Jurnal Pendidikan Malaysia (Malaysian Journal of Education)

Analisis Pembolehubah Terpilih Pendidikan Tahfiz Akademik Merentas Kurikulum Standard Sekolah Menengah (An Analysis of Selected Variables in Academic Tahfiz Education Across the Standard Secondary School Curriculum)

2025-11-30T23:42:54+00:00

Interaction Survey Method of the study which involving group of students and teachers. The instrument for students was used to collect quantitative data. The Likert scale items were grouped according to 9 identified constructs or variables. A total of 5 research objectives were determined. The data analysis process used multiple regression statistics with the stepwise method. The reliability of the items ranged from 0.755 to 0.786 Cronbach’s alpha if items were deleted. The study’s findings showed that good “Hafazan” or memorization mastery recorded a mean score of 4.10 (SD=0.81). The aspects of Arabic language translation and writing standards were at a moderate level, with mean scores of 3.23; SD=0.96: SD=0.89), respectively. Meanwhile, the aspect of communication in Arabic showed a weak ability with a mean score of 2.65 (SD=1.0). The study’s findings indicated that Arabic language was the highest contributor, with 15.10 percent towards “Hafazan” or memorization mastery, and personal quality of students also contributed 6.90 percent. For the Academic Proficiency variable, the personal quality attribute emerged as the highest contributor at 8.70 percent compared to the catalyst variable at 4.20 percent. Comparatively, the personal quality variable played a dominant role in contributing to both “Hafazan” Proficiency and Academic Achievement. Therefore, when variables were regressed on 7 independent variables, it showed that 4 variables, namely co-curricular, blessings, curriculum, and Arabic language, contributed 14.80 percent, 8.30 percent, 6.30 percent, and 3.70 percent, respectively. Hence, the Personal Quality of students is a primary predictor determining the success of “Hafazan” Proficiency and Academic Achievement. The significant factors or variables contributing to Personal Quality are Co-curricular, Blessings, Curriculum, and Arabic language, ranging between 3.70 – 14.80 percent. Thus, the Personal Quality factor of students needs to be nurtured and developed psychologically by all teachers in the Academic Tahfiz teaching process in all schools.

Pengaruh Gaya Pembelajaran, Persekitaran Pembelajaran, Persekitaran Ibu Bapa, Status Sosioekonomi dan Minat terhadap Penguasaan Kemahiran Berfikir Aras Tinggi Sains Pelajar Tingkatan Dua (Influence of Learning Style, Learning Environment, Parental Environment, Socioeconomic Status and Interest on Form Two Students’ Science Higher Order Thinking Skills Mastery)

2025-11-30T23:42:57+00:00

Penguasaan kemahiran berfikir aras tinggi (KBAT) perlu diterapkan dan dipraktiskan seawal mungkin bagi membolehkan murid menggunakan kemahiran tersebut dalam kehidupan mereka seharian. Walaupun KBAT telah lama
diperkenalkan dalam silibus mata pelajaran sains di sekolah, namun penguasaan maksimum KBAT dalam kalangan pelajar masih perlu ditambah baik. Oleh yang demikian, kajian mengenai faktor-faktor yang mempengaruhi KBAT pelajar dalam mata pelajaran sains bagi pelajar tingkatan dua telah dilaksanakan. Kajian tinjauan telah dijalankan di seluruh Malaysia melibatkan 600 pelajar Tingkatan Dua. Data telah dianalisis menggunakan SPSS dan juga teknik
Partial Least Squares Structural Equation Modeling (PLS-SEM). Dapatan menunjukkan terdapat hubungan yang signifikan antara gaya pembelajaran, persekitaran pembelajaran, status sosioekonomi, minat dan penguasaan KBAT
pelajar dalam mata pelajaran sains. Namun, hubungan persekitaran ibu bapa didapati tidak mempunyai hubungan yang signifikan bagi penguasaan KBAT pelajar dalam mata pelajaran sains. Faktor gaya pembelajaran juga didapati
memberi sumbangan paling penting kepada penguasaan KBAT pelajar dalam mata pelajaran sains berbanding persekitaran pembelajaran, status sosioekonomi dan minat. Akhir sekali, penerapan elemen-elemen model struktur ini kepada pelajar tingkatan dua dijangka mampu memberi sumbangan kepada pelajar dalam meningkatkan penguasaan KBAT mereka bagi mata pelajaran Sains. Faktor-faktor ini juga dapat memberi kesan kepada amalan pengajaran dan pembelajaran di dalam kelas.

Meningkatkan Ingatan dan Kefahaman Murid Tahun 5 dalam Litar Elektrik melalui Mnemonik dan Pembelajaran Aktif (Enhancing Year 5 Students’ Memory and Understanding of Electric Circuits through Mnemonics and Active Learning)

2025-11-30T23:42:59+00:00

Pembelajaran aktif menggunakan teknik mnemonik Libesala dan Lisedula dapat memudahkan ingatan murid terhadap konsep litar selari (dua laluan) dan gabungan teknik ini dapat meningkatkan pemahaman konsep asas litar elektrik dalam kurikulum sains sekolah rendah. Kajian ini bertujuan untuk menyelidik keberkesanan penggunaan teknik mnemonik dalam meningkatkan ingatan dan pemahaman murid Tahun 5 mengenai konsep litar elektrik, khususnya litar bersiri dan litar selari. Kajian ini dijalankan di SK Merotai Besar, Tawau, Sabah, melibatkan 30 murid Tahun 5 sebagai sampel. Rekabentuk kajian menggunakan pendekatan kajian tindakan dengan empat kaedah pengumpulan data: ujian
pra dan pasca, nota pemerhatian, temu bual, dan analisis lembaran kerja. Hasil kajian menunjukkan peningkatan ketara dalam prestasi murid selepasintervensi, dengan skor ujian pasca yang lebihtinggi. Data pemerhatian dan temu bual mengesahkan keberkesanan teknik ini dalam meningkatkan minat murid terhadap Sains. Aktiviti interaktif dan praktikal dalam pembelajaran aktif turut menyumbang kepada penglibatan murid. Kajian ini membuktikan bahawa penggabungan mnemonik dan pembelajaran aktif dapat membantu murid memahami konsep abstrak, sekali gus meningkatkan prestasi akademik,terutama di kawasan luar bandar. Implikasi kajian ini menunjukkan bahawa teknik mnemonik sangat sesuai untuk mengajar konsep abstrak dan sukar difahami dalam subjek Sains di sekolah rendah. Teknik ini membantu meningkatkan ingatan murid, memudahkan pemahaman konsep kompleks, serta
memperkaya pengalaman pembelajaran secara interaktif, terutamanya di kawasan luar bandar dengan sumber pendidikan terhad.

Strategies for Effective Character Formation Among Preschool Learners in the 21st Century: A Review

2025-11-30T23:43:02+00:00

Character formation during the preschool years is critical for nurturing morally grounded, socially responsible
individuals. In the 21st century, rapid technological advancement and cultural shifts have created new challenges and
opportunities for implementing effective character education among young children. There is a growing need to
synthesise current knowledge on strategies that promote holistic character development during this formative period.
This review synthesises recent literature published between 2020 and 2025, sourced from Scopus, Google Scholar,
Semantic Scholar, Elicit, and Scispace, focusing on studies and theoretical works that address strategies, pedagogical
approaches, and contextual factors influencing character formation in early childhood education. Selected articles were
analysed thematically to identify recurring methods and key considerations for effective practice. The analysis revealed
that effective strategies for character formation include integrating character education into daily routines, adopting
play-based learning methods, storytelling, role-playing, and incorporating music and the arts to engage children
meaningfully. Embedding local cultural and religious values was identified as crucial in strengthening identity and
fostering tolerance. Additionally, teacher competence, supported by ongoing professional development, active parental
involvement, and collaboration with the community, was highlighted as an essential factor in reinforcing positive
character traits. Opportunities for leveraging technology positively were noted, alongside caution regarding its potential
risks. A comprehensive approach that combines varied pedagogical methods, culturally relevant materials, and strong
collaboration among educators, parents, and communities is vital for effective character development among preschool
learners. Insights from this review provide valuable guidance for practitioners and policymakers to design responsive
and inclusive character education programs tailored to the complexities of the 21st century.

Pedagogical Challenges in Using Immersive Technologies for Physical Education: A Review (Cabaran Pedagogi dalam Penggunaan Teknologi Imersif untuk Pendidikan Jasmani: Tinjauan Literatur)

2025-11-30T23:43:04+00:00

The integration of immersive technologies such as VR and AR is transforming the landscape of Physical Education by
making learning more immersive, interactive, and learner-focused. However, Malaysian PE faces challenges in teacher
readiness, infrastructure, and curriculum alignment. Limited training, unclear frameworks, and device access hinder
implementation. This study explores pedagogical challenges to inform future instructional models and policy. This
literature review aims to identify and synthesise the pedagogical challenges faced by PE teachers in implementing VR/
AR technologies in Malaysian schools. A comprehensive search was conducted across Scopus, Web of Science, Taylor
& Francis, and Google Scholar using Boolean combinations of keywords such as “virtual reality,” “augmented reality,”
“physical education,” “pedagogy,” and “Malaysia”. Criteria focused on empirical studies and reviews published
between 2020 and 2025 that addressed VR/AR integration in school-based PE settings. The review highlights four
dominant pedagogical challenges: (i) lack of teacher training and digital competence; (ii) inadequate infrastructure
and costly equipment; (iii) restrictive school policies that hinder mobile or immersive technology use; and (iv) cognitive
and physiological concerns, including VR-induced overload and cybersickness. Furthermore, existing literature lacks
structured pedagogical models, teacher-driven frameworks, and localised data, revealing a gap between technological
promise and classroom practice. Although VR/AR technologies offer transformative potential for PE in Malaysian
schools, widespread adoption is constrained by pedagogical, infrastructural, and policy-related barriers. There is an
urgent need for teacher-focused professional development, context-specific pedagogical models, and institutional
support to ensure the equitable and sustainable implementation of these initiatives.

AI-Powered Learning Content Generation through Retrieval-Augmented Generation for Improved Accuracy and Personalisation

2025-11-30T23:43:07+00:00

The integration of artificial intelligence (AI) in education has transformed content delivery and personalisation, with
Retrieval-Augmented Generation (RAG) emerging as a promising architecture to enhance the accuracy and contextual
relevance of AI-generated educational materials. This study aims to systematically review the application, effectiveness,
and challenges of RAG-powered educational content generation systems. The research employed a systematic literature
review (SLR) design, guided by the PRISMA 2020 protocols. A total of 26 peer-reviewed articles published between
2020 and 2025 were selected from the Scopus database. No human participants were involved, as the study is based on
literature. Data were extracted using a predefined matrix and analysed thematically to identify recurring patterns and
contradictions. Findings revealed three major themes: (1) the dominance of retriever-generator pipelines and modular
platforms such as OpenRAG and LearnRAG; (2) significant improvements in content factuality, student performance,
and explainability; and (3) persistent limitations including infrastructure constraints, data bias, and ethical concerns.
The review concludes that while RAG enhances educational AI systems, equitable access and responsible implementation
remain critical. Implications include the need for policy frameworks, improved infrastructure, and future research on
multilingual and domain-specific RAG applications.

Management and Cross-Disciplinary Skill Development in Higher Education Design Diplomas: A Systematic Review

2025-11-30T23:43:09+00:00

Design diploma programs in higher education are increasingly expected to equip graduates not only with technical
skills but also with essential soft skills such as communication, collaboration, critical thinking, and adaptability to meet
the evolving demands of the global workforce and complex professional environments. This systematic literature review
(2010–2024) synthesises findings from empirical research, curriculum frameworks, and assessment methodologies to
evaluate how these competencies are developed and measured in design education. Pedagogical strategies such as
Project-Based Learning, Problem-Based Learning, and Design Thinking are commonly employed to foster these skills,
with a strong emphasis on core competencies. However, gaps persist in areas like business acumen, entrepreneurial
thinking, and strategic management, particularly at the postgraduate level. Assessment practices remain largely selfreported
and lack standardisation or objectivity, although emerging multimodal tools using AI and emotion recognition
offer future promise. The review highlights the urgent need for curricula to systematically embed soft skill development
and align with industry expectations through performance-based, longitudinal, and mixed-method assessment models,
ensuring that graduates are prepared for interdisciplinary and managerial challenges.

Collaborative Professional Learning in Inclusive Education: A Systematic Literature Review of Implications and Challenges

2025-11-30T23:43:11+00:00

This systematic literature review (SLR) examines the role of Collaborative Professional Learning (CPL) in enhancing
teacher effectiveness and fostering inclusive educational practices. With increasing emphasis on equity, inclusion, and
continuous professional development in 21st-century education, CPL has emerged as a strategic model grounded in
peer collaboration, reflective inquiry, and community-based learning. Following the PRISMA guidelines, a total of 87
records were initially identified through database searches across Google Scholar, Scopus, and Web of Science. After
screening and eligibility assessment, 13 empirical studies published between 2010 and 2025 were included for full
review. Thematic analysis was conducted to extract key patterns, focusing on four domains: instructional improvement,
inclusive pedagogy, leadership and support, and enabling conditions for effective CPL implementation. The synthesis
revealed strong convergence across studies regarding CPL’s impact on instructional quality, teacher confidence, and
pedagogical adaptability. CPL was also found to promote culturally responsive teaching and differentiated strategies,
especially when embedded within Universal Design for Learning (UDL) frameworks. Critical enablers included trust,
distributed leadership, and sustained participation, while barriers such as time constraints, digital inequity, and
fragmented policy environments hindered implementation, particularly in under-resourced contexts. CPL offers a viable
and scalable approach to professional growth and inclusive practice when supported by systemic leadership, equitable
policy, and collaborative school cultures. Future research should explore the long-term impact of digital and hybrid
CPL models, particularly in rural and low-resource educational settings.

Exploring Factors Influencing Pre-Service Teachers’ Knowledge and Attitudes Regarding Early Childhood Sexuality Education in China

2025-11-30T23:43:13+00:00

Although sexuality education is widely recognized for its role in individual and societal well-being, it remains
controversial in many Asian cultures, including China. Particularly at the early childhood stage, no common
understanding of sexuality education has yet emerged, necessitating a systematic exploration of how to facilitate the
implementation of age-appropriate sexuality education at this stage. This quantitative study surveyed 458 Chinese preservice
teachers to investigate the influencing factors of pre-service teachers’ knowledge and attitudes toward early
childhood sexuality education. Results indicated that ethnic culture, educational experience of sexuality, and online
media significantly influenced pre-service teachers’ knowledge and attitudes; however, gender showed meaningful
effects on their attitudes but not on their knowledge level. Religion was found with no significant effect on both
dimensions. This study provides insight on the mechanisms of multiple factors acting on pre-service teachers’ perceptions
of children’s sexuality education, which not only enriches the research on pre-service teachers in the field of early
childhood sexuality education but also provides an evidence-based foundation for education policymakers and
administrators, making it a valuable reference for the

Strategi Pembelajaran Tatabahasa dan Hubungannya dengan Pengetahuan Sedia Ada Bahasa Arab

2025-11-30T23:43:15+00:00

Ilmu tatabahasa Arab merupakan asas penting dalam penguasaan bahasa kerana ia menumpukan kepada struktur ayat
dan fungsi kata dalam konteks. Kajian ini bertujuan untuk meneliti hubungan antara strategi pembelajaran Tatabahasa
dengan pengetahuan bahasa Arab sedia ada dalam kalangan pelajar Sekolah Menengah Agama Rakyat (SMAR) di
daerah Kota Setar, Kedah. Kajian ini menggunakan reka bentuk tinjauan dengan soal selidik sebagai instrumen dan
melibatkan 97 orang pelajar tingkatan lima yang dipilih melalui pensampelan rawak strata berkadaran daripada
populasi keseluruhan yang berjumlah 133 orang pelajar. Hasil analisis menggunakan ujian korelasi Spearman’s Rho
menunjukkan terdapat hubungan yang signifikan dan positif antara strategi pembelajaran Tatabahasa dan pengetahuan
bahasa Arab sedia ada, dengan nilai r = 0.79 dan p < 0.001, menandakan kekuatan hubungan yang tinggi. Dapatan ini
mengesahkan bahawa aplikasi strategi pembelajaran Tatabahasa yang berkesan mempunyai hubungan dalam
merangsang perkembangan pengetahuan bahasa Arab pelajar, sejajar dengan teori Pawlak (2018) yang menekankan
peranan strategi tatabahasa dalam mengembangkan pengetahuan eksplisit dan tersirat serta memperkukuh pemahaman
melalui maklum balas pembetulan. Implikasinya, guru bahasa Arab disarankan untuk merancang pengajaran
Tatabahasa secara strategik dan kontekstual bagi memperkasa kemahiran berbahasa pelajar, khususnya dalam aspek
pertuturan dan penulisan.

Relationship between External factors and Behavioral Intention of Virtual Reality Implementation among Vocational College Students

2025-11-30T23:43:17+00:00

Virtual reality (VR) technology has garnered increasing attention for its potential to improve learning outcomes in
English learning in vocational colleges. Understanding the behavioral intention to use VR is essential for successful
implementation. In practice, behavioral intention is shaped by external factors through multiple aspects, including
previous experience, related training, policy, perceived cost and technicality. This study explored the relationship
between external factors and behavioral intention to use VR in English learning, and provided insights into how these
factors impact the acceptance of innovative educational tools. A quantitative research method was conducted and 520
vocational college students in Jilin Province, China involved in this study. The data were analyzed using Smart-PLS to
assess the path coefficient results of the variables. The results showed that external factors were slightly positively
correlated, but not statistically significant. Consequently, the hypothesis was rejected, indicating that external factors
had no significant effect on behavioral intention to implement VR technology. These findings highlight the need to
explore other factors that influence the adoption of VR in educational settings.

Religious Tolerance In Islamic Education: A Systematic Literature Review

2025-11-30T23:43:19+00:00

The rise of religious extremism underscores the critical role of Islamic education in fostering social harmony. This
Systematic Literature Review (SLR) examines the diverse definitions, curricular integration, and pedagogical approaches
to religious tolerance within Islamic education systems, as well as the challenges associated with their implementation.
The review synthesises empirical studies, including content analysis, quasi-experimental designs, and qualitative case
studies, from Kuwait, Indonesia, Malaysia, and Iran. Data were drawn from curricula, textbooks, and the perspectives
of teachers and students to identify definitions, effective models and implementation barriers. Tolerance is broadly
defined as mutual respect and the rejection of coercion. Levels of integration vary by national context: comprehensive
in Kuwait, limited in Indonesia and hegemonic in Iran. Inclusive Islamic Education (PAI) materials and Qur’an-based
pedagogical models in Indonesia have demonstrably enhanced student tolerance and reduced tendencies toward
radicalism. Key challenges include high levels of student intolerance, curriculum weaknesses, state-imposed ideological
constraints, intolerant social media narratives and narrow interpretations of religious texts. Promoting religious
tolerance through Islamic education is a complex undertaking. Despite several practical innovations, systemic gaps,
restrictive state policies, and external radical influences continue to hinder holistic implementation. Future initiatives
require comprehensive strategies that are contextually sensitive, particularly in the interpretation of religious texts and
awareness of sociopolitical realities, to achieve genuine inclusivity.