2011

	Promoting Mathematical Thinking and Communication through Lesson Study Collaboration (1/2011) Prof. Lim Chap Sam, Chiew Chin Mon, Dr. Chew Cheng Meng This study aimed to promote mathematical thinking and communication among three primary schools in Malaysia. We argued the importance of mathematical thinking and communication among school pupils. However, a review of local literature shows that even though the Malaysian school mathematics curriculum do stress the need to develop mathematical thinking and communication among pupils, most classroom teaching practice observed by the researchers (e.g. Jamaliah Kamal, 2001; Ruzlan Md Ali, 2007) remained procedural and examination-oriented. We contend that most primary mathematics teachers were not clear about the concept of mathematical thinking and communication as well as ways to promote it in the classroom. Hence, we began the study by providing a series of workshop activities to nine mathematics teachers from three primary schools. During the workshop, the teachers were engaged in hands-on activities that aimed to enhance their concepts and experiences of mathematical thinking and communication. Through sampled video, teachers were introduced to the process of Lesson Study. The participating teachers displayed positive feedback after these workshops. All of them then proceeded to their schools collaboratively planned out their mathematics lessons; taught the lessons; observed and reflected on the lessons. Out of the three schools, School A managed to carry out two lesson study cycles; School B one lesson study cycle while School C withdrew half-way. Time constraint and administrative support remain two main challenges for the implementation of Lesson Study as observed by many other researchers elsewhere. Nevertheless, analysis of the teaching lessons and interview transcripts have shown that the seven mathematics teachers from the two schools have managed to plan out mathematics lessons that promote mathematical thinking and communication to some degrees.
	Communication and Language use in Primary mathematics Classroom Discourese (2/2011) Prof. Lim Chap Sam, Dr. Chew Cheng Meng, Kor Liew Kee, Dr. Tan Kok Eng Many believe that mathematics knowledge and skills are more likely taught and learnt formally in school, in interactions involving verbal communication between teachers and students. As the National Council of Teachers of Mathematics [NCTM] (2000) has put it, “communication is an essential part of mathematics and mathematics education. It is a way of sharing ideas and clarifying understanding. Through communication, ideas become objects of reflection, refinement, discussion, and amendment.” (p. 60).  For communication to take place, language plays a central role. However, the teaching and learning of mathematics in the classroom, mediated by language, becomes complex especially in bilingual or multilingual contexts. The present research addressed the urgent need to explore the kind of language(s) used by mathematics teachers and students in the Malaysian primary classroom. In this report, a comparison of language use by mathematics teachers and students from 12 Malaysian primary school mathematics classrooms was done. This included the examination of the similarities and differences in language use by expert and novice teachers in the three major types of primary schools in the country. Important pedagogical and policy implications for the teaching and learning of mathematics will be drawn from the major findings of the study.
	Sikap dan Kemahiran Teknologi Maklumat dan komunikasi (TMK) Pentadbir Sekolah dan Amalan Pendifusian (3/2011) Dr. Rohizani Yaakub, PM Dr. Sharifah Norhaidah Syed Idros, Puan Norlida Ahmad, Mohd Nizam Othman
	Pemahaman Murid Tentang Pembelajaran Mata Pelajaran Sivik dan Kewarganegaraan (4a/2011) Dr. Rohizani Yaakub, PM. Dr. Nordin Abd Razak, Dr. Mohammad Zohir Ahmad, Dr. Najeemah Mohd Yusof, Puan Norlida Ahmad
	Kesan Pembelajaran Berasaskan Komputer Terhadap Pencapaian Murid dalam Pembelajaran Mata Pelajaran Pendidikan  Sivik dan Kewarganegaraan (4b/2011) Mohd Ariff B. Ismail, PM Dr. Rohizani Yaakub, Puan Norlida Ahmad
	Sikap Kesediaan, dan Persepsi Guru Menggunakan Perisian Multimedia Dalam Pengajaran Mata Pelajaran Pendidikan Sivik dan Kewarganegaraan (4c/2011) Mokhtar Syed Ahmad, PM Dr. Rohizani Yaakub, Puan Norlida Ahmad
	Instrumen Kemahiran Berfikir dan Kemahiran Menyelesaikan Masalah (5/2011) PM Dr. Subadrah Nair, Dr. Najeemah Mohd Yusof, PM Dr. Tang Keow Ngang, PM Dr. Abdul Ghani Kanesan Abdullah
	Perceptions of Computer-Supported Collaborative Learning (CSCL) and its Effect on Learning Performance Self-Regulated Learning and Sustainability Behaviors (6/2011) Dr. Tan Kok Eng, Dr. Melissa Ng Lee Yen Abdullah, PM Dr. Saw Kim Guan
	Severe dyslexia: A treatment case-study (8/2011) PM Dr.  Lee Lay Wah This study investigated the efficacy of a dyslexia treatment program in the Malay language. A Malay-speaking grade-2 student that has been diagnosed to have dyslexia is involved in this treatment program for 10 weeks. Results of this case study indicated an improvement in the student’s word reading and syllable segmentation abilities after the trial period. However, the student continues to demonstrate reduced abilities to apply the phonological knowledge that he has learnt in more complex tasks. The reasons for this were investigated. The findings from this case study informed that the development of a dyslexia treatment program in phonological awareness and phonological decoding should be developed within a meaningful context.
	Perceptions of Computer - Supported (9/2011) Salubsri  Charoenwet, Dr. Norizan Binti Esa, Dr. Aswati Binti Hamzah, PM Dr. Hairul Nizam Ismail, PM Dr. Hashimah Mohd Yunus, PM Dr. Khadijah  Zon, Dr. Mohd Ali Samsudin Dr. Mohd Norawi  Ali, PM Dr. Muhammad Kamarul Kabilan Abdullah, Puan Norlida Ahmad, Dr. Nor Shafrin Ahmad, PM Dr. Rohizani Yaakub, PM Dr. Sharifah Norhaidah  Syed Idros
	Tahap Kecerdasan Emosi dalam Kalangan Guru-guru Pendidikan Khas (10/2011) Dr. Mohd Zuri Ghani, Dr. Aznan Che Ahmad, PM Dr. Hairul Nizam Ismail, Dr. Aswati Hamzah, Dr. Rahimi Che Aman, Dr. Zainuddin Mohd Isa
	Mengenal pasti Ciri dan Tingkahlaku (11/2011) Dr. Mohd Zuri Ghani, PM Dr. Hairul Nizam Ismail, Dr. Aswati Hamzah, Dr. Aznan Che Ahmad, Dr. Zainudin Mohd Isa, Cik Nurul Husna Mat Husin
	Simptom Trauma dan Struktur Sistem Sokongan untuk Mangsa Dera Seksual (12/2011) Dr. Nor Shafrin Ahmad, Prof. Dr. Susie See Ching Mey Terdapat tiga tujuan utama kajian ini. Pertama ialah untuk mengenal pasti simptom kognitif, emosi dan tingkah laku mangsa dera seksual.  Kedua adalah untuk mengenal pasti jenis sokongan yang diberikan kepada mangsa dera seksual dan ketiga adalah untuk mengenal pasti kriteria sistem sokongan yang berkesan untuk mangsa dera seksual. Responden kajian terdiri daripada 21 orang yang merupakan pegawai atau kakitangan yang menguruskan mangsa dera seksual di sekolah, jabatan polis, jabatan kebajikan masyarakat dan badan bukan kerajaan (NGO) di sebuah negeri di Utara Semenanjung Malaysia. Pengumpulan data adalah dengan menggunakan soal selidik dan temu bual separa berstruktur.  Trauma Symptom Checklist for Young Children (TSCYC) oleh John Briere (2005) digunakan bagi menilai simptom trauma mangsa dera seksual.  TSCYC mengandungi lapan skala klinikal iaitu kebimbangan, kemurungan, kemarahan, tekanan selepas trauma-pencerobohan, tekanan selepas trauma-pengelakan, tekanan selepas trauma-lampau waspada, pengasingan dan pengetahuan seksual.  Bagi temu bual separa struktur seramai 12 orang ditemu bual.  Dapatan melaporkan bahawa tiga jenis sokongan yang diberikan kepada mangsa dera seksual ialah sokongan dari segi fizikal atau kemudahan, mental, dan moral.  Kriteria yang perlu dipunyai oleh kakitangan yang mengendalikan kes penderaan seksual pula dikategorikan kepada tiga iaitu kelayakan, sifat peribadi dan profesional kerja.  Kriteria sistem sokongan berkesan untuk mangsa dera seksual dibahagikan kepada empat komponen iaitu fizikal, kaunseling, prosedur dan maklumat.  Kajian ini memberi implikasi bahawa sistem sokongan untuk mangsa dera seksual di Malaysia perlu dikemaskinikan dan dimantapkan.
	Green Chemistry:  The Road to Sustainability (13/2011) Prof. Dr. Zurida Haji Ismail, Norita Mohamed, Mageswary Karpudewan Education plays a critical role in realising sustainable development and promoting the capability of the people to address environmental issues.  It also contributes to an improve quality of life for present and future generations. Agenda 21, UNESCO’s Decade of Education for Sustainable Development (2005-2014) is centred on man and calls for humankind to change behaviours to attain sustainability. The strive for sustainability demands a paradigm shift from LOCS algorithmic teaching to HOCS learning. The relationship between human life and the environment can logically be explained through chemical knowledge and skills. Therefore, it is required that chemistry oriented teaching materials on Education for Sustainable Development is effectively implemented in schools. One approach that could be adopted is through the integration of two complementary pedagogies: microscale chemistry and green chemistry. The incorporation of green microscale experiments into KBSM chemistry curriculum can provide a platform for discussion of environmental issues in the classroom. The effectiveness of this laboratory based teaching method in bringing about attitude change, motivation and commitment in solving environmental issues will be addressed.
	Profiles of an Accelerated Programme for Excellence (APEX) University Community: Personality Traits and Psychosocial Behavior (14/2011) Prof. Dr. See Ching Mey, Dr. Melissa Ng Lee Yen Abdullah, Teoh. B. S. G, Dr. Nik Rosila Nik Yaacob
	Psychosocial and Symptomatic Profile of the Community in An APEX University for Year 2010 (15/2011) Dr. Rahimi Che Aman, Prof. Dr. See Ching Mey, Dr. Azlinda Azman, PM Dr. Abdul Rashid Mohamad
	Empati Sejarah dalam Kalangan Guru Mata Pelajaran Sejarah di Pulau Pinang (16/2011) Dr. Siti Hawa Abdullah Kajian kualitatif ini merupakan satu usaha untuk meneroka dan memahami unsur empati sejarah dalam kalangan guru mata pelajaran Sejarah di dua buah sekolah menengah di Pulau Pinang. Kajian ini cuba memerihalkan pendekatan guru dalam menyampaikan unsur empati sejarah dalam proses pengajaran dan pembelajaran mata pelajaran Sejarah Tingkatan 4 dan ciri-ciri empati sejarah yang mereka milik. Data dikumpul selama lebih kurang empat bulan melalui kaedah pemerhatian dan temu bual mendalam. Sebanyak tiga siri pemerhatian proses pengajaran dan pembelajaran melibatkan satu unit pembelajaran Sukatan Pelajaran Sejarah Tingkatan IV dikumpulkan. Setiap pemerhatian yang memakan masa hampir satu jam telah dirakamkan dan catatan lapangan turut dilakukan. Temu bual mendalam dijalankan terhadap dua orang guru bagi mengesan pemahaman empati sejarah dan ciri-ciri empati sejarah dalam pengajaran dan pembelajaran mereka. Setiap sesi temu bual memakan masa antara 30 hingga 40 minit. Temu bual mendalam berkenaan menumpu kepada satu unit pengajaran dan pembelajaran yang diperhatikan. Mereka diminta memberi maklum balas secara think aloud. Data yang dikumpulkan daripada proses pemerhatian dan temu bual mendalam ditranskripsi. Cadangan keadaan untuk mengajar empati sejarah oleh Foster (2001) digunakan sebagai kerangka semasa penganalisisan data. Analisis data melibatkan proses mengekod, mengkategori dan mengenal pasti tema yang muncul daripada data. Bagi memperkukuh ketepatan dan kebolehpercayaan dapatan, strategi yang berikut digunakan: triangulasi data daripada pelbagai sumber data iaitu pemerhatian, temu bual mendalam, dan deskripsi terperinci (thick description).
	Pembinaan Tanda Aras, Matriks dan Deskripsi Emosi Marah Remaja Malaysia (17/2011) Dr. Nor Shafrin Ahmad, Prof. Dr. Nor Hashimah Hashim, PM Dr. Abdul Ghani Kanesan Abdullah, PM Dr. Hairul Nizam Ismail, PM Dr. Abdul Rashid Mohamad, Dr. Rahimi Che Aman, Dr. Nik Rosila Nik Yaacub
	Kesan Penggunaan Sistem Pengurusan Pembelajaran Berorientasikan Pelajar Secara Atas Talian (E-solms) Terhadap Motivasi Pembelajaran Pelajar (18/2011) Dr. Mohd Ali Samsudin, PM. Dr. Sharifah Norhaidah Syed Idros, Dr. Norizan Esa, Prof. Dr. Abdul Rashid Mohamed, PM Dr. Lee Lay Wah, PM Dr. Muhammad Kamarul Kabilan Abdullah, Dr. Termit Kaur, Khairul Azhar Mat Daud, Md. Baharuddin Abdul Rahman, Azmi Ayup, Muhamad Dinsuhaimi, Noor Hasyimah Haniza Tujuan utama penyelidikan ialah untuk melihat kesan penggunaan sistem pengurusan pembelajaran berorientasikan pelajar secara atas talian (E-SOLMS) terhadap motivasi pembelajaran pelajar. E-SOLMS dirancang, direka bentuk, dibangunkan dan diimplementasikan berasaskan model pembelajaran Song dan Hill (2007) bagi mewujudkan suasana pembelajaran terarah kendiri secara atas talian. Kajian ini menggunakan kaedah rekabentuk eksperimen kuasi. Pembolehubah bebas adalah jenis kaedah pembelajaran iaitu kaedah pembelajaran terarah kendiri menggunakan E-SOLMS dan kaedah pembelajaran terarah kendiri tanpa menggunakan E-SOLMS. Pembolehubah bersandar adalah motivasi pembelajaran pelajar. Kaedah eksperimen kuasi dilaksanakan dengan menggunakan rekabentuk kumpulan kawalan tidak setara (Campbell & Stanley, 1963; Fraenkel & Wallen, 1996). Sampel kajian ialah 239 orang pelajar iaitu 122 orang responden berada dalam kumpulan kawalan manakala 117 orang pelajar lagi berada dalam kumpulan rawatan. Instrumen yang digunakan untuk mengukur motivasi pembelajaran pelajar diambil daripada instrumen yang dibina oleh Pintrich (1993). Analisis statistik inferensi yang digunakan bagi menguji hipotesis-hipotesis kajian adalah ujian ANCOVA dan pengukuran berulang MANOVA. Keputusan analisis kuantitatif menunjukkan kaedah pembelajaran terarah kendiri secara atas talian E-SOLMS dapat meningkatkan dan mengekalkan motivasi pembelajaran pelajar. Implikasi dapatan kajian mencadangkan bahawa motivasi pembelajaran dapat ditingkatkan menerusi kaedah pembelajaran secara atas talian E-SOLMS yang direkabentuk berasaskan model Song dan Hill (2007). Menerusi E-SOLMS, pelajar menjadi lebih terarah, lebih bermotivasi serta terfokus dalam melaksanakan projek yang ditugaskan.
	Kesan Penggunaan Sistem Pengurusan Pembelajaran Berorientasikan Pelajar Secara Atas Talian (E-solms) Terhadap Kesediaan Pembelajaran Terarah Kendiri Pelajar (19/2011) Dr. Mohd Ali Samsudin, PM. Dr. Sharifah Norhaidah Syed Idros, Dr. Norizan Esa, Prof. Dr. Abdul Rashid Mohamed, PM Dr. Lee Lay Wah, PM Dr. Muhammad Kamarul Kabilan Abdullah, Dr. Termit Kaur, Khairul Azhar Mat Daud, Md. Baharuddin Abdul Rahman, Azmi Ayup, Muhamad Dinsuhaimi, Noor Hasyimah Haniza Tujuan utama penyelidikan ialah untuk melihat kesan penggunaan sistem pengurusan pembelajaran berorientasikan pelajar secara atas talian (E-SOLMS) terhadap kesediaan pembelajaran terarah kendiri pelajar. E-SOLMS dirancang, direka bentuk, dibangunkan dan diimplementasikan berasaskan model pembelajaran Song dan Hill (2007) bagi mewujudkan suasana pembelajaran terarah kendiri secara atas talian. Kajian ini menggunakan kaedah rekabentuk eksperimen kuasi. Pembolehubah bebas adalah jenis kaedah pembelajaran iaitu kaedah pembelajaran terarah kendiri menggunakan E-SOLMS dan kaedah pembelajaran terarah kendiri tanpa menggunakan E-SOLMS. Pembolehubah bersandar adalah kesediaan pembelajaran terarah kendiri. Kaedah eksperimen kuasi dilaksanakan dengan menggunakan rekabentuk kumpulan kawalan tidak setara (Campbell & Stanley, 1963; Fraenkel & Wallen, 1996). Sampel kajian ialah 239 orang pelajar iaitu 122 orang responden berada dalam kumpulan kawalan manakala 117 orang pelajar lagi  berada dalam kumpulan rawatan. Kajian ini juga melibatkan temubual dengan pelajar-pelajar bagi mendapatkan maklumat yang lebih mendalam tentang kaedah pembelajaran terarah kendiri berorientasikan pelajar. Instrumen yang digunakan untuk mengukur kesediaan pembelajaran terarah kendiri diadaptasi daripada Self-Directed Learning Readiness Scale (SDLRS) yang dibina oleh Guglielmino (1977). Analisis statistik inferensi yang digunakan bagi menguji hipotesis-hipotesis kajian adalah ujian ANCOVA dan pengukuran berulang MANOVA. Keputusan analisis statistik inferensi menunjukkan kaedah pembelajaran terarah kendiri secara atas talian E-SOLMS dapat meningkatkan dan mengekalkan kesediaan pembelajaran terarah kendiri pelajar. Dapatan temubual pula  menunjukkan pelajar berpandangan E-SOLMS adalah berguna dan bersesuaian dengan keperluan pembelajaran mereka. Implikasi dapatan kajian mencadangkan bahawa pembelajaran terarah kendiri boleh dilaksanakan dengan berkesan oleh pelajar menerusi kaedah pembelajaran secara atas talian E-SOLMS yang direkabentuk berasaskan model Song dan Hill (2007). Menerusi E-SOLMS, pelajar boleh memilih masa, kandungan serta hala tuju pembelajaran mereka serta berpeluang belajar tajuk yang sukar berulang kali sehingga pemahaman dicapai.
	Identification and Development of Essential Professional Development Matrix for English Language Teachers (20/2011) Muhammad Kamarul Kabilan Abdullah, Chee Suet Fong, Kashturi Veratharaju English teachers play vital roles in their personal growth and teaching professionalism. Teachers being agents of transformation in a country’s socioeconomic expansion, need to sustain their continuous growth or professional development practices throughout their career. As Stronge (2002) pointed out, teacher effectiveness is not an end product; it is a deliberate process of lifelong pursuit. One cannot deny the importance of teachers’ growth through high quality professional development for improving the educational arena (Carey, 2004; Guskey, 2002). The quality of school achievements and student performances (Goldhaber, 2002; Guskey, 2003) obviously rests on the shoulders of effective teachers. Thus teacher-learners have to embark on an ongoing process to equip themselves with competencies to tackle today’s teaching challenges. Research has increasingly identified the continuing progress and learning of teachers as one of the keys to improving the quality of schools in the United States of America (Thompson & Zeuli, 1999). All over the world the quality of education, school improvement and student performances could be enhanced if the teaching dimension is strengthened (National Board for Professional Teaching Standards, 2003a). Professional development is the one and only essential mediator in the effectiveness of the policy for high quality teachers and teaching practices (Desimone, Smith, & Frisvold, 2007; Smith, Desimone, & Ueno, 2005). The English language teachers in Malaysia are looking for more meaningful in-service teacher training (INSET) or professional development programs (Kabilan, Malachi and Chee, 2008). The fact is that Malaysia is aspiring to offer world class education. It follows that excellent professional development is an area of interest that should be ventured into with the aim to enrich the emerging literature on teachers’ professional development practices in Malaysia (The Star, 13.1.2004). Professional development is regarded as an important way of supporting teachers’ development but it has not received the same level of attention as many other areas of literary research (Anderson, Hoffman, & Duffy, 2000).
	ESL Teachers’ Online Literacy Practices For School and Personal Purposes (21/2011) PM Dr. Tan Kok Eng, Dr. Leong Lai Mei, Dr. Melissa Ng Lee Yen Abdullah, PM Dr. Saw Kim Guan, Julinamary Parnabas
	Inventori Amalan Desentralisasi Dalam Pengurusan Di Sekolah Kluster Di Malaysia (22/2011) Dr. Aziah Ismail, PM Dr. Abdul Ghani Kanesan Abdullah
	Kefahaman Bahasa Isyarat dalam Kalangan Murid-murid Masalah Pendengaran (23/2011) Dr. Aznan Che Ahmad, Puan Salizawati Omar, Dr. Mohd Zuri Ghani
	A Behavioural Modification Programme for Special Education Classrooms (24/2011) PM Dr. Lee Lay Wah, Dr. Lai Fong Hwa, Ms  Silvianne Bonadei, Dr. Lynne Yong, Ms Indranee Liew, Dr. Yusni Yusoff, Ms Melissa Chua