bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Clog on the Right to Quality Education through OER: A Case of Japan and Malaysia
Authors: Wahid Ratnaria , Saidin Khaliza , Arif Nurhaizal Azam 
Published: August 2020

States and world institutions have globally recognized the right to quality education. One of the method to access quality education is via Open Educational Resources (OER) that operates under the concept of “openness” where knowledge should be freely shared and disseminated for all. Yet, copyright law appears to be an area of great concern hampering OER development. This paper begins by clarifying the fundamental right to education which can be supported by developing trends of using digital resources. It then describes some of the developments in achieving sustainable development goal towards quality education through OER. The paper then explains certain legal challenges hampering open education initiatives by highlighting relevant copyright laws at the international and domestic levels. This investigation takes the form of a qualitative case-study approach comparing Malaysia and Japan practices in respect of its OER initiatives within their higher education institutions. This study specifically examines related regulations extracted from relevant statutes, cases, reports and secondary sources available in both countries. There appears to be a growing tension between the desire to promote open access to quality education and the need to protect works even though OER may be useful and beneficial for society.
Pengaruh Sikap Guru Terhadap Pembuatan Keputusan ke atas Komitmen Guru di Sekolah: Galakan Pengetua Sebagai Perantara
Authors: Saad Norazlinda , Sankaran Surendran 
Published: August 2020

Tujuan – Kajian ini bertujuan untuk mengenal pasti pengaruh sikapguru terhadap komitmen guru dalam membuat keputusan di sekolah menengah berpencapaian tinggi di negeri Kedah serta mengkaji peranan galakan pengetua sebagai perantara. Metodologi – Kajian ini menggunakan kaedah tinjauan untuk memperoleh data. Sampel kajian ini adalah 399 orang guru yang dipilih secara rawak dari Sekolah Menengah Kebangsaan (SMK) berpencapaian tinggi di seluruh negeri Kedah. Soal selidik kajian ini mengandungi 40 item serta mempunyai kebolehpercayaan yang tinggi dengan nilai Cronbach Alpha 0.94. Data kajian ini telah dianalisis dengan menggunakan statistik deskriptif dan Analisis Regresi Berganda. Dapatan – Dapatan kajian menunjukkan tahap galakan pengetua dalam membuat keputusan berada pada tahap tinggi manakala tahap komitmen guru dalam membuat keputusan adalah pada tahap sederhana. Analisis regresi menunjukkan faktor Sikap Guru mempunyai pengaruh yang signifikan terhadap Komitmen Guru iaitu Kesetiaan dan Kesediaan untuk Kekal di sekolah. Dapatan turut menunjukkan bahawa Galakan Pengetua menjadi perantara separa antara hubungan Sikap Guru dan Kesetiaan dan Kesediaan untuk Kekal dalam membuat keputusan. Signifikan – Hal ini dengan jelas menggambarkan bahawa guru-guru yang menunjukkan sikap yang positif semasa terlibat dalam proses membuat keputusan di sekolah berpencapaian tinggi akan terus kekal di sekolah tersebut. Dapatan juga menjelaskan bahawa Galakan daripada pengetua secara berterusan akan mempengaruhi sikap guru untuk turut terlibat dalam membuat keputusan dan seterusnya meningkatkan komitmen guru.
Reflecting on Malaysian Teacher Trainees’ Journals
Authors: Yaacob Aizan , Walters Lynne Masel , Md Ali Ruzlan , Abdullah Sarimah Shaik , Walters Timothy 
Published: August 2020

Purpose – In this study, 37 English Language Teaching (ELT) teacher trainees from a Malaysian university conducted an action-research project to determine whether journals kept during their fi eldwork in primary schools located in an area close to the university allowed them to reflect on their beliefs and behaviors in the classroom. Methodology – Themes were revealed using emergent coding in their journals. Van Manen’s (1977) three-stage model (practical, technical and critical) was used to determine the issues raised and the level of critical reflection reached in the journal entries Findings – The findings indicated that the teacher trainees demonstrated practical and technical level thinking, but rarely rose to the critical level of reflection. Nonetheless, they also demonstrated changes in their beliefs and behaviours, essential for professional development. Significance – Reflective thinking is critical to teaching and is important in the United States and in countries striving to replicate its pedagogical tools and techniques. However, many Western practices associated with the nurturing of critical thinking are not familiar to Malaysian teacher trainees. We conclude that prospective teachers here do use their journals to reflect on their educational practice, but not at the deepest levels of insight. Critical thinking must be taught to Malaysian teacher trainees and filtered through the local culture if it is to improve teaching and learning in the nation’s classrooms.
Enhancing Higher Order Thinking Skills through Clinical Simulation
Authors: Varutharaju Elengovan , Ratnavadivel Nagendralingan 
Published: August 2020

Purpose – The study aimed to explore, describe and analyse the design and implementation of clinical simulation as a pedagogical tool in bridging the deficiency of higher order thinking skills among para-medical students, and to make recommendations on incorporating clinical simulation as a pedagogical tool to enhance thinking skills and align the curriculum. Methodology – A qualitative approach using interpretativedescriptive case study design was utilized in framing the researchstudy. Purposive sampling was used to select 20 final year paramedicalstudents and five teaching staff who participated in thisstudy. Data was collected through direct and participant observation,interviews and document analysis. Thematic analysis using Stake’sCountenance Model was utilized to analyse and present the findings. Findings – On the basis of these analyses, the study supports that (i) clinical simulation facilitates the infusion of higher order thinking skills; (ii) clinical simulation that uses thinking pedagogy nurtures the development of higher order thinking skills; and (iii) clinical simulation uses higher order thinking modality to promote, understand and transfer learning. While facilitators play a crucial role in engaging learners with higher order thinking modality and make students’ thinking visible by utilizing the use of metacognition and self-regulation abilities, learners become more autonomous, strategic and motivated to apply effort and strategies in a variety of meaningful contexts. Significance – The findings of this study can assist curriculum managers, college administrators and educators regarding the inclusion of clinical simulation as an instructional approach to enhance higher order thinking skills among para-medical students.
Mastery of Scientific Argumentation on the Concept of Neutralization in Chemistry: A Malaysian Perspective
Authors: Heng Lee Ling , Surif Johari , Seng Cher Hau , Ibrahim Nor Hasniza 
Published: August 2020

Purpose – Argumentative practices are central to science education, and have recently been emphasised to promote students’ reasoning skills and to develop student’s understanding of scientific concepts. This study examines the mastery of scientific argumentation, based on the concept of neutralisation, among secondary level science students, when engaged in individual and group argumentations. Methodology – 356 form four science students were first randomly assigned to an argumentative condition, after their lesson on acids and bases, presented using the developed instructional materials. Each individual or group was then asked to answer an Open-ended Scientific Argumentation Test (OSAT). Discussions during group argumentations were observed and recorded. All the answers provided in the OSAT were then analysed based on their accuracy, the triplet relationship in chemistry and for the presence of argumentation elements. Observations from the group argumentations were transcribed and assessed. Findings – The results show that in both argumentative conditions, most of the arguments constructed tend to consist of the elements of claim and evidence. The results also show that students who work in groups outperform students who work individually. As individuals, most of the arguments presented tend to be simple with reasoning at a macro-level. As groups, the arguments presented are more complex, where justifications are provided at the sub-micro and symbolic levels, and with fewer misconceptions. That is because group argumentation participants have the opportunity to shareideas, detect and correct each other’s mistakes, seek explanations and explain ideas. Significance – The study implies that group argumentation enhances students’ argumentation and reasoning skills and improves their mastery of scientific concepts. In addition, this study also investigates students’ performance from the Malaysian perspective.
Exploring the Interactions on an Online Narrative Writing Platform
Authors: Annamalai Nagaletchimee , Eng Tan Kok , Abdullah Amelia , Sivagurunathan Sorojini 
Published: August 2020

Purpose – This paper reports a study that investigated the interactions of six students learning to write narrative essays on an online narrative writing platform (ONWP). Participants were six students and a teacher from an urban Chinese Secondary School in the northern region of Malaysia. Methodology –The qualitative data used in this study were online interaction archives and narrative essays collected from an ONWP used by the teacher to teach narrative writing. The student-teacher interactions were coded based on the categories related to cognitive, teaching and social presences as suggested by the Community of Inquiry Model (Garrison, Archer & Anderson, 2000). Findings – Findings indicated that the cognitive, teaching and social presences suggested by the CoI model were present in the interactions while students were engaged in the ONWP. However, certain descriptors of the CoI were not found in the study. The major contribution of this study is the single, dual and triple phases which emerged from this study. The essays’ scores revealed that the students improved in their narrative writing ability after engaging in the ONWP. Significance – The fi ndings have placed the model in a new environment involving the application of CoI model in a Chinese Secondary School. Being online to fulfil wide-ranging tasks does not only involve critical thinking but also creative writing. Teachers involved in online teaching and learning activities need to encourage students to be involved in critical thinking. Students should also realise that there is more to learn in writing than just making corrections based on the comments.
Pemodelan Hubungan antara Kesejahteraan Hidup, Keserakanan, dan Kesejahteraan di Tempat Kerja dengan Efikasi Guru secara Kolektif
Authors: Yusof Yusni Zaini , Awang Hashim Rosna , Tengku Ariffin Tengku Faekah 
Published: August 2020

Tujuan – Berdasarkan model kognitif sosial, kajian ini mengkaji kesan langsung dan tidak langsung terhadap efikasi guru secara kolektif. Secara khusus, kajian ini menilai peranan kesejahteraan hidup, keserakanan, kesejahteraan di tempat kerja dalam menerangkan efikasi guru secara kolektif. Metodologi – Seramai 836 sampel guru dipilih secara rawak dari dua belas buah MRSM Zon Timur di Malaysia. Data kajian ini diperolehi melalui soal selidik yang mengandungi 85 item. Data ini telah dianalisis dengan menggunakan statistik deskriptif dan Analisis Persamaan Berstruktur. Dapatan – Dapatan kajian ini menunjukkan kesejahteraan hidup, keserakanan dan kesejahteraan di tempat kerja adalah secara signifikan mempengaruhi efikasi guru secara kolektif. Berdasarkan kepada penilaian keseluruhan model, didapati bahawa kesepadanan model adalah munasabah. Dapatan analisis persamaan berstruktur menunjukkan bahawa kesejahteraan di tempat kerja adalah pengantara separa hubungan kesejahteraan hidup guru, keserakanan guru dan efikasi guru secara kolektif. Berbanding kesejahteraan hidup, keserakanan guru memperlihatkan kesan yang lebih kuat terhadap efikasi guru secara kolektif. Signifikan – Kajian ini memperkenalkan model yang menunjukkan kepentingan kesejahteraan hidup, keserakanan dan kesejahteraan di tempat kerja sebagai penyumbang yang signifi kan kepada efikasi guru secara kolektif. Ia juga mengenal pasti kepentingan keserakanan guru dalam membangunkan efikasi guru secara kolektif.
MALAYSIAN STUDENTS’ ACHIEVEMENT IN TIMSS 2011: DOES SCIENCE INQUIRY REALLY MATTER?
Authors: Abdullah Mubarak Amani , Abdul Razak Nordin 
Published: August 2020

Purpose – This study investigates the relationship of student and teacher level variables on Trend for International Mathematics and Science Study (TIMSS) 2011 Science achievement among Malaysian students. Specifically, it aims to examine the effect of students’ achievement when a science inquiry approach is considered. Method – Thirteen educational context variables were selected from the teacher and student questionnaires and were tested on the TIMSS 2011Science achievement. The data were retrieved from the IEA official website and consisted of 177 Science teachers and 5,549 Grade Eight students. A secondary data analysis was employed to examine the relationships between the variables from the perspective of the Dynamic Model of Educational Effectiveness Research. A two-level model of the Hierarchical Linear Modelling (HLM) consisting of Teacher-Student Level was employed. The 13 independent variables are: student gender, parents’ education level, home educational resources, liking Science, valuing Science, teacher gender, class size, teacher who emphasises on academic success, inquiry approach, science assessment, frequency of science test, teacher experience and teacher qualification. The nested data of students and teachers were analysed using Hierarchical Linear Modelling 6.0 statistical software. Findings – The study finds that teacher differences between schools account for 70% variation in the students’ achievement due to factors, such as teacher gender, enthusiasm of teacher in emphasising the academic success of students and class size. However, Science Inquiry is not a contributor to students’ achievement in Science; it has only a moderating effect on students’ achievement to value Science learning. Significance – The findings have important implications for stakeholders, specifically to Teachers’ Training Institutions, Curriculum Development Centres and the Teachers’ Development Division, on the Science teachers’ quality in Malaysia. Affective domain of the students is equally important as the cognitive domain and should not be ignored.
THE LINGUISTIC CHALLENGES OF MATHEMATICS WORD PROBLEMS: A RESEARCH AND LITERATURE REVIEW
Authors: Fatmanissa Namirah , Kusnandi Kusnandi 
Published: August 2020

Purpose – Word problems are still considered challenging for students when compared to other type of mathematics problems. Many emerging findings regarding this issue highlight that the challenges are predominately caused by linguistic aspects. This article aims to present a review and synthesis of literatures regarding the linguistic challenges of mathematics word problems and recommend solutions to address these challenges. Methodology – Systematic search was done and 35 articles from inside and outside Indonesia were selected. The linguistic challenges and recommended solutions found were analyzed using the main features constructing mathematics language: multiple semiotic system, particular features of vocabulary and grammar, and complex syntax. Findings – The review shows various difficulties shown by students in each feature of mathematics language. The review also recommends the practice of mathematics teaching and learning in which language aspects are discussed and exercised both among students and between the students and the teacher in order to help students face their linguistics challenges. It is also imperative for teachers to understand the structure and linguistic features involved in constructing word problems. Significance – This review breaks down the difficulties of mathematics word problems from the perspective of linguistic features constructing them. The findings of this review offer teachers different point of view to deal with teaching word problems, which is by understanding word problem as an entity of language rather than only as an entity of mathematics. This review also provides some solutions to help teachers address the difficulty for each linguistic feature.
CHANGES IN TEACHERS’ REFLECTION AFTER LESSON STUDY PROCESS
Authors: Fen Tan Saw , Sam Lim Chap , Meng Chew Cheng 
Published: August 2020

Purpose – This qualitative study explores if there were any changes in teachers’ reflection in terms of content and levels after participating in five lesson study cycles. Method – Case study method was employed in this study. Six mathematics teachers from a primary school participated in this study. They set up a lesson study group and conducted five lesson study cycles. In each lesson study cycle, the lesson study team members plan, teach and observe a research lesson. Qualitative data was collected through participatory observation, reflection sessions, collection of artefacts and interviews. Findings – Analysis of data revealed that there were some slight and slow changes in the teachers’ reflection as they progressed from the first to the fifth reflection sessions. These changes included: (1) teachers’ reflection became more specific and in-depth; (2) teachers’ reflection about the pupils’ learning became more in-depth; (3) teachers reflected from pupils’ perspectives; and (4) teachers reflect athigher level of reflection. Significance – The study revealed that the criteria of lesson study, collaborative and classroom observation, made it feasible in promoting teachers’ reflection. The educators could employ lesson study as an approach to promote teachers’ reflection. However, the effectiveness of lesson study in promoting teachers’ reflection is 146 Malaysian Journal of Learning and Instruction: Special Issues 2017: 145-172 affected by the number of lesson study cycles being carried out and the presence of the knowledgeable others.
YOUTUBE WITHIN ESL CLASSROOM: EXPLORING AN INSTRUCTOR’S AND HER LEARNERS’ EXPERIENCES CONCERNING THE AUTHENTICITY OF LANGUAGE AND TECHNOLOGY USE
Authors: Nur Morat Berlian , Shaari Anis , Zainol Abidin Mohamad Jafre , Abdullah Amelia 
Published: August 2020

Purpose – This study was aimed to explore the experiences of an instructor and her learners concerning the authenticity of language and technology use in YouTube-aided ESL classroom. Methodology – A qualitative case study was employed involving an ESL instructor and seven learners from a higher learning institution in Malaysia. To achieve the objective, the experiences were uncovered through in-depth interviews and a series of journal entries. Findings – The findings demonstrate that the content of YouTube could be exploited to expose the learners to authentic English. In addition to that, the web 2.0 features of YouTube can familiarise the learners with the current technology application. Significance – This study is significant as it shares with the readers the experiences of an ESL instructor and the learners concerning the potential of YouTube in offering authentic materials and use of technology. By adopting an online video platform and not relying solely on textbook and other printed materials, ESL practitioners are anticipated to be more creative in delivering the subject. This is especially true in teaching today’s generation who is the digital native. Accordingly, it helps ESL instructors to be able to keep pace with the trendy technology in order to enhance teaching and learning as well as fulfilling current learners’ technological demand.
Trainee Teachers’ Critical Thinking in an Online Discussion Forum: A Content Analysis
Authors: Umar Irfan Naufal , Ahmad Noor Hazita 
Published: August 2020

Purpose – The application of asynchronous mode of computermediated communication such as the online discussion forum is becoming more prevalent in our learning environment. Online forum is important for learning to take place as it allows the creation of a "virtual community of inquiry" that encourages problem solving, critical thinking, and knowledge construction. Thus, this study sought to analyse the content of trainee teachers’ discussion in an online forum, especially in terms of their critical thinking levels. An online discussion forum was created for the trainee teachers to discuss their experience and problems encountered during the teaching practicum. Method – A total of 30 Universiti Sains Malaysia pre-service teachers who underwent 20 weeks of teaching practice in secondary schools were involved in this study. The Newman, Webb and Cochrane (1995) framework was used to analyse the students’ levels of critical thinking skills as indicated in their messages or reflections. The depth of the their critical thinking in terms of relevance, importance, novelty, accuracy, linking ideas or interpretation, justification, critical assessment, and practical utility were of interest in this study. Findings – Throughout the 20 weeks of teaching practice, a total of 896 positive critical thinking indicators were recorded from the participants’ discussion. Their reflections focused mainly on the aspects of relevance, importance, and justification of the issues being discussed. However, the trainees hardly tried to bring outside knowledge or experience to address problems, and their input barely refl ected their width of understanding in discussing the issues. The online discussion forum, nevertheless, has provided a platform for the trainees to share and reflect their problems during the teaching practicum session. 76 Value – The paper explores the potential of an online discussion forum to be applied during teacher practice session. Based on these findings, it is recommended that our teacher training institutions integrate this technology into their curriculum.
Case Study on Persuasiveness of Argument Texts Written by Proficient and Less Proficient Malaysian Undergraduates
Authors: Ting Su Hie , Raslie Humaira , Jee Leong Jin 
Published: August 2020

Purpose – Research has shown that university students, particularly non-native speakers of English, encounter difficulties with various academic text-types and often lack the ability to organise the information in a structure considered effective by the discourse community or to use the significant language features of the text-type effectively to achieve the intended purpose. The study examined the persuasiveness of argument texts written by proficient and less-proficient undergraduates in a Malaysian university. The aspects examined were the organisational structure of the text and the language features significant for fulfilling the persuasive purpose of the text. Method – Forty argument texts were analysed: 22 written by undergraduates who were more profi cient in English, and 18 by less proficient undergraduates. The analysis focused on the organization of the content of the argument text as well as selected language features, namely, connectors, modal verbs and passive voice. Findings – The results showed that the proficient undergraduates used the structure considered effective for argument texts but the writing of the less-proficient group was characterised by unclear or absence of statement of stance and restatement of stance. To achieve the persuasive purpose of the text, the proficient undergraduates made use of connectors, modal verbs and passive voice more than the less-proficient group. However, the connectors ‘because’, ‘so’ and ‘besides’ were often used in a manner similar to spoken language, and there was an overdependence on the modal verbs ‘can’ and ‘will’. The lack of conditionals and nominalisations was obvious for both groups, suggesting that these are more difficult language features to master and greater pedagogical attention is needed. Significance– The paper explores differentiated focus in the teaching of academic writing at university level for students with high and low proficiency in English.