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Pendidikan Sivik adalah mata pelajaran yang kurang popular walaupun penting untuk memanusiakan warganegara dalam kurikulum pendidikan di peringkat global dan juga di Malaysia. Pendidikan Sivik diperkenalkan semula dalam Kurikulum Pendidikan Malaysia pada bulan Jun 2019 dengan memberi tumpuan kepada empat nilai, iaitu cinta, rasa hormat, tanggungjawab dan kebahagiaan. Sepanjang penglibatan Pendidikan Sivik dalam Kurikulum Pendidikan Malaysia lebih dari 50 tahun, pelbagai nama diberikan dengan tujuan utama subjek ini adalah untuk melahirkan rakyat Malaysia yang mengetahui hak mereka, bertanggungjawab dan mempunyai watak yang baik dan dapat menyumbang kepada kesejahteraan masyarakat, negara dan global yang melibatkan pengetahuan sivik, sikap sivik dan tingkah laku sivik. Dalam mencapai objektif pendidikan sivik ini, sikap serta penglibatan guru Pendidikan Sivik adalah kunci kepada kejayaan subjek ini. Kajian ini dilakukan untuk mengkaji sikap guru mana Pendidikan Sivik di Malaysia. Pencapaian boring secara dalam talian itu akan dijelaskan melalui soal selidik yang diberikan kepada guru Pendidikan Sivik sekolah dan juga pegawai pendidikan. Hasil dapatan mendapati lebih daripada 80% guru menunjukkan sikap serta penglibatan yang positif dalam Pendidikan Sivik di Malaysia.Hasilnya mungkin menunjukkan beberapa cara yang berpotensi untuk menjadikan Pendidikan Sivik diterima sama pentingnya dengan yang lain terutama pada era sekarang dan pasca wabak ini. Dengan mengenalpasti pengetahuan, sikap serta tingkahlaku guru dapat mempertingkatkan lagi kesungguhan guru dalam mencapai objektif subjek ini yang dapat menjamin kelestarian subjek ini dalam kurikulum sekolah di Malaysia.

The present research examines the relationship between self-directed learning and SNS that may affect lifelong learning. In study, 170 of the respondents are Masters students and 140 are PhD students in Malaysia. The study follows a relational survey to investigate and measure the degree of relationship amongst self-directed learning, SNS and lifelong learning. The findings of the research corroborate that self-directed learning positively affects lifelong learning. SEM analysis indicates significant and positive influence of self-directed learning on SNS. SNS are a positive partial mediator between self-directed learning and lifelong learning. In conclusion, self-directed learning positively influences the lifelong learning of students, which is affected by SNS. This study implies that lectures should support preservice teachers to sharpen teachers' self-directed learning and social networking in lifelong learning by giving suitable learning methods and proposing a sufficient teaching and learning atmosphere. © 2019, Eskisehir Osmangazi University.

In comparison with other sectors, the education sector was most visibly impacted by the negative effects of the COVID-19 pandemic, necessitating the adoption of effective strategies by teachers and teacher educators in order to minimize the negative effects of school closure on student learning within in a short period of time. This paper attempts to review the literature on the training of in-service and pre-service teachers during the COVID-19 pandemic in order to help guide relevant researchers in conducting more in-depth academic research, and to remind educational institutions and individuals of the need to take the most recent social issues into account when designing teacher training programs.

This research investigated one of the foundational notions of religion, i.e., revelation, as presented by Muhammad Abduh (d. 1905) in Risālatal-Tawḥīd and Risālatal-Wāridāt, through a comparison with the understanding of revelation in the Catholic tradition, as elucidated by Pope Ratzinger (b. 1927), and in Judaism, as presented by the Jewish scholar B. D. Spinoza (d. 1677). This research closely considered Abduh’s works to reveal whether the notion of revelation in the Islamic tradition is different from or analogous to its counterparts in Catholicism and Judaism. Although these authors’ religious backgrounds are diverse, their understandings of revelation are analogous in the sense that revelation is understood as beyond the linguistic realm. However, they each have different religious and intellectual stances regarding the valid interpretation and knowledge of revelation, where Ratzinger relies on the Church’s authority, Spinoza believes in the efficacy of holy scripture, and Abduh has more confidence in the use of reason in understanding revelation. By delineating the commonalities and differences of the ideas of these three scholars from different religious backgrounds, a more open and fruitful interreligious conversation can be further cultivated.

This study aimed to explore Inclusive Pedagogy Literacy among the academic community at the Institute of Teacher Education (Institut Pendidikan Guru). The focus of the study is the application of Inclusive Pedagogy in teaching and learning in the classroom. The samples were chosen among the lecturers at the Institute of Teacher Education through purposive sampling based on their involvement in their major teaching specialization for the subject of special education, language specialization, music studies, physical education and sports science, Islamic education and visual arts education. Qualitative methods involving interview techniques, observation and reflection of teaching have been fully utilized in data collection. Data were analyzed by inductively to get the theme in line with the objectives of the study. The findings showed that the elements such as the ability of students, provision of equal learning opportunities, the active involvement of students, and the diversity of students’ capability are the themes to taking into account by the respondents. Implications of the findings of the study suggest that the inclusive pedagogy literacy among the academic community is in a position to provide added value to students’ knowledge. Awareness of inclusive pedagogy will help in preparing students as a novice teacher to be able to formulate a coherent activity based on clinical experience and effective teaching.

This study was executed to identify stress and depression, low religiosity, social injustice and insufficient rehabilitation outcomes as predictors of frequent relapse in drug dependence among drug addicts in Malaysia. 240 samples were randomly selected from the Cure and Care Rehabilitation in the Serendah district to participate in the survey. The questionnaire was designed to collect information about the participants’ demographics including frequency of relapse in drug dependence and the regularity of perceived stress and depression, low religiosity, social injustice and insufficient rehabilitation outcome after being released from detention. The finding shows a combination of stress and depression, insufficient rehabilitation outcome and social injustice increases 2.57 times of the chance of frequent relapse in drug dependence.

The transition from the teacher education institution to life in a real classroom has been characterized as a type of reality shock in which beginning teachers realize that the ideals they formed while training may not be appropriate for the realism they are faced with during their first year of teaching (1). Unfortunately, this concern is not fully addressed in schools in Malaysia as beginning teachers have the same responsibility as a teacher with many years of service. It is suggested that it is not until they have survived the initial shock of the first year that novices are able to begin to concentrate on the important areas of long-term planning, overall student goals, and individual students" needs (2). This article examines challenges that novice teachers in Malaysia face in their early experience of teaching through a review of significant literature. Based on recent studies from the literature, these challenges are discussed and future direction for research in this field is suggested.

Over the past 20 years, there has been increasing interest in exploring what language teachers believe (Borg, 2006). Often these beliefs are expressed in terms of metaphors (Richards, 1998; Woodward, 1991), but there has been little recent research connecting the two strands. The present study is based on the personal reflections of a group of 72 trainee teachers in a Malaysian University after a three-month practicum in local high schools. In these reflections, as well as currently fashionable constructs such as facilitator and motivator, these students often described their perceptions of the role of the language teacher using various metaphors. The wide range of metaphors volunteered by these trainee teachers were coded into various categories, such as terms relating to facilitating, mentorship, entertaining and kinship. This presentation will discuss a number of these, and also quote some of the trainees’ comments in support of their chosen metaphor, which thereby revealstheir underlying beliefs about teaching and learning. Relating their professional activity to other roles illuminates not only what teachers themselves believe, but also reinvigorates notions of (language) teaching itself. One of the implications of this study is that teacher educators, both in the specific setting and in relatable contexts elsewhere, can incorporate such metaphors into their programmes and in this way reimagine, refine and redefine the role of the language teacher for the benefit of their students, and themselves.

The transformations of Islamic higher education in Indonesia have occurred since the establishment of STI to PTAIN, then IAIN and UIN. It has tremendous impact on the implementation of models of Islamic studies. At early stage of development, Islamic higher education in this country tends to follow a normative-idealistic approach of Islamic studies due to the huge influences of many Middle Eastern graduates. However, changes of Islamic studies approach come to exist when the Western graduates bring non-scriptualistic methodologies and multidisciplinary approach in Islamic studies. If compared to Malaysia, the two poles of Eastern or Western and Islamic or non-Islamic higher education types have been integrated with the paradigm of Islamization of knowledge. Recent development indicates that Malaysian and Indonesian universities have intensified their mutual cooperation through U to U or G to G Memorandum of Understanding. There are several ways of encounters, namely teacher (or lecturer) and student exchanges, literature line, bilateral cooperation, and informal factors. With the closer link between the two people of these countries, the bonds between Islamic studies connecting the two countries have become closer.

To date, past studies on projection of future education in Malaysia show that patriotism of the local secondary school students (in short, students) is yet to be conducted but currently studies are conducted on technology applications on both local curriculum content and teaching and learning, future curriculum of the local secondary school, future agro-science subject, and future moral of the Malaysian students. Benefiting from Delphi technique of Abraham Kaplan, this study attempts to see what the experts’ projections are on students’ spirit of patriotism in Malaysia, the impacts of spirit of patriotism on students’ culture developments and curriculum implementation in the nation.

The aim of the study was to investigate how learners of English as a foreign language (EFL) interacted during task completion using two different communication task types i.e. jigsaw and decision-making. The focus of investigations was the dynamics of learner interaction and the kind of oral discourse generated by the participants. The data for the study comprised transcribed recordings of learner interactions working on given tasks. They were qualitatively analyzed focusing on the social processing. Findings revealed that the participants attempted task completion collaboratively. The collaborative interaction was characterized by argumentative episodes. However, close examination showed that the participants engaged in more intensive argumentative negotiations which were highly collaborative during decision-making task completion than during task completion of the jigsaw task type. The results suggest that communication task types elicited collaborative interaction episodes with argumentative negotiations and these kinds of interactions are believed to be important particularly for learners at the tertiary level. Keywords : oral discourse, collaborative interaction, argumentative episodes, communication tasks Normal 0 21 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-ansi-language:EN-US; mso-fareast-language:EN-US;}