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Alavi Knowledge Management Process Model
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Knowledge construction plays an important role in determining the effectiveness of learning by focusing on how humans process information and transform it into knowledge. This paper tries to identify the models of knowledge construction process that is suitable for the development of learning environment. The process of constructing student knowled...
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... phase uses knowledge that has been collected, stored and transmitted or otherwise, it is a level of knowledge received in the form of tacit and explicit that will be used in the same situation by other individuals. Figure 1 shows the Alavi Knowledge Management Process Model [11] which states that knowledge management refers to a systematic and manageable specific process for obtaining, handling and delivering both the tacit and explicit knowledge acquired from a student so that other students can also use it to increase the level of efficiency and productivity of their projects. After a thematic analysis had been done, there are several factors that encourage the selection of this model amongst others as the involvement of Alavi itself who involved in several studies on the process of collaborative assessment and learning. ...
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... For primary schools, there are several types: National Schools, Chinese National Schools, Tamil National Schools and Religious Schools (Guan, 2000). Although these schools build educational activities and use teaching plans based on the national curriculum, they use their language as a classroom medium (Hashim & Wan, 2018). ...
This study examines the knowledge level of Multicultural Education among national school teachers in Negeri Sembilan. This study was conducted on 927 teachers who teach in national-type schools in Negeri Sembilan. This study aims to identify the influence of knowledge about multicultural education from content integration knowledge, knowledge construction, equity pedagogy, prejudice reduction and knowledge of school cultural empowerment and social structure on implementing multicultural education in primary schools. It is quantitative survey research. The questionnaire was distributed to 927 respondents consisting of teachers who teach in national-type schools in Negeri Sembilan. The data of this study was analyzed using the Statistical Package for the Social Sciences (SPSS) software version 26.0. Two types of statistics are used, namely descriptive statistics and inferential statistics. Descriptive statistics using frequency, percentage, mean and standard deviation are used to describe the profile of the respondents and answer the research questions. The data of this study was analyzed using the Statistical Package for the Social Sciences (SPSS) software version 26.0. Multiple Regression Statistics are used to identify the influence of multicultural education knowledge from knowledge of content integration, knowledge construction, equity pedagogy, prejudice reduction and knowledge of school cultural empowerment and social structure on implementing multicultural education in primary schools.
... Konstruksi pengetahuan adalah pusat dari proses pembelajaran yang menentukan keberhasilan pembelajaran dengan segala upaya. Dalam pendekatan kognitif dan konstruktivisme pembelajaran, konstruksi pengetahuan memainkan peran penting dalam menentukan efektivitas belajar dengan memfokuskan tentang bagaimana manusia memproses informasi dan mengubahnya menjadi pengetahuan (Woolfolk, 2008;Hashim, Mohamad & Wan Muda, 2018). ...
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... Findings of this study are parallel with the findings from (Lo & Hew, 2020) where the level of interest in Mathematics is high. Educators must be prepared to implement suitable developments and cultures in teaching strategies by providing basic information, involving students to practice and apply relevant skills and implement it in fitting time (Hashim, et al., 2018). ...
Mathematics is fundamentally important for Science and Technology, as well as in engineering. Mathematics is compulsory for students since all engineering subjects were Mathematically oriented. However, the preliminary study found that students' achievement in Mathematics courses have been associated with three main factors, namely interest, attitude and learning habit, as in the KASH Model (Knowledge, Attitude, Skills and Habits). This Model stipulated that poor performance is not just lacking in knowledge and skills but also including poor attitude and habits. Therefore, this study aims to investigate the students' level and relationship between interest, attitude and learning habit based on KASH Model. A total of 58 students were selected as a sample of the study, who enrolled in the Thermodynamics, Fluid Mechanics and Solid Mechanics subjects. A set of questionnaires with 21 items was used to collect data; a descriptively analysis was used to find the mean and percentage, as well as correlation index using Pearson. The results; high level of factor of interest, attitude and learning habit, and high correlation between interest, attitude and habit. The implication is that teaching and learning process must equally fostering all these variables to achieve a high level of students' achievement, especially in Mathematics subjects.
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Previous studies reported that disciplinary problems that occur amongst school students from teacher perspective; while some studies reported that this problem becomes increasingly serious and widespread, but both retract students from learning. Henceforth, this survey was conducted to investigate how far the problem occurred among vocational college students especially catering students. An interview session was conducted with several catering teachers in two vocational colleges in Southern Region of Malaysia, which focuses on three types of problems namely bullying, truancy and stealing. Data were analysed using thematic analysis using deductive approach. Result indicated that these discipline problems occur among catering students is at alarming level. Peers and students background contributed to students misdemeanours. Thus, these factors can be a starting point for further mitigating the cases and more focuses should be given on students learning.Corresponding author:Alias MasekDOI: 10.24071/ijiet.2020.040205
... Teachers must be prepared to implement suitable developments and cultures in teaching strategies by providing basic information, involving students to practice and apply relevant skills and implement it in fitting time [15] rather than focusing on the content itself towards effective education [16]. In this study, a low access into frog VLE system is evidenced with lecturers' information level and literacy skills. ...
The FROG VLE is the government’s initiative to
leverage Information and Communications Technology (ICT)
usage in all its primary and secondary schools in Malaysia.
Through the 1bestarinet Project, the Malaysia Ministry of
Education has introduced a virtual system known as the frogVogue learning Environment (Frog VLE system) that can be
accessed at anytime and from anywhere via the internet.
However, the frog VLE system has evidenced with low record of
access which indicating teachers and lecturers have not fully
utilized this learning facilities. Therefore, this study aims to
examine the lectures perception on the application of frog VLE
system in teaching and facilitation in vocational college. This
study was conducted to identify the lecturers’ level of information
and literacy skills in using frog VLE system. A quantitative
survey design was used that included distribution of
questionnaires to 132 respondents. The data obtained were
analyzed to find mean score, percentage and inference using the
pearson correlation test. Finding indicated that the mean score of
lecturer’s information level and literacy skill was at moderate
level. Pearson correlation analysis shows a positive high
correlation between information level and literacy skills towards
the application of Frog VLE system in teaching and facilitation
(r = 0.772, p > 0.05). Thus, the implication of this research is that
more training is needed by vocational college lecturers in order
to support the succesfullness of the frog VLE implementation.
Keywords— Frog VLE, Teaching and facilitating, Vocational
College, information level; literacy skills
