Muallim Journal of Social Science and Humanities最新文献

{"title":"PERKEMBANGAN SOSIO-EMOSI KANAK-KANAK MELALUI PEDAGOGI PERMAINAN DRAMA KREATIF [DEVELOPMENT OF SOCIO-EMOTIONAL ASPECTS IN CHILDREN THROUGH CREATIVE DRAMA PEDAGOGY]","authors":"Nur Ilanee MOHD NASIR, Azrul Azizi Amirrul, Mumtaz Begum ABOO BACKER","doi":"10.33306/mjssh/270","DOIUrl":"https://doi.org/10.33306/mjssh/270","url":null,"abstract":"This study was conducted to investigate the effectiveness of drama games on the socio-emotional development of empathy, self-confidence, and friendship among six-year-old children. The study has two objectives, which is to identify Drama Games that are attractive, unique, and suitable for the socio-emotional development of six-year-old children and to analyze the effectiveness of the selected Drama Games in addressing negative traits that contradict the socio-emotional aspects of children. This study involves six sample kanak-kanak among six-year-old children divided into two groups, three childrens from experimental group kanak-kanakts (EG) and three childrens from control group kanak-kanakts (CG). The study was conducted at two Kemas Kindergartens located in Penang. The research instrument employed is a qualitative method through observations in the form of video recordings, pictures, and field notes. Data obtained from video recordings were used to observe the level of socio-emotional development, which was then recorded in the form of checklists, anecdotal records, and subsequently interpreted in a scale rate. The study findings have shown that the medium of Drama Games can stimulate the socio-emotional development of preschool children in terms of empathy, self-confidence, and friendship.","PeriodicalId":233488,"journal":{"name":"Muallim Journal of Social Science and Humanities","volume":"1 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139124840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PEMINDAHAN GAYA BAHASA ĪJĀZ BERDASARKAN OPERASI PEMINDAHAN EKSPLISITASI KLAUDY DAN KÁROLY [TRANSLATION OF ĪJĀZ LANGUAGE STYLE BASED ON KLAUDY AND KÁROLY'S TRANSFER OPERATIONS]","authors":"Mukhlis Rosli, Nasimah Abdullah, Lubna ABD RAHMAN","doi":"10.33306/mjssh/266","DOIUrl":"https://doi.org/10.33306/mjssh/266","url":null,"abstract":"Failure to address the implicit meaning can impact the translation outcomes. A shift in translation from implicit meaning in the source language to explicit meaning in the target language is called explicitation. In Arabic rhetoric, ījāz is one of the language styles that combine multiple meanings with simple words. This linguistic characteristic has the potential to cause a lengthy translation. Experienced or inexperienced translators tend to do explicitation by transferring most of the implicit meanings in the source text into the target text. This study aims to analyze the transfer of the ījāz al-Quran language style to the Malay language based on Klaudy and Károly's Transfer Operations. This study adopted a qualitative method and carried out a content analysis technique to analyze the Quranic ījāz as stated in al-Sayyid al-Husaini’s book. In addition, six Arabic rhetoric books were utilized as supporting sources to screen the data of ījāz through cross-checking techniques. Subsequently, the data were analyzed based on the standard transfer operations proposed by Klaudy and Károly. The research's findings reveal that the most common explicitation strategy that was widely used in this study was lexical addition. It is also found that the operation of grammatical elevation was significantly applied in this study. This operational feature, which raises phrases to clause level, makes this operation easily recognizable. This study also uncovered two new operations in explicitation strategies, namely lexical repetition and addition of dialogue elements. This study reveals the potential approaches that translators can use when interacting with implicit meaning, hence helping to find relevant solutions in dealing with the transfer of implicit meaning, especially from Arabic rhetoric perspective.","PeriodicalId":233488,"journal":{"name":"Muallim Journal of Social Science and Humanities","volume":"26 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139124783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE IMPACT OF INCLUSIVE EDUCATION ON STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN THE GOVERNMENT SCHOOLS OF BATTICALOA DISTRICT IN SRI LANKA","authors":"K. KETHEESWARAN, F.M. NAWASTHEEN","doi":"10.33306/mjssh/264","DOIUrl":"https://doi.org/10.33306/mjssh/264","url":null,"abstract":"The study aims to explore the strengths and obstacles encountered in implementing Inclusive Education (IE) within government schools in the Batticaloa district. The research utilised a qualitative approach through multiple case studies. Conveniently, five government schools practising IE in the Batticaloa district were selected. Participants were purposefully chosen and included five Assistant Directors of Special Education/In-Service Advisors Special Education (ADs/ISAs SE), five principals, five class teachers, ten subject teachers, and five parents of students with SENs. The interview schedules were used to collect information from ADs/ISAs SE, school principals, class teachers, and parents. At the same time, focus group discussions were conducted with subject teachers of inclusive classrooms. Observations were also made in the selected inclusive schools. Data analysis involved narrative analyses, which included coding, categorising, and theming. The study revealed that information provision, collaborative efforts of stakeholders, peer and teacher-student interactions, principal and teacher competencies, teaching methods, curriculum adaptation, assessment, and student accomplishments were found to strengthen IE practices. However, challenges were identified, such as the absence of school-level IE policies, safe and accessible physical infrastructure, Individualised Educational Plan (IEP) implementation, and resource allocation. Therefore, school-level IE policies should be developed to facilitate IE practices, improve the physical features of schools for easy accessibility for children with SENs, and improve the links for funding and resources in IE practices in government schools of Batticaloa district were recommended based on the findings.","PeriodicalId":233488,"journal":{"name":"Muallim Journal of Social Science and Humanities","volume":"5 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139124823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PERANCANGAN SISTEM PENGURUSAN PRESTASI PENILAIAN INTERIM BAGI PRESTASI PEGAWAI PERKHIDMATAN PENDIDIKAN BERTERASKAN MODEL QUADRUPLE HELIX [DESIGN OF INTERIM PERFORMANCE MANAGEMENT SYSTEM FOR EDUCATIONAL SERVICE EMPLOYEES BASED ON THE QUADRUPLE HELIX MODEL]","authors":"Dayang Suraya AWANG HIDUP, M. E. M. Mohd Matore","doi":"10.33306/mjssh/265","DOIUrl":"https://doi.org/10.33306/mjssh/265","url":null,"abstract":"The performance evaluation management system is the proper handling of employee assessments, allowing workers to reach their full potential in their jobs. Performance evaluation is the process where employers assess employees' job performance to encourage high-quality productivity by rewarding good employees and assisting in improving performance when needed. Therefore, this article aims to enhance the quality of performance in educational service officers (PPP) by using the relevant concept of interim assessment integrated into the existing performance assessment. Transforming performance assessment on an interim basis can optimize the measurement and evaluation of educational service officers in a more structured and systematic manner. This paper discusses the interim performance evaluation process to enhance competence and maximize the abilities of educational service officers, especially in the education sector. The article also discusses the expected transformation of interim employee performance assessment for education services based on the Quadruple Helix Model. This model is highly suitable for adapting into performance management planning and assessment transformation systems to enhance the competence of employees, as it involves interactions among government, industry, community, and higher education institutions in improving performance management.","PeriodicalId":233488,"journal":{"name":"Muallim Journal of Social Science and Humanities","volume":"10 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139124670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EXPLORING THE USE OF TEACHING TECHNIQUES AND MULTIMEDIA RESOURCES IN LANGUAGE AND POETRY EDUCATION","authors":"Saravanan Ramachindran, Mohanadass Ramasamy","doi":"10.33306/mjssh/263","DOIUrl":"https://doi.org/10.33306/mjssh/263","url":null,"abstract":"This study examines how different teaching methods, such as dramatisation, mind mapping, multimedia integration, and reading and performing poetry aloud, can improve students' language proficiency and appreciation of poetry in language classes. The research emphasises the advantages of various teaching approaches and multimedia resources in fostering active engagement with the material, catering to different learning styles, and improving overall learning outcomes. It does this by drawing on a thorough review of the body of existing literature and an analysis of the study's findings. The findings have important ramifications for educators, those who create curricula, and academics working in the fields of poetry education and language teaching. They provide information on how to create pedagogical practises that are more inclusive and successful. Additionally, this paper offers suggestions for further study and application, highlighting the significance of adopting a flexible and student-centered approach to teaching poetry, integrating emerging technologies, and prioritizing the inclusion of poetry as a core component of language education.","PeriodicalId":233488,"journal":{"name":"Muallim Journal of Social Science and Humanities","volume":"3 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139124929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TEACHERS' POSITIVE FEEDBACK PRACTICES ON STRUGGLING READERS IN JUNIOR SECONDARY","authors":"Naina Mohamed Mohamed Safeek, Kway Eng Hock","doi":"10.33306/mjssh/267","DOIUrl":"https://doi.org/10.33306/mjssh/267","url":null,"abstract":"Feedback is a cornerstone in education, profoundly influencing students' educational journeys and achievements. This study aims to investigate the impact of positive feedback practices among teachers on struggling readers in Sri Lanka's junior secondary education context. The objectives are to assess the specific positive feedback strategies employed by teachers, to evaluate the perceived effectiveness of these practices, to investigate the challenges and obstacles teachers encounter during their implementation, and to identify effective strategies, and determine the factors that predict positive feedback practices. The research employed a survey-based design, collecting data from 199 junior secondary teachers, randomly selected from various teaching experiences, subjects, and school locations. A purpose-built survey is administered online via Google forms, and data were analyzed using SPSS, involving descriptive statistics, thematic content analysis, and linear regression. The study revealed diverse participant representation, reflecting the multifaceted junior secondary education landscape. Positive feedback practices were prevalent, emphasizing effective feedback, effort encouragement, and a supportive environment. Perceived effectiveness was moderate, suggesting room for improvement. Teachers faced challenges including resource shortages, absenteeism, and student motivation, but offered solutions such as reading programs and parental involvement. Regression analysis identified a significant positive relationship between positive feedback practices and their overall effectiveness, highlighting their crucial role in supporting struggling readers.","PeriodicalId":233488,"journal":{"name":"Muallim Journal of Social Science and Humanities","volume":"22 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139124875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EVALUATING THE IMPACT OF TEACHER SUPPORT FOR STUDENT LEARNING IN DIVERSE EDUCATIONAL SETTINGS: A FOCUS ON STUDENTS' SOCIO-ECONOMIC STATUSES","authors":"J. Careemdeen","doi":"10.33306/mjssh/269","DOIUrl":"https://doi.org/10.33306/mjssh/269","url":null,"abstract":"The educational landscape is an intricate ecosystem where students' growth is significantly influenced by their interactions with teachers and peers. In this context, teachers assume multifaceted roles as facilitators, mentors, and motivators, providing crucial support for students' learning. However, disparities in teacher support based on demographic factors, such as parental income and parental education, can contribute to educational inequalities. This research paper delves into the realm of teacher support for student learning, with a focus on its relationship with students' socio-economic backgrounds. The population of the study is senior secondary school children in Sri Lanka. A total of 1350 secondary school children from the North, South, East, West and Central parts of the country served as participants in this study. A stratified sampling technique was used to select the sample for this study. A survey research design and quantitative research approach were used to conduct the study. A self-administered questionnaire with a 5-point Likert scale was used as the instrument for data collection from students. Data are analysed using the Statistical Package for Social Sciences (SPSS) Version 23. One-way MANOVA and Two-way MANOVA are used for data analysis. The study found no statistically significant differences based on the educational levels of both fathers and mothers. This indicates that teacher support remains consistent irrespective of variations in parental education. Similarly, the study examined the impact of parental income on teacher support and found no statistically significant differences among different income groups. However, students from families with incomes between Rs. 46,001 and Rs. 150,000 received the highest level of teacher support. In conclusion, this research highlights the pivotal role of teacher support in students' academic and socio-emotional development. It demonstrates that teacher support is generally consistent, regardless of parental educational levels or income. While these findings are encouraging, they also emphasise the need for further research and policy interventions to ensure equitable distribution of teacher support and reduce educational disparities. Ultimately, this research contributes valuable insights to foster a more inclusive and supportive learning environment for all students, regardless of their socio-economic background, parental education, or income level.","PeriodicalId":233488,"journal":{"name":"Muallim Journal of Social Science and Humanities","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139124880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"UNLOCKING MOTIVATION AND ENGAGEMENT: DEVELOPING A VALIDATED SCALE TO MEASURE LEARNING LEVELS IN EARLY ADOLESCENTS FROM LOW SOCIO-ECONOMIC DISTRICTS IN SRI LANKA","authors":"K.D.R.L.J. PERERA","doi":"10.33306/mjssh/241","DOIUrl":"https://doi.org/10.33306/mjssh/241","url":null,"abstract":"This study tried to find out the levels of motivation and engagement among early adolescents. Motivation and Engagement Scale-Junior School (MES-JS) was employed to collect data and the confirmatory factor analysis (CFA) was employed to measure the construct validity of the scale in relation to two low socio-economic districts. But it did not give a robust factor solution. Then, it was decided to conduct exploratory factor analysis (EFA). This paper aimed to investigate the EFA procedures conducted to derive a robust factor solution. MES-JS was administered among 100 Sinhala and 100 Tamil-medium eighth grade students (50 students from each gender) selected through the stratified random sampling method. Schools were represented by type 2 government schools which have the lowest achievement rates located in the Monaragala and Nuwara Eliya districts in Sri Lanka because they represented low socio-economic districts in Sri Lanka. The stratum used to select the students was based on the students’ ethnicity, gender, and the number of classes in Grade 8 in each school. This study used the PCA method of extraction to determine the final factor solution. The method used was the scree test in combination with eigenvalues to decide the number of factors to retain. The EFA analyses derived four factors in relation to early adolescents’ motivation and engagement in learning in two low socio-economic Sri Lankan districts. With an accurate and useful description of the underlying construct and with the theoretical meaning of the items in those factors, factors were named as “Failure Avoidance and Anxiety” (FAA), “Positive Motivation” (PM), “Uncertain Control” (UC), and “Positive Engagement” (PE). Further analyses should be employed using these newly derived factors to identify low socio-economic Sri Lankan early adolescents’ motivation and engagement in learning. Accordingly, those identified four factors will contribute to understand of motivation and engagement among early adolescents in low socio-economic districts as those were derived considering the characteristics of those students through the EFA.","PeriodicalId":233488,"journal":{"name":"Muallim Journal of Social Science and Humanities","volume":"199 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133846992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"HOW E-LEARNING PROGRAMS CAN BE MORE INDIVIDUALIZED WITH ARTIFICIAL INTELLIGENCE – A THEORETICAL APPROACH FROM A PEDAGOGICAL POINT OF VIEW","authors":"Nele Rohde, N. Flindt, C. Rietz, Gulzhaina K. Kassymova","doi":"10.33306/mjssh/240","DOIUrl":"https://doi.org/10.33306/mjssh/240","url":null,"abstract":"Countless e-learning programs have been developed over the last few years. Learning opportunities supported by technology have become widespread in educational contexts, and many people rely on the Internet to continue their education in personal, professional, or school contexts. Findings indicate that recently developed e-learning programs are built on modern digital tools but need more purposeful content and a different focus than traditional learning scenarios. These observations raise whether online learning features are optimal extensions to traditional in-person, in-class teaching.This article focuses on how to optimize an e-learning program with the development of a query builder based on Artificial Intelligence (AI) that leverages the know-how of pedagogical experts to incorporate pedagogical learning methods effectively. For this reason, different definitions of e-learning and traditional learning theories, e.g., behaviorism, cognitivism, constructivism, and connectivism, will be analyzed to help derive theory ideas for an EU-funded project called “Young Refugees AI Student Empowerment Program.” Finally, the article will show some first technical results of implementation integrated into the project. Because of the project's target group, the needs, motives, and requirements of migrants and refugees will also be analyzed, and into the ideas for implementation included.","PeriodicalId":233488,"journal":{"name":"Muallim Journal of Social Science and Humanities","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129281934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EDUCATORS’ PERSPECTIVE ON THE INNOVATION OF MORAL EDUCATION TEXTBOOKS FOR THE DEVELOPMENT OF FUTURE SOCIETY","authors":"Kogindran Solumuthu, N. Thambu, Thevaneyan Krishta","doi":"10.33306/mjssh/246","DOIUrl":"https://doi.org/10.33306/mjssh/246","url":null,"abstract":"Moral Education is a core subject in the education system in Malaysia. Textbooks are published when the new curriculum is implemented consistently from the Integrated Secondary School Curriculum (KBSM) era until now in Standard Based Curriculum for Secondary Schools (KSSM) era. In order to ensure a quality KSSM Moral Education learning and teaching process, the content of the textbook should have a positive impact. The study using a qualitative approach was used to refine some necessary improvement suggestions from the aspect of moral development theory, the aspect of 21st century learning and the aspect of higher order thinking skills (HOTS). Semi-structured interviews were conducted with eight Moral Education teachers who teach in national secondary schools. The findings of the study suggesting new strategy by introducing theory-based content using five moral development theories as a part of moral education content, three suggestions for improvement in the pedagogical aspect of 21st century learning and five suggestions for improvement in the evaluation aspect through higher order thinking skills (HOTS). This proposal offers a positive paradigm not only to the main elements of the curriculum, namely content elements, pedagogical elements and holistic assessment elements but generally to face the challenges in Moral Education for our future society.","PeriodicalId":233488,"journal":{"name":"Muallim Journal of Social Science and Humanities","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116428135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}