One of the important features in developing science curriculum in Malaysia is the emphasis on the education system that allows students to master higher order thinking skills (HOTS). However, the current teaching practice tends to inhibit students' HOTS by which students are given drills and tutorials to perform better in examination. The contextual learning is deem as a suitable approach to develop HOTS, as it enables students to build their knowledge in the context of their minds, then later makes use of linkages and applies it to their real life. Additionally, the advancement of technology offers opportunity for integrated contextual learning with Virtual Learning Environment (VLE) to foster HOTS. This study aims at developing an integrated model to implement contextual learning with VLE for promoting HOTS in Malaysian schools. Using the constant comparison analysis for analyzing the literature, this study analyzed previous literatures to develop the integrated model. Findings show that limited research exists on the integration of contextual learning with VLE to promote HOTS, leaving some vacuum for further study and improvement and the need to formulate an integrated model.

Papilledema is a swelling of the optic disc secondary to elevated intracranial pressure (ICP). We analyzed 79 peer-review journal articles and provided a concise summary of the etiology, epidemiology, pathophysiology, clinical presentation, evaluation, natural history, differential diagnosis, treatment, and prognosis of papilledema. Only studies written in English with the full text available were included. Although many etiologies of papilledema exist, idiopathic intracranial hypertension is the most common and, thus, a large focus of this review.

The role of chemistry in the development of any society cannot be overemphasized. Chemistry students are therefore expected to acquire flexible knowledge and problem solving skills to facilitate the expected development of our modern society. The purpose of this article is to investigate the roles of teachers and student in the development of self-directed learning and skills in Nigerian Secondary Schools. PBL is a student-centered pedagogy which helps students develop problem solving skills and improved knowledge through self-directed learning under teacher's supervision. It is supported by Cognitive and Constructive psychologists. The learning process in Nigeria schools does not produce students with the required skills and knowledge, because of traditional instructions by teachers, poor learning environment and inadequate learning facilities. This gives a reason for the research. The study used a qualitative approach with explanatory design. Fifteen (15) chemistry students (16 years) and a teacher were purposefully selected in one Senior Secondary School as participants. The participants received 6 weeks of PBL lessons using a topic purification of water. The researchers collected data through observations field notes during the intervention process and also interview a focus group of 5 students after the PBL lessons. The data were transcribed, triangulated and analyzed using content analysis. The results showed students have improved learning and acquisition of problem solving skills including life-long learning and information management due effective self-directed learning activities among them. The researchers therefore recommend the introduction of self-directed learning approach in Nigerian Secondary Schools and other higher educational institutions.

AbstrackProblem-based learning (PBL) (Lim, 2007;Abu Hassan Kassim, 2003;Anuar Zaini, et al., 2003;Ng & Siow, 2003; Sharifah Maimunah, 2000). Students learning are in the form of passively accepting information from the teacher, copying notes, drill and practice, Indonesian Journal of Educational Review, Vol. 4 (1), July 2017 2 and 'cookbook style' practical activities. In such a learning environment, students become passive and dependent learners. Students face difficulties in learning and working with other when they enter tertiary education. Most students entering university are not prepared for active learning as they come from a passive, spoonfed and exam-oriented schooling system (Hussain & Berhannudin, 2009; Khairiyah, et al., 2009). There is a need to nurture students with the skills and capabilities to learn and collaborate with others since their schooling years. A transition from passive learning to actively engage in their own learning is the first step towards the development of well-rounded students. Thus, a learning environment providing real context learning and opportunity for students to work by themselves and among themselves has been designed and introduced into Malaysia secondary school. Problem-Based LearningProblem-based learning was developed by Howard S. Barrows and first implemented in McMaster University medical education in the 1960's (Barrows & Tamblyn, 1980). Medical students were not able to apply their knowledge in real clinical settings even though having passed the written examinations. PBL was thus developed to provide students with a learning environment that mirrored clinical practices, which could facilitate students' skills relevant to the real practice as well as promote deep learning. Various adaptations were made and PBL has been implemented across most disciplines, spread across the globe and was introduced into K-12 education (Tan & Mohammad Yusof Arshad, 2011).PBL is a pedagogical approach centered on ill-structured real world problem, which stimulate the practice of information-gathering, reasoning and problem-solving skills, interpersonal and team working skills, as well as the acquisition of content knowledge, in the process of working out the problem in collaborative groups. Students are responsible for their own learning while the instructor's role is to facilitate students' learning process without imparting direct answers or knowledge.There is limited research found about using PBL in Malaysia secondary schools even though there is an increase interest worldwide to implement PBL. Majority of Malaysia secondary school students as well as teachers have never come across PBL approach at schools (Faaizah & Halimah, 2007). Whether PBL is able to be implemented across Malaysia schools with large classes conducted by only one teacher remains a question. What will happen when teachers and students new to PBL experience PBL lessons? How will the learning proceeds? Are students able to work collaboratively and self-directly within their PBL groups and how does it occ...

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Problem-based learning (PBL) promotes high order questioning and stimulates student thinking, thus playing an important role in preparing students to face real-world challenges. Yet, PBL is an uncommon instructional strategy in Malaysian secondary school science classrooms. Occurrence of questioning in the traditional spoon-feeding classroom is low. Thus, the PBL model adapted from Barrows has been introduced. This article investigates whether PBL is able to promote high order questioning and thinking in the Malaysian science classroom. A PBL class with 1 teacher and 17 students divided into 4 groups was observed, video-and audio-recorded, and the verbatim were analysed. Questions are categorized into high order, low order, eliciting ideas, and evaluating ideas questions. Findings show that the percentage of student questions is 67.9% while for teacher questions is 32.1%. The amount of student questions per hour is relatively high at 8.2 questions per student. Nearly half of the classroom questions are low order questions (47.9%), such as clarification, verification, concept completion, disjunctive, definition, example, quantification, and feature specification questions. High order questions consist of 16.3%, which include causal antecedent, causal consequence, goal orientation, comparison, enablement, and reflective questions. Eliciting ideas questions raised by the teacher cover 8.8% while evaluating ideas questions by students cover 27.1%. This study shows that the PBL environment promotes active learning, student thinking, and questioning in the Malaysian science classroom. However, student and teacher questions should be enhanced to be at higher order level. Several suggestions to extend low order questions into high order questions are discussed in this paper.

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Self-directed learning is an important skill highlighted in the 21st century learning. Hence, developing this skill through problem-based learning (PBL) is deemed to be potentially effective. However, PBL is still not widely implemented in Malaysian classrooms. The integration of face-to-face and online learning known as blended problem-based learning (BPBL) is potentially effective in improving PBL by enhancing teacher’s and students’ roles in self-directed learning. Thus, this research aims to investigate the roles of teacher and students in the process of self-directed learning (formulating learning issues) in BPBL by using basic qualitative approach. Data was collected from observations, interviews and documents (FILA chart). By using purposive sampling, twenty-five (25) students and a teacher from a school in Johor district were selected as the sample. The students were divided into five groups. The teacher and students’ roles in two randomly selected groups were compared. The results indicated that the teacher faced difficulties in monitoring students’ progress and some students were passive in the BPBL.