International Journal of Advanced Research in Future Ready Learning and Education

Mastery Level of Interpersonal and Intrapersonal Skills Among Prospective FPTV Teachers

Nurmina Abdullah — 2024-12-15

Education transformation certainly makes the role and duties of teachers larger, more challenging and more complex. Effective interpersonal and intrapersonal communication skills are extremely important for a teacher in the delivery of education, classroom management and student interaction. This study aimed to examine the level of mastery of interpersonal and intrapersonal skills of future teachers on FPTV. The respondents to this study were 175 final year teachers and they covered all the courses offered in FPTV. The questionnaire was used as a research instrument. Data were analyzed using statistics in terms of frequency, percentage, mean score, standard deviation, Independent T-Test and Pearson correlation. The findings of the study have shown that the highest level of mastery of interpersonal skills is teamwork and the highest level of mastery of intrapersonal skills is the domain of personality. However, presentation skills, listening skills, emotional intelligence and spiritual intelligence are at a moderate level. The study also reported that there was no significant difference in the level of interpersonal and intrapersonal skills based on gender. Finally, a few proposals for future studies were made, including making comparisons for skills between teachers teaching at the secondary school level and vocational colleges. It aims to find out the level of skill difference that teachers have in the two kinds of schools. Besides, it is recommended to focus on increasing the number of studies on technical instructors, as the search results indicate a scarcity of research on the level of engineering abilities among technical teachers. Given that BPLTV is a prominent aspect of education in Malaysia, it is imperative to undertake more regular studies on BPLTV teachers.

Tahap Kompetensi Pelajar Program Ijazah Sarjana Muda Perguruan (PISMP) Ambilan Jun 2019 Institut Pendidikan Guru Kampus Ilmu Khas

Faridah Yakob — 2024-12-15

Standard Guru Malaysia merupakan piawaian yang menggariskan kompetensi professional yang patut dicapai oleh guru, serta keperluan yang patut disediakan oleh agensi dan institusi latihan perguruan bagi membantu guru-guru mencapai tahap kompetensi yang ditetapkan. Kajian ini dijalankan untuk meninjau tahap kompetensi pelajar PISMP Ambilan Jun 2019 yang baharu menamatkan pengajian mereka selama lima (5) tahun di IPG Kampus Ilmu Khas (IPGKIK), Kuala Lumpur. Kajian ini menggunakan pendekatan kuantitatif iaitu dengan menggunakan Senarai Semak Kompetensi Diri (SSKD) SGM 2.0. Dimensi Kompetensi dalam Kerangka SGM 2.0 menjadi rujukan utama dalam kajian ini. Dapatan kajian menunjukkan bahawa secara keseluruhannya tahap kompetensi semua domain SGM 2.0 pelajar ini berada pada min=2.47 (SP=0.69). Keempat-empat domain mencapai standard kompetensi SGM 2.0, iaitu min bagi domain orientasi ilmu adalah 2.44, domain instruksional adalah 2.45, domain pelibatan komuniti adalah 2.48 dan domain kualiti peribadi adalah 2.52. Walaupun semua domain mencapai standard kompetensi SGM 2.0 bermakna mereka mempunyai kekuatan yang memenuhi keperluan minimum tetapi masih perlu mempertingkatkan aspek profesionalisme mereka. Pengkaji mencadangkan agar pelajar-pelajar ini mempunyai sikap keterbukaan untuk menerima perubahan dasar seperti MADANI, tujuh (7) teras utama KPM, perubahan tatakelola serta cabaran global yang lain. Pengkaji juga mencadangkan agar IPGKIK merancang dan membangunkan program atau aktiviti yang mengambilkira cabaran baharu ini untuk membangunkan graduan IPGKIK yang dapat menangani cabaran baharu, karakter guru yang baik serta kompeten dan berjiwa pendidik.

A Systematic Review (2019–2023) on the Impact of Advanced Technologies in Higher Education Learning

Miao Si — 2024-12-15

The integration of high technology has brought unprecedented convenience and possibilities to higher education, but it has also brought various challenges. With the continuous innovation of technology, these advantages and challenges are constantly changing. However, the previous studies lack a systematic review and summary of these advantages and challenges of changes. Therefore, the purpose of this review is to integrate and analyze the relevant research results of higher education learning in the high-tech environment, to keep an eye on these changes, better grasp the impact of technology on the field of higher education, and insight into the future development trend of higher education. This systematic review uses 20 journal articles from (WoS) and Scopus from 2019 to 2023. The results of the survey show that students' learning ability is gradually enhanced, the academic atmosphere of colleges and universities is increasingly strong, and the learning opportunities provided by higher education are more and more diverse, which are the positive effects of high-tech progress on higher education. However, in the context of the rapid development of high technology, we should also pay attention to the adaptability of the teaching individual and the challenges faced by the inadequate preparation of society in terms of technical training and technical equipment at the macro level.

A Systematic Review of Metaverse-Based Learning in Music Education

Fei Lin — 2024-12-15

In recent years, the integration of metaverse technologies into educational settings has gained significant attention. This systematic review aims to investigate the application of metaverse-based learning in music education. The review employs clearly defined inclusion and exclusion criteria, spanning literature from 2019 to 2023. The screening process encompasses key concepts, relevance, and alternative keywords to ensure a broad and comprehensive literature retrieval. The study addresses two primary inquiries: firstly, it categorizes Metaverse-Based Learning (MBL) technologies employed in music education, encompassing virtual reality, augmented reality, artificial intelligence, speech recognition, and other pertinent technologies. Secondly, the research provides a comprehensive exploration of MBL applications within diverse music disciplines and skill areas, including but not limited to music theory and fundamentals, performance and improvisation, vocal perception, music composition, instrumental performance, team performance and ensemble. The article also explores limitations in current research and suggests directions and considerations for future studies. This comprehensive review provides a valuable foundation for further research and exploration of MBL applications in music education.

A Study on Online Learning For UTHM Students

Zul Afiq Sazeli — 2024-12-15

Online meetings are arguably the most widely used method since the Coronavirus pandemic hit the world among office workers to do such as meetings and because of students may face several challenges throughout the e-learning process held. The main objective of this research is to explore the factors that affect students’ satisfaction regarding the online classes. All the 100 respondents from UTHM Pagoh students were taken as representing the population set in UTHM Pagoh students. This research is qualitative data and were analysed by using IBM SPPS Statistic to find the mean, standard deviation, percentage, and frequency with the data collected consists of four sections which are demographic info, the factors, the students’ attitudes, and the ways to make online learning more interesting with five questions each section. The results revealed that, the factor that most contribute to student dissatisfaction in online learning is the problem of networks with 4.16 as the mean. Most students' attitude towards online learning is their lack of interest and involvement during classes with 3.69 as the mean and 4.43 mean for the way to make online classes more interesting is with lecturers can use some creative tools to teach.

Knowledge Map of Learner characteristics in Blended Learning: A Bibliometric Analysis

Nurhanim Saadah Abdullah — 2024-12-15

The study of learner characteristics in blended learning has consistently emerged as a central theme in the global discourse on blended learning, and occupies a central position in research in international fields of education and psychology. The aim of this study is to explore the research focal points, trends, and cutting-edge developments related to learner characteristics in blended learning. CiteSpace was used to visually analyse 2,672 high-quality literature articles related to learner characteristics in blended learning in the Web of Science database spanning from 2014 to 2023. The data obtained from the Web of Science database includes titles, abstracts, years, keywords, authors, academic institutions, journals, and citation counts. To facilitate visualization, we employed CiteSpace visualization software for literature analyses, knowledge mapping, collaborative network analyses, cluster analyses and keyword bursts. A total of 2672 articles related to learner characteristics in blended learning were identified. The highest number of articles were published in the United States (400 papers), followed by China (396 papers) and Australia (247 papers). The most commonly occurring keywords were 'higher education', 'engagement', 'performance', 'satisfaction', and 'online learning'.

Transforming Technical Education: The Effect of the AR-MicroC Augmented Reality Learning Module on Students Achievement

Farah Waheda Othman — 2024-12-15

Technological advances driven by Industrial Revolution 4.0 (IR4.0) have introduced digital technologies such as Augmented Reality (AR) that are changing the approach to learning. This study aims to evaluate the effectiveness of using the AR-MicroC Augmented Reality Learning Module in improving student achievement in the Information Technology Certificate program at the Malaysian Community College. A quantitative approach with a quasi-experimental design was used, involving 66 students who were divided into two groups: a treatment group (n=32) who used the AR-MicroC module and a control group (n=34) who followed conventional teaching methods. Data was collected through pre-test and post-test for the Introduction to Internet of Things (IoT) course. The study lasted for five weeks, involving pre-test, teaching, and post-test phases. Data analysis using independent sample t-test and paired sample t-test showed a significant difference in achievement between the two groups. The results of the study prove that the AR-MicroC module is effective in improving student performance. The implications of this study suggest the use of the AR-MicroC Augmented Reality Learning Module as an innovative alternative teaching tool in the learning process, especially in transforming technical education.