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In modern education, there is a significant increase in the use of digital innovations to enhance students' Computational Thinking (CT) disposition. However, the integration of CT into educational curricula often faces various challenges. This study examines the effects of integrating CT through a mobile application on students' CT disposition. Using a quasi-experimental design, the research involved 60 students divided into two groups: the treatment group using a CTfocused mobile application, and the control group following traditional teaching methods. Both groups underwent pretests and post-tests to assess changes in CT disposition. Statistical analysis, including repeated measures MANOVA, indicated a significant improvement in CT disposition among those using the mobile application. The study highlights the effectiveness of using mobile applications in integrating CT to enhance students' CT skills. Additionally, it underscores the importance of CT elements in education to promote more inclusive teaching practices. Overall, the findings confirm the value of mobile learning applications in advancing CT in education. [ABSTRACT FROM AUTHOR]

Computational thinking (CT) is a new competence of digital thinking in education ahead of industrial revolution 4.0 (IR 4.0). In order to test the level students’ computational thinking disposition, an IDPeK instrument with a 4- point Likert scale containing 55 items was produced. This survey study aims to test the validity and reliability of the IDPeK instrument based on the Rasch measurement model and involved 535 Form Four Computer Science students. Findings show that for the aspect of item compatibility, the recorded MNSQ infit and outfit values are within the set range (between 0.81-1.31 logits). The item polarity test showed that PTMEA correlation values met the basic conditions (between 0.43-0.68). The condition of local independence is also met, where the 10 matching items have standardized residual correlation values between 0.29-0.47. Unidimensional analysis of the instrument meets all four criteria set with a variance value of 40.7%. The overall reliability index of the item shows a value of 0.98 and a Cronbach's Alpha value of 0.97 which is considered excellent. The result of the analysis of the item separation index for the entire construct is 6.88, while the separation index of each construct is between 5.65-8.70. Overall, the psychometric characteristics of the IDPeK instrument complies with the requirements of the Rasch measurement model. This study contributes an instrument for measuring the level of computational thinking disposition with item response theory characteristics that is suitable for use in the context of high school Computer Science students in Malaysia. This instrument plays a role in determining the success of CT intervention either formally or informally. [ABSTRACT FROM AUTHOR]

Mathematics teachers' performances were reported to be deteriorating as a large portion of them are not from mathemtics option and they have low mastery of the content knowledge. This survey study aimed to validate the effect of teachers' option as a moderator in the structural relationships between the primary mathematics teachers' basic knowledge of teaching and learning (PdP) and their teaching practices. The IBM SPSS AMOS version 23.0 software was used for both verification sections. This study used questionnaire as instrument and involved 394 primary school mathematics teachers selected through stratified random sampling. Multiple group Confirmatory Factor Analysis (CFA) is conducted in two parts. The first part was nonparametric statistics to verify the existence of a moderating effect. The second part applies parametric statistics to compare the strengths between option and non-option mathematics teachers against the dependent variable. The result revealed that mathematics option teachers have a significantly more moderating effect than the non-option teachers on teaching practices. In conclusion, the teachers' option is a qualitative moderator in the structural relationship between the basic knowledge of PdP, and the teaching practices that directly affect the student's learning. The implication of this study is that the process of recruitment and deployment of teachers according to options should be aligned to strengthen the quality of the national education system. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine the inculcation of noble values in science teaching and learning (T&L) using Tauhidik STEM Kids module which is apply the 5E teaching model and the interaction of God(T), Nature(A) and Human(M). The module effectiveness was tested towards several noble values domain namely thankful to God, cooperative, thinking rationally, appreciating the nature and contribution of science & technology and being fair. A total of 116 fifth-grade children from two schools in Selangor were selected as respondents. A school was treated as control group (n=57) which is experienced conventional inquiry teaching approach. Meanwhile another was a treatment group (n=59) which is using Tauhidik STEM Kids module. Analysis of the findings from noble values questionnaire using MANOVA repeated measure revealed that there was no significant difference in interaction effect between time and group. However, there was significant difference in pre-test to post-test in term of thinking rationally, appreciating the nature and contribution of science & technology and cooperative. Eventhough there is no significance difference between groups, however STEM integrated approach and systematic inculcation of noble values can be implemented in the formal T&L elementary school and could be used as a teaching source by teachers. [ABSTRACT FROM AUTHOR]

In-house training programme (LADAP) of higher order thinking skills (HOTS) provides continuous professional development for teachers to apply HOTS in their teaching and learning process. This crosssectional survey aims to determine teachers' behaviour level in HOTS aspects, HOTS assessment (developing HOTS items and questioning techniques), and HOTS pedagogy (using i-THINK thinking maps, inquiry approaches, and socio-scientific issues) after attending HOTS LADAP. Questionnaires were administered to 748 science teachers from Peninsular Malaysia and the data obtained was analysed using descriptive statistics. Findings showed that teachers' behaviour level in applying HOTS and their questioning techniques in science subjects are high. However, teachers' behaviour in developing HOTS items, applying i-THINK thinking maps, inquiry approaches and socio scientific issues are moderate. Overall, HOTS LADAP could increase teachers' behaviour onlyto moderate level. From the findings, continuous in-house training programmes with hands-on activities are important to master the knowledge and skills related to developing HOTS items, applying thinking maps, inquiry approaches, and socio scientific issues so that teachers could apply the knowledge and skills in the classroom more frequently. Improvements also need to be made in HOTS LADAP through improving the Cascade model to train science teachers about HOTS, among others. [ABSTRACT FROM AUTHOR]

This study aims at validating the Teachers' School-Based Assessment Knowledge (SBA) Instrument comprised of three dimensions namely School Assessment, Formative Assessment and Mastery Level using Confirmatory Factor Analysis (CFA). The design of this study was a cross-sectional survey research involving a total of 394 primary school mathematics teachers which were selected through stratified random sampling from Peninsular Malaysia. The instrument of this study is the questionnaire that has been adapted from some previous studies and the responses were measured on a 5-point Likert scale. The hypothesized measurement model was tested using IBM SPSS AMOS version 23.0 software. Three items were deleted due to low loading. The result revealed that the final measurement model fitted the collected data well. The results also provided support for the reliability, construct, convergent and discriminant validities of the scale. In conclusion, the hypothesized measurement model was suitable and valid for measuring teachers' knowledge in SBA and thus able to understand the shortcomings and problems faced by teachers in conducting formative assessment in line with the teaching and learning process. The findings of this study have implicated the importance of teacher's knowledge in assessment that influences the effectiveness of teachers' teaching. [ABSTRACT FROM AUTHOR]

Science process skills include the skills that scientists apply when they study and investigate. During scientific investigation, pupils may carry out those skills to resemble systematic procedural steps as the scientists organize. To study the level of science process skills, a five-point Likert scaled instrument containing 68 items was developed. The study was done quantitatively based on survey design. The purpose of the study was to determine the extent of the validity and reliability of this instrument to fulfill the psychometric characteristics of a research. Item analysis allows valid, fair and quality items to be selected while items otherwise enhanced or removed. The validity of the items in this study were analysed in terms of item fit, item polarity, local dependence and unidimensionality using the Rasch measurement model analysis. The reliability involved in this study was analysed based on Rasch measurement model from the aspect of item and individual separation index and reliability index. The data were processed using IBM SPSS Statistics and WINSTEPS. The construction of this instrument contributes to the increase in the variety of test forms, especially the types of current assessment that tend to be in the form of self-evaluation. The previous instruments studied the knowledge aspect but this instrument focused on the aspects of knowledge and ability.The implication of this study gives advantage to science teachers to evaluate the level of their student's science process skills. [ABSTRACT FROM AUTHOR]

In today's constantly changing and increasingly globalised job market a degree can no longer be regarded as an automatic passport to employment. This is evident with an increasing number of graduates, especially from public institutes of higher learning in Malaysia who are unemployed. Is this due to the more competitive job market or are the current batches of job seekers and graduates unmarketable? Hence this paper reports on a study done to find out whether the courses offered at the universities, adequately prepare them with the right blend and attitude to compete in the job market in terms of sufficient communication and literacy skills and the basic research knowledge to fulfil the needs of the prospective employers. A total of seven undergraduates in their final year of study shared their self-perceived competence on employability via focus group interviews. This paper ends with some recommendations on improving and integrating employability skills in undergraduate courses in terms of academic and practical knowledge. [ABSTRACT FROM AUTHOR]

The aim of this research is to identify the science problem solving patterns espoused by students, teachers, and experts. The instrument used in this research consists of routine and non-routine problems as well as questionnaires of routine and non-routine problem solving. The steps of developing the g instrument involve development of routine and non-routine problems, development of questionnaire items of science problem solving, expert evaluation, and pilot test of the instrument to determine the validity and reliability of the instrument. The non-routine and routine problems were based on literature review and modification of questions from Sijil Pelajaran Malaysia examination for Physics, Chemistry and Mathematics. The development of questionnaire items refers to the definitions of construct based on the literature review. The analytical marking scheme of the routine and non-routine problem solving were developed based on the suggestions of expert. The content and face validity of the instrument was done by six experts. The result of the pilot test shows that the range of the Cronbach alpha is between 0.70 to 0.90. Where as the inter-item correlation coefficients are from 0.14 to 0.35. The development and validating steps of the instrument that can be applied to other field of science. [ABSTRACT FROM AUTHOR]