Kemahiran insaniah yang meliputi kemahiran berfikir aras tinggi (KBAT), kemahiran kolaboratif dan komunikatif merupakan kemahiran yang penting dalam kehidupan abad ke-21. Dalam konteks Malaysia, bahasa Inggeris adalah penting sebagai bahasa perhubungan, perdagangan antarabangsa dan ilmu, sementara bahasa Malaysia sangat penting sebagai bahasa kebangsaan dan jati diri bangsa. Kajian ini menyelidik sama ada Pedagogi Hikmah (PH) yang mengutamakan metode inkuiri bersama-sama dalam satu komuniti, mampu meningkatkan pencapaian bahasa dan kemahiran kognitif para pelajar. Sampel kajian terdiri daripada 3 buah kelas Bahasa Malaysia dan 2 buah kelas Bahasa Inggeris yang mewakili sekolah rendah, menengah rendah dan menengah atas di Gombak. Metodologi yang digunakan ialah rekabentuk bercampur. Rekabentuk kuantitatif menggunakan kaedah eksperimen kuasi pra-pasca bagi menentukan keberkesanan intervensi PH dengan menggunakan skor peperiksaan sebagai variabel bebas. Bagi menyelidik kemajuan 5K (kemahiran kognitif berfikir kritis, kreatif dan keprihatinan, dan kemahiran komunikatif dan kolaboratif), senarai semak perlakuan kognitif IAPC telah digunakan. Rekabentuk kualitatif menggunakan Perbincangan Kumpulan Fokus (PKF). Hasil kajian kuantitatif menunjukkan bahawa Pedagogi Hikmah berjaya meningkatkan pencapaian dalam mata pelajaran bahasa dan juga menambahbaik kemahiran 5K. Analisis kualitatif mendapati bahawa pelajar mempunyai sikap yang positif terhadap Pedagogi Hikmah.
In this paper the impact of Hikmah Pedagogy (HP) on critical, creative, caring and collaborative thinking and communication skills of students in primary and secondary schools through the subjects of Malay (also known as Bahasa Malaysia) and English languages were investigated. The participating teachers were trained by experts from the Center for Teaching Thinking, International Islamic University Malaysia (IIUM) and they were observed and supervised to ensure HP was implemented correctly. This study employed the case study method to collect both quantitative and qualitative data. The quantitative data were collected before and after the intervention of the HP using the Cognitive Behavior Checklist. Mid-semester and final examination results were used to gauge improvement in English and Bahasa Malaysia. These data were analysed using descriptive and inferential statistics. The qualitative data were collected through interviewing teachers individually at the beginning and focus group discussion (FGD) at the end of study. The data were analysed qualitatively to identify the emerging themes. The findings show that when students were given opportunity to ask questions based on the given stimulus materials and to voice out their opinions in the dialogic approach of HP, they demonstrated the ability to reason well; think about their own thinking; to think caringly and collaboratively. Students showed improvement in their communication skills in both languages which were indicated by the increase in their examination results, particularly in writing and oral skills.
Massive Open Online Courses (MOOCs) have a considerable potential impact on teaching, learning, and traditional higher educational structures, according to many types of research. Several higher education institutions either through the specific development of MOOCs or the integration of existing MOOCs into their curriculum are swiftly implementing them on their campuses. To examine the MOOCs phenomenon more closely, this study explored the significant difference between MOOCs users and non-users in their intention to use MOOCs for academic purposes. It again explored the influence of awareness knowledge, how-to knowledge, perceived usefulness, actual usage, and attitude on intention to use MOOCs for academic purposes. The sample consisted of 190 postgraduate students. The analysis procedure made use of independent sample t-test and multiple regression analysis. The findings reveal a significant difference between users and non-users of MOOCs in their intentions to use MOOCs for academic purposes. It again indicated that all predictor variables significantly contribute to the prediction of intention to use MOOCs for academic purposes except how-to knowledge and actual usage. It also reveals that students’ intention to use MOOCs for academic purposes is raised by the perceived usefulness which reflects in their attitude. Awareness knowledge, in turn, incline the perceived usefulness of MOOCs to students signifying that a substantial amount of knowledge of MOOCs is a precursor to a higher level of intention to use.
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