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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan
Norazilawati Abdullah
Universiti Pendidikan Sultan Idris
Education

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STUDENT TEACHERS’ CONCEPTION OF FEEDBACK WITHIN AN ASSESSMENT FOR LEARNING ENVIRONMENT: LINK TO PUPIL ASPIRATION Nor Hasnida Che Md Ghazali; Norazilawati Abdullah; Syaza Hazwani Zaini; Mahizer Hamzah
Jurnal Cakrawala Pendidikan Vol 39, No 1 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 1, FEBRUARY 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1126.546 KB) | DOI: 10.21831/cp.v39i1.25483

Abstract

Teacher beliefs for conceptualisations of feedback should facilitate pupil development. However, to what extent does the conception of feedback in assessment for learning influence pupil aspirations as commanded by the Malaysian Education Development Plan? Thus, this study is conducted to explore the degree of influence of the conceptions of feedback factors on Pupil Aspiration. A survey research design is used in this study using a self-report inventory on feedback conceptions and pupil aspirations. The participants involved are 490 student teachers who have completed their teaching practical in the government schools in their previous semester. The feedback conception inventory adapted from the Teacher Conceptions of Feedback (TCoF) is used to measure the conception of feedback and the instrument for Pupil Aspiration is developed by the researchers. A structural equation modelling software, the Analysis of Moment Structures was used to test the hypothesized relationship. The analysis involves two-stage approach. Results of the study indicated that the proposed model was supported, and thus revealing that feedback conceptions was associated with Pupil Aspirations. Ten inter-correlated constructs had good psychometric properties. All the nine constructs of feedback conceptions loaded positively on pupil aspirations. The findings will give rise to further hypotheses which could close the gap of the research.     
Developing STEM project-based learning module for primary school teachers: a need analysis Riski Septiadevana; Norazilawati Abdullah
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28894

Abstract

The integration of science, technology, engineering, and mathematics (STEM) with project-based learning is beneficial in facilitating students to compete effectively in the 21st century, but teachers still encounter obstacles, so in implementation, especially in primary schools, is still rarely done. Therefore, it is necessary to develop STEM project-based learning module to overcome teacher problems. This study aims to collect and analyze teacher perspectives regarding their requirements for the development of STEM project-based learning module. This study was conducted using a design and developmental research (DDR) approach. The first phase included need analysis, carried out through an online questionnaire. The participants consisted of 397 teachers in Cirebon and the results showed that primary school teachers required STEM project-based learning module to facilitate the development of relevant skills in the 21st century, such as scientific literacy and critical thinking. Based on the data collected, the most difficult topic and the topic with the highest forms of misconceptions appeared to be human body organ systems, with a percentage value of 21.16% and matter and change, with a percentage at 21.41%. STEM project-based learning module for primary school level can be developed for various topics such as human body organs or matter and changes.
Co-Authors Mahizer Hamzah Nor Hasnida Che Md Ghazali Riski Septiadevana Syaza Hazwani Zaini