussion and decision-making in a forum session, and (iv) improvisation in an intervention play, show the development of students’ thinking skills at the level of analysing, evaluating and creating. Therefore, this study suggests that forum theatre can be used in moral education pedagogy to enhance higher order thinking skills. Significance – Meaningful instructional pedagogy must inspire thinking skills to foster creativity and innovation among students. This is considered an important skill in 21st century learning. Hence, these findings are beneficial for teachers, lecturers, parents and instructional designers who wish to plan and implement suitable teaching methods such as forum theatre to empower and improve students’ thinking skill levels.

scholarly journals Video application to accommodate students’ learning style for moral education in teacher education institutes

2019 ◽  
Vol 16 (1) ◽  
pp. 349
Author(s):  
Mohd Razimi Bin Husin ◽  
Hishamuddin Bin Ahmad ◽  
Mahizer Bin Hamzah
Keyword(s):  
Teacher Education ◽  
Learning Styles ◽  
Moral Education ◽  
Learning Style ◽  
Teaching And Learning ◽  
Internal Validity ◽  
Education Students ◽  
Video Application ◽  
Lecture Room

The purpose of this study is to explore the favored video applications in video use, compatible techniques and technology to accommodate the learning styles of moral education students in Teacher Education Institutes. This study is also to explore the contents of lesson suit to technology preferred by students in learning Moral Education. This is a case study in where data were collected through interviews. Six semester four students were chosen through purposive sampling from two Teacher Education Institutes in Malaysia. The constructs and internal validity were verified by experts while the external validity was verified through support from existing studies and theories. Data of the study were analyzed by using the Nvivo software to identify the features of favored video, compatible techniques and contents of lesson suit to technology that enhance the quality of teaching and learning of Moral Education to students. The Physiological Stimulus of Dunn and Dunn Learning Styles Model was used as guidance in the interviews because this model was the most suitable to be applied to students with Physiological Stimulus. The results of the analysis showed that short videos with suitable musics and short duration are the favored video for moral education students in teacher education institutes that enabled students to memorize the content knowledge. This research could be the learning guidelines on the use of videos and consequences activities of the shown videos that accommodate the learning styles of moral education students in Teacher Education Institutes which could be used by instructors in their professional practice in the lecture room.

scholarly journals Aktiviti di Luar Waktu Pengajaran dan Pembelajaran Pendidikan Moral di Malaysia: Satu Pengenalan

2020 ◽  
Vol 5 (2) ◽  
pp. 131-142
Author(s):  
Vijaya Malani Verasamy ◽  
Vishalache Balakrishnan
Keyword(s):  
Secondary School ◽  
Moral Education ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Ministry Of Education ◽  
Kuala Lumpur ◽  
Education Students ◽  
Standard Curriculum ◽  
School Teaching ◽  
Study Participants

ABSTRAKSI: Artikel ini mengupas rasional di sebalik pengenalan ALPdP (Aktiviti di Luar waktu Pengajaran dan Pembelajaran) Pendidikan Moral di Malaysia. Seramai tujuh orang peserta kajian, yang terdiri daripada guru Pendidikan Moral daripada enam buah sekolah, telah terlibat secara langsung dalam kajian ini. Kaedah kualitatif dengan menggunakan reka bentuk kajian kes telah digunakan dalam pengumpulan data. Dapatan data bagi kajian ini dikutip melalui temu bual, pemerhatian, dan penelitian dokumen. Dapatan kajian menunjukkan bahawa silibus baharu Pendidikan Moral, iaitu KSSM (Kurikulum Standard Sekolah Menengah), bukan sahaja diajar di dalam kelas malah diselitkan juga dengan pengajaran dan pembelajaran di luar waktu dan dijalankan oleh guru di luar bilik darjah selama 32 jam. ALPdP merupakan komponen baharu dan telah mula dilaksanakan dalam kalangan murid Pendidikan Moral menengah rendah bermula tahun 2017. Penambahbaikan secara berterusan perlu diberi perhatian oleh pihak Kementerian Pendidikan Malaysia agar keberkesanan ALPdP ini dapat dimantapkan dan menjadi proses pengajaran dan pembelajaran yang bermakna kepada murid. KATA KUNCI: Kurikulum Standard Sekolah Menengah; Aktiviti di Luar Waktu Pengajaran dan Pembelajaran; Pendidikan Moral di Malaysia. ABSTRACT: “Moral Education Activities Beyond Teaching and Learning in Malaysia: An Introduction”. This article explores the rationale behind the introduction of TLAOC (Teaching and Learning Activities Outside the Classroom) in Malaysia. A total of seven study participants consisting of Moral Education teachers from six schools were directly involved in this study. Qualitative methods using case study design have been used in data collection. The data obtained for this study were collected through one-to-one interviews, observation, and documents reviews. The results show that the new syllabus of Moral Education, the SCSS (Standard Curriculum for Secondary School), is not only taught in the classroom but is also integrated with teaching and learning outside of the classroom and conducted by teachers for 32 hours. The TLAOC is a new component that has been implemented among lower secondary Moral Education students beginning in 2017. Continuous improvement needs to be given attention by the Ministry of Education Malaysia, so that the effectiveness of TLAOC can be strengthened and become a meaningful teaching and learning process for students. KEY WORD: Standard Curriculum for Secondary School; Teaching and Learning Activities Outside the Classroom; Moral Education in Malaysia.    About the Austhors: Vijaya Malani Verasamy ialah Pelajar Sarjana (Master) di Jabatan Asas Pendidikan dan Kemanusiaan, Fakulti Pendidikan UM (Universiti Malaya), Kuala Lumpur, Malaysia. Vishalache Balakrishnan, Ph.D. ialah Profesor Madya di Jabatan Asas Pendidikan dan Kemanusiaan, Fakulti Pendidikan UM, Kuala Lumpur, Malaysia. Bagi urusan sebarang akademik, Penulis boleh dihubungi secara terus melalui emel di: [email protected] dan [email protected] Citation: Verasamy, Vijaya Malani Vishalache Balakrishnan. (2020). “Aktiviti di Luar Waktu Pengajaran dan Pembelajaran Pendidikan Moral di Malaysia: Satu Pengenalan” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 5(2), September, pp.131-142. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Article Timeline: Accepted (July 27, 2020); Revised (August 31, 2020); and Published (September 30, 2020).

scholarly journals Exploring the Views of Mosque Committee Members on Mosque Religious Education Programs in Gombak

2021 ◽  
Vol 21 (1) ◽  
pp. 183-216
Author(s):  
Shukran Abdul Rahman ◽  
Lihanna Borhan ◽  
Majdan Alias ◽  
Mohd Noh Abdul Jalil ◽  
Khamsiah Ismail ◽  
...  
Keyword(s):  
Religious Education ◽  
Teaching And Learning ◽  
Critical Factor ◽  
Learning Approaches ◽  
Human Beings ◽  
Education Curriculum ◽  
Group Discussions ◽  
Moral Behaviour ◽  
Education Resource ◽  
Religious Understanding

There are a multitude of social problems characterised by the growth of crime rate of violence, religious disintegration, hatred, religious disunity and tension. Such problems have raised serious attention from various parties as they lead to social disintegration and will eventually harm social security as a whole. The phenomena could be attributed to the lack of religious understanding; a critical factor in constructing the moral behaviour of human beings. A study has been conducted to obtain feedback from mosque committee members on the nature of mosque religious education curriculum. Focus Group Discussions had been conducted by engaging relevant stakeholders of mosques in order to identify the views of mosque committee members on the mosque religious education curriculum in the district of Gombak, a district in the state of Selangor, Malaysia. The findings have been analysed using thematic analysis. The findings show that mosque committee members highlighted several issues which concern mosque religious education structure, education resource, participants content of curriculum, teaching and learning approaches and their expected outcomes. The findings increase the understanding on the roles of mosque as centre to acquire knowledge for sustainable development. The information can be used as bases for the development of Mosque Religious Education Curriculum.

scholarly journals Toward a Bold Agenda for Moral Education

2020 ◽  
Vol 26 (2) ◽  
pp. 117-123 ◽  
Author(s):  
Ann Chinnery
Keyword(s):  
Character Education ◽  
Moral Education ◽  
Human Life ◽  
Values Clarification ◽  
Moral Understanding ◽  
Moral Question ◽  
Moral Principles ◽  
Moral Domain

In his 2006 essay, “Moral Education’s Modest Agenda,” Robin Barrow argues for a clearly bounded conception of morality; he presents the moral domain as concerned with moral principles, and moral education as the cultivation of moral understanding. Barrow rejects behaviourism, character education, values clarification, developmentalism, and what he calls “the insidious influence of political and moral correctness” as practices and ideas that are irrelevant and inappropriate for moral education. While I share some of Barrow’s concerns about some of these approaches, I believe he over-restricts the scope of legitimately moral concerns and what educators ought to do in the name of moral education. In this paper, I make a case for a broader and bolder agenda for moral education, putting the question of what constitutes a human life (which Barrow takes to be a non-moral question) at the very heart of morality and moral education.

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