Learning methods in this Industrial Revolution 4.0 era extensively uses computers. This leads to effective abandonment of teacher-student relationship, namely al-Suhbah (Human bonding through social interaction). Excessive concern for syllabus completion and achievement in final exams focus on the cognitive domain of students, but neglect their psychomotor and affective domains. Reflective Teaching is very important in the aspect of students affective domain. Thus, this study highlights the combination of Lataif Quraniyyah (Quranic Subtleties) and al-Suhbah (Human Bonding) concepts as the main thrust for emphasizing the affective domain in order to balance it with the cognitive and psychomotor domains. This teaching innovation was implemented for students taking the course PPPN3103 al-Quran Education, for Semester 1 Session 2019/2020, and surprisingly proved effective in producing very positive results and impact on achieving the objectives or course learning outcomes outlined in Reflective Teaching.
In the context of the Covid-19 pandemic that is sweeping the world today, volunteering continues to be an important agenda in the country's development mission. The participation of the community, especially the younger generation in volunteer activities is very important in creating an empathetic community. Therefore, to produce a national group that has a clear and far-sighted goal, it is very appropriate if the youths can continue to engage in volunteer activities. Nowadays, volunteering in the field of STEM education is very rare we hear, especially its implementation among university students. Not only that, according to the Ministry of Education Malaysia, the number of students taking Science, Technology, Engineering and Mathematics (STEM) subjects is decreasing every year. Lack of interest and exposure about the enjoyment of learning STEM subjects is a major factor in the lack of student's number in the STEM stream. Thus, this study aims to propose create a team of STEM Volunteers known as iV-STEM@Volunteers STEM, produce an online STEM module that is the iV-STEM capsule module and apply it to among of primary school students. Descriptive statistical methods were used to evaluate the program through organized feedback. A closer approach is implemented through the online STEM program and several competitions to test the level of STEM mastery of students are organized. Each online STEM program organized makes full use of the iV-STEM capsule module developed using STEM elements. Analysis from the study shows that the efforts of the group iV-STEM@Volunteers STEM have a positive impact in efforts to strengthen STEM education until the enrollment of STEM field enrollment reaches 60% by i2023.
This paper examines mathematics learning strategy to solve mathematics problem. Whenever engineering students are given difficult or non-routine mathematics problems, their lack of confidence or insufficient proper learning strategy are some of the factors causing them to give up easily on solving the problems. The objectives of this paper are to develop an innovative mathematics learning strategy named as FUYOH-MATH via mnemonic technique and to adopt the learning strategy in mathematics learning through examples. FUYOH-MATH was created by combining "MATHEMATICS" and a Malaysian localized slang "FUYOH" that is well-known by most people including youth in Malaysia. The FUYOH-MATH strategy is formed by mnemonic technique by taking the first letters of the four elements namely (1) F: Fundamental formula learning, (2) U: Understand formula, (3) M: Memorize formula, (4) A: Apply formula. The strategy is illustrated by two examples including learning a simple elementary Algebra topic and solving a complex Ordinary Differential Equation. The learning strategy and the examples presented in this paper could serve as a reference for other mathematics learners and educators in enhancing classroom mathematical learning. The development of this learning strategy contributes to the mathematics learning pedagogy in empowering student's mathematics learning skill.
STEM Education through the Malaysia Education Blueprint 2013–2025 (PPPM 2013–2025) is an important agenda in the transformation of education to prepare the younger generation for the challenges of the 21st century. Over the years, STEM was carried out, but there are still some issues which contribute towards the failure in achieving a policy percentage set of 60% science and 40% literary studies in secondary schools. The target to increase the number of Science students was not achieved. Therefore, this study was conducted to produce a STEM@IDEAS module as an alternative to increase students’ interest and understanding in solving the synopsis of learning in science, technology and mathematics (STEM). The module STEM@IDEAS focuses in competition design and generating prototype products through a variety of synopsis statements. STEM practices provide students with various trainings such as application of knowledge, skills and assessment to solve synopsis. This study has five (5) STEM practice steps and a total of three (3) modules which will be applied using the STEM elements. Furthermore, the STEM@IDEAS module was tested on several groups of four secondary school students around Pasir Gudang, Johor. A questionnaire was used to evaluate if STEM@IDEAS modules are in line with STEM and its impact on students. This survey uses a Likert scale of 0 to 4 to evaluate starting from 0 (strongly disagree) up to 4 (strongly agree) for each question submitted in each section. The STEM@IDEAS module and the above study are expected to be a source of interest and an alternative way for schools to support the nation’s education policy in strengthening the education development plans towards the nation’s progress.
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