scholarly journals 21st CENTURY TEACHING AND LEARNING STRATEGIES OF ARABIC LANGUAGE AMONG UPSI’S TRAINEE TEACHER IN SECONDARY SCHOOL

2020 ◽  
Vol 2 (5) ◽  
pp. 09-18
Author(s):  
Zarima Zakaria ◽  
Tuan Husna Aisya Tuan Hussin
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
21St Century ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Teaching Practice ◽  
Arabic Language ◽  
School Students ◽  
21St Century Education ◽  
Trainee Teachers

21st Century Education is a student-centered learning process. There are several elements applied, namely communication, collaboration, critical thinking, creativity, and the application of pure and ethical values. These elements are also referred to as the standard in PAK-21. But this PAK-21 is something new and ludicrous to apply. The study was conducted to find out the problems faced by the Arabic language teachers during the teaching practice at school. Further, this study was also conducted to analyze the 21st Century Education method and its effects on secondary school students' interest in learning Arabic in there. The respondents of this study were that two trainee teachers have been selected from the Bachelor of Arabic Language with Education at Sultan Idris Education University 2018/2019. This study is qualitative, and data collected through interviews. The results show that UPSI trainee teachers use 21st Century Education electronically and tools learning during teaching practice. In addition, the achievement and interest of secondary school students in Arabic subjects also increased after the trainee teacher applied 21st Century Education.

Impact of Collaborative Learning Strategies on Social Maturity of Secondary School Students

2021 ◽  
pp. 249-259
Author(s):  
J. N. Baliya ◽  
Shivani Sharma
Keyword(s):  
Collaborative Learning ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Traditional Learning ◽  
Critical Ratio ◽  
School Students ◽  
Social Maturity ◽  
Post Test ◽  
The Impact

The purpose of this research was to study the impact of collaborative learning strategies on social maturity and its various dimensions viz. personal adequacy, interpersonal adequacy, and social adequacy, of secondary school students. The study was quasiexperimental and used matched pairs pre-test post-test research design. A Higher Secondary School in Educational Zone Hiranagar of District Kathua was chosen for the intervention. The study was conducted on sixty-six students of two sections of class 9th. Two sections were randomly assigned to collaborative and traditional learning conditions. Four methods of collaborative learning viz. Think-Pair-Share, Numbered Heads Together, Jigsaw, and Fish-Bowl were used for a period of over five weeks. The results were analyzed using mean, standard deviation and a critical ratio (CR). The results of the study showed that this approach was successful in increasing personal adequacy, interpersonal adequacy, social adequacy and overall social maturity of secondary school students.

Mathematical Communication Skills of Junior Secondary School Students in Coastal Area

2013 ◽  
Vol 63 (2) ◽  
Author(s):  
Kadir, Jl ◽  
Mayjen S. Parman
Keyword(s):  
Secondary School ◽  
Communication Skills ◽  
Coastal Area ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Learning Activity ◽  
School Students ◽  
Mathematical Communication ◽  
Junior Secondary School ◽  
Junior Secondary

Mathematical communication skills of junior secondary school students in coastal area are still considered low due to the lack of contextual problem technique in the teaching of mathematics. The various potencies of the coastal area have been damaged without any concern. It is interesting to investigate the contextual problem in mathematics teaching because it can be identified, required, and related to everyday life. The objective of this study is to enhance mathematical communication skills of junior secondary school students in the coastal area. Using coastal-based contextual teaching and learning (CCTL) can enhance: (1) students’ mathematical communication skills better than conventional teaching and learning (CVTL); and (2) the students’ learning activity, fluency of argument in problem solving process, advanced question skills, and knowledge of coastal area potencies and problems.

scholarly journals IMPROVISATION AS A MEANS OF ENHANCING THE TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS IN ENUGU STATE

2021 ◽  
Vol 9 (04) ◽  
pp. 506-511
Author(s):  
Eunice a ◽  
◽  
N. Anumudu ◽  
Adedapo I. Yemi ◽  
◽  
...  
Keyword(s):  
Secondary School ◽  
Urban Areas ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Mathematics Learning ◽  
Primary Objective ◽  
Learning Material ◽  
School Students ◽  
Rural And Urban Areas ◽  
Enugu State

Mathematics is an essential part of the education system in Nigeria. However, it is perceived among learners as a tedious and challenging subject. The primary objective of the current study was to enhance the teaching and learning of mathematics using improvisation. The study also examined the role of students location on mathematics learning when the learning material is improvised. The population of the study included secondary school students in both rural and urban areas of Enugu State. A total of 68 secondary school students constituted the study samples. A quasi-experimental design was used. Two hypotheses were tested, and it was concluded that improvisation of learning material enhances students performance in mathematics. Also, the study found that students location does not affect performance in mathematics when instructional material is improvised. The findings and recommendations are discussed.

scholarly journals Validating an instrument to investigate students’ conception of Salt hydrolysis

2019 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Isnatul Husniah ◽  
Habiddin Habiddin ◽  
Muhammad Sua’idy ◽  
Nuryono Nuryono
Keyword(s):  
Data Collection ◽  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
School Students ◽  
High Category ◽  
Public Secondary School ◽  
The Future ◽  
Development And Validation

This paper outlines the development and validation of a Four-tier instrument in the topic of salt hydrolysis (FTISH). The instrument was developed by using the procedure of FTDICK instrument as published by Habiddin & Page (2019). This study was a part of other separates studies conducted by other groups of researchers including Devita, Habiddin & Suaidy (2019) (in press). This study involved 127 students in total and data collection were carried out two times involving 64 students in the first data collection and 63 students in the second one. The participants of both groups were public secondary school students from Malang. The FTISH consists of 23 questions. The results show that the validity of the questions ranged between 0.263 and 0.745. The reliability of the instrument was 0.80 and falls in the high category. The future implementation of the instrument to support the teaching and learning of salt hydrolysis are also discussed.

scholarly journals TEACHERS SHAPE SECONDARY SCHOOL STUDENTS' BEHAVIOURS THROUGH THE USE OF LEARNING THEORIES: THE CASE OF MALAYSIA

2021 ◽  
Vol 6 (42) ◽  
pp. 30-39
Author(s):  
Nurul Syazana Mohd Jelani ◽  
Siti Suria Salim ◽  
Zeinab Zaremohzzabieh
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Teaching Practice ◽  
Qualitative Approach ◽  
Experienced Teachers ◽  
Learning Theories ◽  
School Students ◽  
Novel Method ◽  
Way Of Thinking ◽  
Teachers Perspectives

The aim of this study is to explore the understanding and the application of learning theories among the teacher in shaping students’ behaviour. In-depth one-to-one interviews with five experienced teachers were carried out to collect the data. Collected data were analysed based on a qualitative approach by using John Hattie’s eight-mind frame in order to build consistent data. Two themes and twelve sub-themes emerged from the interviews, including mindset (mind-frame 1 to 8) and practices (punishments, rewards, approaches the students, and way of thinking). The findings demonstrated that while teachers' perspectives on learning theories varied, they are largely consistent with Hattie’s mind frame. When perceptions and beliefs are shared, Hattie's mind frames may prove the way of thinking, and it can identify a successful teacher's style of thinking. Learning theories are important for students' learning, according to the teachers in our study, however, it depends on the practices and how the teachers apply the practices in learning theories. Going forward, this research adds to the moulding of school students' behaviours by allowing teachers to use these learning theories in a novel method that could become a new teaching practice in the school system.

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