A learning environment has become one of the vital factors in ensuring the students' success in achieving good grades. Although past research focus on students' performance but the evolution of the learning environment has opened a new direction in understanding students' learning. There are many factors that can be grouped into the learning environment. This paper aims at validating the Learning Environment Instrument by using Confirmatory Factor Analysis (CFA) which has 40 items and 5-point Likert scale. The instrument has five constructs, including students' closeness, teacher support, involvement, cooperation and equality. The instrument was distributed to 1887 secondary school students from selected high performance school in Malaysia. Confirmatory Factor Analysis was used to validate the instrument using AMOS 16.0. The result revealed that the measurement model of learning environment fitted with the collected data. Fit index tests like CMIN/DF, TLI, CFI, IFI, NFI and RMSEA were used to obtain the model fit. In conclusion, the instrument was found to be valid and reliable in measuring learning environment in this context of study.

ABSTRAKTujuan -Membina satu instrumen untuk membolehkan murid membuat penilaian kendiri ke atas pembelajaran geometri Tingkatan Satu dan menentukan kesahan kandungan dan kebolehpercayaan instrumen berkenaan.Metodologi -Pembinaan instrumen adalah berpandukan Model Penilaian Konteks-Input-Proses-Produk (KIPP). Kajian ini melibatkan tiga fasa iaitu, kajian literatur, pembinaan instrumen kajian dan analisis kesahan kandungan dan kebolehpercayaan instrumen. Instrumen yang dibina adalah berbentuk rubrik dua lapis. Jadual Spesifikasi Instrumen digunakan dalam proses pembinaan item-item penilaian. Kemudian kesahan item disemak oleh panel pakar berkenaan. Data kuantitatif yang dikumpul dari kajian rintis dan kajian sebanar dianalisis dengan menentukan nilai pekali Cronbach Alpha. Pembinaan item merujuk kepada takrifan konstruk berasaskan kajian literatur. Kajian literatur menunjukkan terdapat lima konstruk iaitu, pengetahuan sedia ada murid, kefahaman murid dalam geometri, gaya pembelajaran murid, sikap pembelajaran murid serta pendekatan pengajaran guru. Sebanyak 79 item telah dibangunkan dalam instrumen ini. Kesemua lima panel pakar 212 dalam bidang Pendidikan Matematik bersetuju bahawa instrumen yang dibina mempunyai kesahan kandungan yang boleh diterima. Untuk menentukan pekali kebolehpercayaan instrumen, kajian ini telah dilaksanakan di tiga buah sekolah menengah dalam daerah Kuala Kangsar, Perak. Seramai 400 orang murid Tingkatan Dua dipilih sebagai sampel kajian. Perisian Statistical Package for Social Science (SPSS versi 20) digunakan untuk menganalisis data yang diperoleh daripada hasil kajian. Dapatan -Kajian rintis dan kajian sebenar telah dijalankan dalam kajian ini. Tujuannya adalah untuk melihat kestabilan nilai Cronbach Alpha yang diperoleh melalui kajian rintis dan kajian sebenar. Bagi menentukan sama ada item yang dibina diterima atau disingkirkan, penyelidik membuat perbandingan nilai Cronbach Alpha jika item disingkirkan (Alpha If Item Deleted) bagi setiap item dengan nilai Cronbach Alpha bagi konstruk yang terlibat dalam instrumen tersebut. Selain itu, nilai Cronbach Alpha yang diperoleh daripada kedua-dua kajian diinterpretasi berdasarkan Jadual Nilai Kebolehpercayaan. Kebolehpercayaan Cronbach Alpha bagi kelima-lima konstruk dalam kajian rintis berada antara 0.722 dan 0.945. Manakala, kebolehpercayaan Cronbach Alpha bagi kelimalima konstruk dalam kajian sebenar berada antara 0.813 dan 0.940. Tambahan pula, nilai keseluruhan Cronbach Alpha instrumen penilaian bagi kajian rintis dan kajian sebenar masing-masing menunjukkan 0.955 dan 0.946 yang berada pada tahap amat baik.Signifikan -Penghasilan instrumen penilaian kendiri pembelajaran geometri yang berpandukan Model KIPP dapat membantu murid mengetahui tahap penguasaannya terhadap topik-topik geometri yang dipelajari dan berusaha untuk membaiki kelemahan dalam pembelajaran mereka. Instrumen penilaian ini juga boleh dijadikan sebagai sumber rujukan guru dalam membantu perancangan strategi pembelajaran dan pengajaran topik geometri yang lebih berkesan. I...

The aims of this research are to investigate the extent of the constructivist learning environment integration in science classrooms and students' perceptions of their actual and preferred learning environments in science learning. Additionally, this research aims to assess educational facilities in schools and identify its relationship with constructivist learning environment. Actual and preferred form of Constructivist Learning Environment Survey (CLES) and Learning Environment Assessment (LEA) were used in this research. The instruments were administered to 150 Form Four science students from 3 schools in Bidor, Perak. The data were analysed quantitatively for the research questions. The result showed that students agreed to most of the scales in actual form of CLES except the scale Shared Control in which they were not invited to share teacher's control in planning learning environment. T-test showed that students tended to prefer more constructivist learning environment than the actual learning environment (p<0.05). Besides, the result showed that subsection Academic Learning Space in LEA was at the level of minimal adequacy whereas subsection Interior Environment showed the level of moderate adequacy. Simple correlation analysis showed that LEA was positively related to actual form of CLES (r=0.22). The finding suggested that science teachers should implement the constructivist approach and improve their practice based on students' preference of learning environment to improve students' performances. Also, educational facilities were suggested to be assessed to ensure the success of the integration of constructivist learning environment in the science classrooms.

The research presented in this article is a systematic review of the literature on the assessment of mathematical modeling in the setting of mathematics education published in the previous five years. This research has compiled the current best information from around the world to offer an overview of the assessment of mathematical modeling for pre-service mathematics teachers or mathematics teachers. We followed the approach used in Joklitschke et al. ( 2021), which involved 10 steps in systematic literature review (SLR). We accessed using Web of Science (WoS), Scopus, and mathematics education journals that are ranked 1-10. Based on a full-text analysis of 18 peerreviewed papers published in English, most of the research was conducted among pre-service mathematics teacher and most of the studies were conducted in Turkey, United States, and Germany. The future trends and opportunities were also discussed. We also found that most test types employed for measuring modeling competency were project, cognitive dimension, holistic approach, and the tests utilized more qualitative approach.

This study developed and used a mobile Augmented Reality (AR) reading kit to help preschool students recognize alphabets and read simple words more effectively. This study was based on the quantitative approach involving an experimental methodology that used a one-group pretest-posttest design. In this study, the variables of interest to be measured were students’ reading skills, motivation, and self-learning. The learning treatment involved a series of reading sessions using the novel learning application that spanned three weeks, with each session lasting for two hours. The sample of this study comprised 60 preschool students, whose ages ranged from four to six, who were selected from three different preschools. The effectiveness of the novel-reading kit was evaluated in terms of students’ learning performance, learning motivation in reading, and self-learning. The data for the former were gathered from pre-testing and post-testing. At the same time, a survey was administered to the students to elicit their opinions and feedback on the last two factors. Furthermore, all descriptive and inferential statistical procedures have been selected to analyze the data. Specifically, a one-way analysis of variance (ANOVA) was applied to analyze the data, which demonstrated significant differences in the students’ reading skills, motivation, and self-learning before and after the learning interventions. These findings showed the students could recognize alphabets more accurately, read simple words more intelligently, become more motivated to read and be highly engaged in self-learning using the mobile AR reading kit.

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Kemahiran Berfikir Aras Tinggi (KBAT) merupakan kemahiran yang amat penting untuk dikuasai oleh guru dan pelajar dalam meningkatkan tahap pendidikan negara di peringkat global. Kajian ini bertujuan untuk membina item (KBAT) mata pelajaran Matematik Tingkatan Satu untuk Topik Pecahan. Kesahan kandungan item KBAT yang dibina telah dibuat oleh 5 orang pakar. Pengesahan melibatkan kesesuaian item dan aras kognitif item. Sebanyak 20 item telah dipilih dan mendapat persetujuan pakar bahawa item tersebut menepati aras KBAT yang dirancang. Kesahan instrumen kajian pula ditentukan melalui kesahan muka, kandungan dan konstruk oleh 5 orang pakar. Kajian rintis telah dijalankan terhadap 15 orang guru mata pelajaran Matematik. Nilai pekali Alpha Cronbach adalah antara 0.812 dan 0.911. Bagi mengukur kebolehgunaan item KBAT, 32 orang responden yang terdiri daripada guru mata pelajaran Matematik di sekolah menengah kebangsaan sekitar Jajahan Kota Bharu. Analisis deskriptif menggunakan Perisian Statistical Package for Social Science (SPSS) dijalankan mendapati, untuk bahagian ‘Pengetahuan Berkaitan KBAT’, nilai min untuk setiap item adalah antara 3.6563 dan 4.5938. Bahagian ‘Kandungan Item KBAT’ pula, nilai min adalah antara 4.2188 dan 4.8750. Manakala bahagian ‘Kegunaan Praktikal Item KBAT’, nilai min yang diperolehi adalah antara 4.2500 dan 4.4375. Bahagian ‘Kualiti Item KBAT’ pula mencatat nilai min antara 4.1563 dan 4.5313. Dapatan ini menunjukkan bahawa item KBAT yang dibina mendapat persetujuan dan kesahan daripada pakar dan dapat digunakan dalam Pengajaran dan Pembelajaran (PdP) Topik Pecahan mata pelajaran Matematik.

<p class="Default"><span>The usage of mobile applications in today’s teaching and learning system is an active area of research. This study was a Systematic Literature Review (SLR) using the PRISMA model by identifying various appropriate and relevant kinds of literature to identify the usability of mobile applications in education. Data search was carried out using criteria determined by researches from various search engines such as Google Scholar, ERIC, Scopus, Research gate and others as SLR was performed on papers obtained from these databases. In total 77 articles were retrieved; out of which 30 were similar to the purpose of this paper. Out of 30, only 15 articles were relevant to this study. Furthermore, the data were analysed using a qualitative approach to describing the research findings. The results showed that three main research themes have been found, namely the purpose of the study, targeted population and research design. Outline, the analysis results of these articles stated that the implementation of mathematics mobile applications in education is still under consideration in Malaysia. These findings are expected to serve as a foundation for teachers, education observers, and education policymakers at all levels of government, including local, state, and federal governments, as well as the Ministry of Education, to develop policies that support the development of mathematics mobile applications in education. The findings of SLR provided insight into the field's primary contributions, gaps, and chances, which created a conversation about essential research areas in future.</span></p>