critical thinking skills enhancement and learning ...

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CRITICAL THINKING SKILLS ENHANCEMENT AND LEARNING OUTCOMES THROUGH THE APPLICATION OF MODEL PROBLEM BASED INSTRUCTION COURSE EVALUATION OF TEACHING Riza Yonisa Kurniawan Faculty of Economics, Universitas Negeri Surabaya, Indonesia [email protected]

ABSTRACT

The low critical thinking of economic education students on teaching evaluation due to the weakness of critical students in expressing their ideas in academic writing and the results of field studies. So with the implementation of Problem Based Instruction (PBI) is expected to make an evaluation of teaching materials more easily accepted and understood by students. The purpose of this research is to describe the level of completeness student’s learning of teaching evaluations with the implementation of PBI approach to teaching and learning activities. The research result of the implementation Problem Based Instruction (PBI) is student activities at each meeting have a significant escalation. The level of completeness student’s learning outcome at validity and reliability of items substance have a significant escalation from 71.43% in the first cycle to 85.71% in the second cycle, then increased to 92.86% on the post-test. The student’s response about the implementation Problem Based Instruction (PBI) is positive. Keywords: Problem Based Instruction (PBI), critical thinking, learning outcome

INTRODUCTION Development of science and technology is so rapid demand of human resources with the expertise and skills that match the needs and demands of the present age. Education is essentially an attempt to prepare the human resources with the expertise and skills appropriate to the development of the nation, where the progress of a nation can only be achieved through compliance with good education. Improving the quality of education is expected to increase the dignity of Indonesian people. Evaluation of teaching is one of the courses provided to students in semester 4 (four). Evaluation of Teaching courses learn the techniques and forms of evaluation, the different types of evaluation scores up by processing into value. Evaluation in schools is generally done by the teacher can be an important concern, because the teaching evaluation as a controller in the progress and learning outcomes. Therefore, in the evaluation of teaching learning courses should be more interesting and challenging so that later can be applied in the real world. One model of learning that can be used is the Problem Based Learning (PBI) has the following characteristics: ask a question or problem, focusing on inter-disciplinary linkages, authentic inquiry, generate products / paper and show it off, and cooperation. While the main purpose of the development of PBI is to develop thinking skills, problem solving, and intellectual skills, learning a variety of roles

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through their involvement in a real or simulated experiences and become autonomous and independent learners. Goals to be achieved to know how teachers apply the instructional strategies through problem based learning model (PBI) in the course of teaching evaluation, whether the learning model based on enforceability problems (PBI) in the evaluation of teaching courses can improve students' critical thinking skills in terms of: express concerns, analyze problems and provide alternative solutions to problems and how Last post student results after following the problem based learning model (PBI) in the course of teaching evaluation. Based on the background of the above problems can be formulated as the following research issues: (1) How does the application of learning strategies through teaching model based on the problem (PBI) in the course of teaching evaluation. (2) How does the implementation of problem based learning model (PBI) in the evaluation of teaching courses can improve students' critical thinking skills in terms of: suggested problems, analyzing problems, and provide alternative solutions to the problem. (3) How does the acquisition of student learning outcomes after following a problem based learning model (PBI) in the course of teaching evaluation. Solving the above problems are: (1) Students go into the field (school) directly to find the data, issues related to the assessment of student learning outcomes in school and trying to solve the problem with the group. (2) Students present the results of field studies, and questions and answers with other groups to share information so that the activities of students in the learning process can be seen. (3) The study of the direct field and then discuss with other groups of students will increase the level of understanding so that they can also increase student learning outcomes.

STATE OF THE ART According to Winkel (1996: 53) study in humans is a mental activity / psychic, which takes place in an active interaction with the environment, which results in changes in the understanding of knowledge, skills, attitudes and values. While this theory is the assumption that reinforce learning by Djamarah (2002: 12) is a series of activities of body and soul to achieve a change in behavior based on the results of individual experience in the interaction with the environment regarding the cognitive, affective and psychomotor. The same opinion was expressed by Slameto (2003: 2) which states that learning a process which performed one to acquire a new behavior changes as a whole, as a result of his own experience in the interaction with the environment. Based on the definition the study it can be concluded that learning is an activity that is consciously done either through training or experience by individuals concerning the knowledge, skills and attitudes, so that there will be a change in the individual. In contrast to the direct instructional model that emphasizes the presentation of ideas or skills demonstrations by the teacher, the teacher's role in the present model of PBI is a matter of asking questions, and facilitates the investigation and dialogue. According to Ibrahim and Nur (2002) specific characteristics of learning by problem (PBI) is: (1) Submission of questions or problems. PBI basically organizing learning around questions and problems both socially significant and personally meaningful for students (2) Focusing On Relationship Between Discipline. PBI suggested in the problem to be investigated have been really tangible to the students review solving the problems of many subjects. (3) make academic writing and shown it. PBI requires students to generate a particular product in the form of real work or artifacts, and demonstrations that explain or represent a form of problem solving that they find. (4) Cooperation. PBI is characterized by students in cooperation with one another, most often in pairs or in small groups. Cooperate to provide the motivation to get involved on an ongoing basis, inquiry and dialogue and to develop social skills and independent thinking skills.

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RESEARCH METHODS This study classified the types of qualitative research studies Classroom Action Research (Hopkins, 1993:48), which is oriented to the quality of learning (improvement oriented instruction). Object of study in this research activity is a student of Economics Department of Education S1 Economic Education, FE, UNESA fourth semester class of 2010, a program of evaluation of teaching courses.

Classroom Action Research Procedure The experiment was conducted following the research procedure Classroom Action Research (Classroom Action Research). Conducted in four stages at each implementation, which: (1) Phase I. Planning study is to prepare and developed research instruments and setting up a learning device that consists of a syllabus, SAP, Sheets and learning media assessment. (2) Phase II. Activities and Observations (ACT and observe), which Pre-test performed before the beginning of the learning process takes place, which is used to measure the level of mastery of the basic knowledge to be able to receive advanced knowledge. The test results can also be used as a basis for the division of members of a group of students, the learning process takes place in several stages, in which the learning process is done in a systematic observation of the critical thinking skills of students in the learning and skills in managing learning lecturers, and Post test performed at the end of the learning, was conducted to determine the level of learning success that has been done during the learning process. (3) Phase III. Reflection. Reflection is review of the results of the activities and observations, which were conducted to evaluate the learning process has been performed. At this stage can be found strengths and weaknesses that occur during learning activities take place at each round.(4) Phase IV. Revised and Revised Plan. Revised draft done after knowing the results of reflection on each round, among others specialized on changing parts - parts that each round a weakness in the teaching and learning activities with the establishment of the Revised Plan (plan renewal) in order to better learning implementation in the next round.

Research Instruments In this study the instrument used is the student activity sheet observations (Critical Thinking Skills Assessment). observation sheet that is used to observe the activities of students in first and second cycle using student observation sheet that comes with performance indicators. The test is used to determine student knowledge development were observed. Types of tests used in this study is a pretest and posttest. Questionnaire contains a number of written questions that reveal the attitudes and opinions of students about the application of PBI during the learning models. Distributing questionnaires performed in each round (cycle). In the just completed questionnaires asked students to choose one of the answers that have been provided.

Data analysis Data analysis techniques used in this research is descriptive data analysis. Techniques of analysis to be performed as follows:

Analysis Using Learning Model Use the data to determine the learning model considered the best for use in subjects who have been in the economic subjects, descriptive analysis of the results of students' test scores with reflection, revision of the results of observations of each round.

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Learning Management Analysis Data on the management of learning were analyzed using descriptive statistics. Classroom management activities undertaken lecturer recapitulated to see implemented or no management aspects of learning.

Analysis of Critical Thinking Ability Students Observational data were analyzed by student activity describing activity in the two groups of students who had been selected at random, during the specified learning activities, with steps - steps as follows: The process of observation activities conducted in the learning process of students in class Criteria intended activity is cooperative skills students during the lesson. Criteria were observed regarding cooperative skills: respect the opinions of others, taking turns and sharing tasks, invite others to talk, active listening, asking, not in duty, are in the lever, check the accuracy.

Analysis of Student Responses Data results of student responses to the learning process, were analyzed using the percentage of voters much divided by the overall turnout multiplied by 100 %.

Analysis of Student Learning Test Data were analyzed students' test results based on a standardized assessment. In this case, student learning outcomes specified completed or if a student does not achieve mastery of learning outcomes ≥ 75 % and a complete class when the class is said in the classroom has achieved ≥ 85 % of students who pass the study said.

RESULTS

Cycle 1 In cycle 1 at the first meeting, which is used as a common reference implementation plan that is supported by the observation instrument and learning the instrument.

Meeting The description of the first meeting of the first cycle is as follows:

Early Stage Events Early stages of the activities carried out during the first 10 minutes. Deliver learning activities begins with the basic competencies and motivate students with the theme " Analysis of items ". Further provides questions to students about why the evaluation or learning needs require analysis items. By motivating the students on the importance of the analysis of these items every prospective teacher should be put through an evaluation of learning outcomes that have been done.

Phase Core Activities The next steps carried out for 70 min to do is explain about the validity of the analysis of items in the form of questions. In any explanation of each part of the theory is used along with examples of questions that can be applied in the analysis or interpretation and students to facilitate student understanding.

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Furthermore, the students were divided into 6 groups with 4-5 students per group. Lecturers provide a case study to each group to solve with their peers and students to present the results and final discussion to another group To be addressed other groups.

Final Action Stage Once the discussion is complete, with students from all the discussions summarized. After that, given the opportunity for students to ask questions about some of the problems in the implementation of their discussions. Furthermore, the results of the discussion is concluded. Students are given the task of testing analysis items to school and reported at the next meeting. Furthermore, the rest of the time is used to do the test cycle 1.

Cycle 2 In the second cycle, learning mixed a little different than the first cycle. It is based on the observations on the first cycle. First thing to do is to link the material about the validity and reliability. Basically, there are various linkages between validity and reliability matter. Lies the difference is the aspect of the way and purpose of the instrument, if the validity to test the validity of an instrument or tool evaluation reliable while more precision and regularity (consistency) of the evaluation tool in evaluating.

Early Stage Events Learning activity begins by asking students to discuss assignments outside of the classroom teacher and the class. He also explained that the activities undertaken by teachers not only teach, but also an evaluation of the results of teaching and learning (10 minutes).

Phase Core Activities The next stage is to do is to prepare the students about the results of trials that have been conducted in schools that have been surveyed. Once ready, the next student presented the findings and issues arising for other groups to be discussed and solved together.

End Stage Events Once the discussion is complete, with students from all the discussions summarized. After that, given the opportunity for students to ask questions about some of the problems in the implementation of their discussions. Furthermore, the results of the discussion is concluded based on a variety of existing findings. Thus, what they have learned useful for them. Furthermore, the rest of the time is used to do the test cycle 2.

Presentation of Research Data Based on the research that has been done, the following are presented some results of the study as follows:

Student Critical Thinking Skills During the process of student learning activities in the implementation of Problem Based Instruction (PBI) was observed by using the observation instrument students' critical thinking skills.

DISCUSSION Based on the presentation of research data that has been presented in this section the discussion will be presented the results of research that has been done, as follows: implementation of Learning

Cycle 1 The main obstacle is the difficulty of observation of student performance activities. This is due to the number of students is too much. Therefore, the observation is only intended to ten randomly selected students.

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In addition, problems or other obstacles that appear in the first cycle can be identified as follows: (1) Students are required have not been accustomed to think scientifically examine and solve the problems contained in the MFI. (2) In a joint discussion, the students have not been accustomed to express their opinions individually. (3) Voice researcher relatively less audible. To overcome these constraints, the efforts include: (1) provide positive reinforcement to students. Expected with the positive reinforcement can improve student confidence (2) In the next cycle, The lecturer an initiative to set up a loudspeaker can reach to the entire class.

Cycle II In the implementation of the second cycle, the relative constraints do not appear significant. So that the learning process run more effectively and efficiently. This condition is due to the students better prepared and conditioned to accept the material. In addition, students are also no longer awkward or more dare to express their opinion. In observation of student performance activities are also selected ten students at random. Progress has been achieved in the second cycle are as follows: (1) Students have been able to develop their own way of scientific thinking and construct their own understanding. (2) The participation of students in the higher learning process (3) Students have been able to express their opinions in a discussion with the individual. The discussions with being more evenly and is not dominated by a particular group.

Student Critical Thinking Skills Observation of the critical thinking skills of students performed in each execution cycle. Student activities observed included activities undertaken during the discussion. Based on Table 1 and 2, it can be concluded that an increase in students' critical thinking skills significantly. Diagram 1 shows the average student performance assessments for student worksheets 1 and 2, especially in the formulating functions. Through the diagram it can be seen that an increase in the overall performance of students in grades 1 and 2.

Figure 1 average rating critical thinking ability students cycle 1

Source: Results of assessment of critical thinking skills and data processing cycle Description: a = Formulate the problem b = Giving arguments c = Doing deduction d = Perform induction E = Evaluate f = Decide and implement Based on Figure 1, the overall critical thinking skills in the first cycle is still relatively low, this is because the student has not been used to solve the case studies provided by lecturers so that only a few students who can do the tasks well. For group one aspect of evaluating and implementing the action is quite good with an average value of 3. While the group 6 weak in the formulation of the problem some students seem less enthusiastic in discussions and some members of the group was silent or not perform the activity.

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Figure 2 Average student critical thinking skills assessment cycle 2 Source: Results of assessment of critical thinking skills and data processing cycle Description: a = Formulate the problem b = Giving arguments c = Doing deduction d = Perform induction E = Evaluate f = Decide and implement

Based on the diagram 2, the overall critical thinking skills in the first cycle is still relatively high when compared with the first cycle, this is because the students after observing in their field more aware of the condition of the field so that the current discussions in the classroom they are easier to explain the findings of the field. of the table also seen an average of nearly every aspect has shown good results or have the ability to think critically high. For group one aspect of evaluating and implementing the action is quite good with a value close to 4, but to perform deduction and induction aspect is still low. While group 3 has a value that is relatively stable compared with other groups. this can be due to enthusiastic students in answering or presentations in front of other groups due to the topics covered in accordance with the task later if a teacher. The high percentage of students showed high activity, so it looks more lively discussion and active.

Figure 3. Average cycle assesment critical thinking skill 1 and 2

Source: Results of assessment of critical thinking skills and the data processed Description: 1 = Formulate the problem 2 = Giving arguments 3 = Perform deduction 4 = Perform induction 5 = Doing evaluation 6 = Decide and implement

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While the average assessment of students' critical thinking skills to decide which aspects of the 6 numbers and perform well in cycle 1 and 2 show high scores. Through the diagram it can be seen that an increase in the value of overall student performance in terms of critical thinking skills.

Student Learning Outcomes Based on the data in Table 1, it can be concluded that an increase in the level of mastery learning students from the first cycle to third cycle. Below is a bar chart of student learning outcomes:

Figure 5. Percentage completeness of student learning Source: Results of tests of student learning and the data processed From the diagram above 4.5 it can be seen that an increase in the level of mastery learning classical from 71.43% to 85.71% first cycle to the second cycle, and then increased to 92.86% on the posttest. Increased mastery learning classical from the first cycle to the second cycle due about the second cycle of evaluation is based on student worksheets that have been discussed with the faculty and students. While improvements in the completeness of the class due to the allocation of second cycle time is adjusted to the level of complexity of matter. Regarding the classical completeness increase of cycle II to posttest is due to posttest was given on another day after the second cycle ends. Thus enabling students to learn the results of previous learning.

CONCLUSION Based on the analysis of data derived from observations of managing learning, critical thinking skills of students, student response, and student learning results, we can conclude some of the following: (1) Application of Problem Based Instruction (PBI) in the course of teaching evaluation, especially on material validity and reliability of the items can generally be run as planned. Some of the obstacles that exist can be fixed in the next round. Besides, this approach can improve students' critical thinking skills. (2) The results of study on the validity and reliability of the material items had a significant increase of 71.43% in the first cycle to 85.71% in the second cycle, and then increased to 92.86% on the posttest.

Suggestion Based on the research conducted, it can put forward some suggestions as follows: (1) Problem Based Instruction (PBI) need to be implemented by lecturers as a form of learning approaches in college, because the parameters of student activities and student learning outcomes of this approach shows a positive effect. (2) Some of the devices in this study can probably be one of the existing learning resources. Making it easier

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for Lecturers in managing the learning in the classroom. (3) The research is still in a material with the use of a limited strategy. Therefore, other researchers are expected to be more varied in applying learning strategies in order to show important things that can't be demonstrated in this study.

REFERENCES Arikunto, Suharsimi. 2003. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: PT Rineka Cipta Amstrong, Scoot. 2008. Student Team Acheivement Divisions (STAD) in a Twelfth Grade Classroom: Effect on Student Acheivement and Attitude. (Jurnal Kansas State University College Education, Vol.04.29.08) Arends, I. Richard. 1997. Classroom Instructional and Management. New York: The Mc. Graw-Hill Book Company. Inc. Dewey, John. 2002. Pengalaman dan Pendidikan. Alih Bahasa : John de Santo. Yogyakarta. KEPEL Fogarty, Robin. 1997. Problem Based Learning and Other Curriculum Models for Multiple Intelligences Classroom. Illinois; Sky Light Muslimin Ibrahim dan Muhammad Nur. 2000. Pengajaran Berdasar masalah. Pusat Sains dan Matematika Sekolah Program Pasca Sarjana Unesa. University Press. Surabaya. Nur, Muhammad. 1978. Evaluasi Pengajaran. Surabaya: Universitas Negeri Surabaya Peni, Sri. Oktober 2008. Jurnal Pendidikan Ekonomi Vol. 1, No. 2: Peningkatan Hasil Belajar Siswa Materi Bank Syariah Dengan Mengugunakan Model Pembelajaran Kooperatif Tipe STAD. Surabaya: Jurusan Pendidikan Ekonomi – Unesa. Percival,P. dan Ellington, H. 1984. A Handbook of Educational Technology. London: Kogan Ltd. Pentaville Road. Purwanto, Ngalim. 2004. Prinsip-prinsip dan Teknik Evaluasi Pengajaran. Bandung: Remaja Rosdakarya Silalahi, F. Stefanus. 2002. Penerapan Pembelajaran Kooperatif Pada Pokok Bahasan Termodinamika di Kelas II SLTP Negeri 2 Surabaya. Surabaya: Tesis tidak dipublikasikan. Universitas Negeri Surabaya Subagyo, Lambang, dkk. 2007. Model Pembelajaran Kooperatif Dalam Meningkatkan Motivasi Partisipasi, dan Kualitas Hasil Belajar Siswa SMA N 2 Samarinda (Jurnal Didaktika, Vol. 8 Januari No. 1) Sugiyono. 2003. Metode Penelitian Bisnis. Bandung: Alfabeta Surapranata, Sumarna. 2004. Panduan Penulisan Tes Tertulis Implementasi Kurikulum 2004. Bandung: Remaja Rosdakarya Suprayekti, dkk. 2006. Strategi Penyampaian Pembelajaran Kooperatif. (Jurnal Pendidikan Penabur, No.7/Th. V/Desember 2006) Surapranata, Sumarna. 2004. Panduan Penulisan Tes Tertulis Implementasi Kurikulum 2004. Bandung: Remaja Rosdakarya Suyanto. 1998. Proses Belajar-Mengajar di Perguruan Tinggi Berwawasan Pencipta Kerja”. Dalam Jurnal Ilmu Pendidikan, Nov. 1998, Jilid 5 no.4 Teaching Techniques, Clarence H. Benson, , halaman 26 – 28, Yayasan Penerbit Gandum Mas, Malang, 1986 _______, 2008, Kumpulan Metode Pembelajaran http://apadefinisinya.blogspot.com/2008/05/kumpulan-metodepembelajaranpendampinga.html University of Washington College of Education. 2001. Training for Indonesian Education Team In Contextual Teaching and Learning. Seatle, Washington, USA ___________. 2002. Pendekatan Kontekstual (Contextual Teaching and Learning (CTL)): Direktorat Jendral Pendidikan Dasar dan Menengah ___________. 2003. Pembelajaran Tuntas (Mastery learning): Direktorat Jendral Pendidikan Dasar dan Menengah Zakaria, Effandi dan Ikhsan, Zanaton. 2006. Promoting cooperating Learning Science and Mathematics Education: a Malaysian Perspective (Jurnal Selangor University kebangsaan Press).

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PROCEEDINGS OF THE 3rd. INTERNATIONAL MANAGEMENT EDUCATION CONFERENCE 2013 (iMEC2013)

The Tower Regency Hotel & Apartments, Ipoh 27th – 28th November, 2013

FACULTY OF MANAGEMENT AND ECONOMICS UNIVERSITI PENDIDIKAN SULTAN IDRIS PERAK, MALAYSIA

3 . INTERNATIONAL MANAGEMENT EDUCATION CONFERENCE 2013(iMEC2013)

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All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the Faculty of Management and Economics, UPSI.

Published in Malaysia by Faculty of Management and Economics Universiti Pendidikan Sultan Idris 35900 Tanjong Malim Perak, Malaysia

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ABOUT iMEC 2013 3rd. INTERNATIONAL MANAGEMENT EDUCATION CONFERENCE 2013 (iMEC2013) CONFERENCE THEME: “MANAGEMENT EDUCATION: PAST, PRESENT AND FUTURE" There are several reasons that bring about the selection of this particular theme. First, the education sector in general and the field of management education in particular appear to be at a crossroads due to a number of factors such as globalization, the looming economic recession and the internet that the world today is facing. Being at a crossroads, it surely demands the educators and other concerned parties to look not only towards the future but also over its past and current positions. Second, as far as Malaysia today is concerned, it is faced with numerous challenges in its efforts to reach the developed country status. It seems in many ways Malaysia’s past continues to haunt its present and appear capable to stop it from reaching its future potential. This surely needs the field of management education at various levels to play the required role which is different than before. Third, recently the state government of Perak has announced that the state is to be the hub of higher education leading to the attainment of a knowledge driven Perak state by the year 2020. To assist the fulfillment of such a vision, it needs not only the implementation of appropriate managerial practice but also the acquisition of sufficient knowledge among those involved regarding the development in the education sector in the state in the past, the current challenges the sector is facing and its future potential.

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CONTENTS No. 1.

Code RG1-1-1

Topic / Author (s) Faktor–Faktor yang Menyumbang kepada Kejayaan Koperasi Kredit yang Cemerlang di Malaysia Mustapa KM, Ahmad Zahiruddin Yahya, Yusof. ARM

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Cabaran Pengurusan E-Pembelajaran Sektor Koperasi Di Malaysia Ahmad Zahiruddin Yahya, Ramlan Kamsin

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Kajian Analisis Keperluan Latihan (TNA) Bagi Koperasi Kredit Di Malaysia Azlifah Abas,Nor Azlina Kassim, Nor Aslamiah Ali, Farahaini Mohd Hanif,, Ju Samsuddin Safian

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4.

RG1-1-4

Pengurusan Melalui Objektif (PMO) Bagi Aktiviti Koperasi Perumahan Ahmad Zahiruddin Yahya, Mohd Nusi Abd Rahman

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5.

RG3-1-1

Kajian Koperasi Pertanian dalam Industri Agro Makanan Malaysia Noor Zeeta Mohd Ramli, Arfizawati Abd Hadi, Haslinda Sujak,Dino Faizal Abdullah, Mohammad Fathullah Aznam

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6.

RG3-1-2

Amalan Perancangan Strategik Dalam Kalangan Koperasi Di Malaysia Noor Zeeta Mohd. Ramli, Haslinda Sujak

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RG3-1-3

Pengurusan perniagaan Kedai Runcit Koperasi di Negeri Sarawak Syarifah Rohaya Wan Idris, Mohamad Suandi Bin Mortadza, Yusman Yacob, Frank Meol Abdullah, Mohd Haswardi Bin Hj Morshidi

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8.

RG4-1-1

The Influence Of Learning Environment And Academic Self-Efficacy Towards Mathematics Achievement In Masterskill Global College, Malaysia Gladys De Rozario, Muhamad Suhaimi Taat

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9.

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Measuring The Validity Of The Organizational Commitment Construct In SME Naveed R. Khan, Marinah Awang

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10.

RG4-1-3

The Research Capabilities In Technology Development Among Selected State Universities And Colleges (SUCs): Its Implication To Policy Redirection Lilian Diana B. Parreño

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11.

RG4-1-4

Diversity And Miasma: Roles Of Effective Communication Norsamsinar Samsudin, Rusliza Yahaya, Jessnor Elmy Mat Jizat, Norasibah Abdul Jalil

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12.

RG4-1-5

School off-campus Ectracurricular Activities: Negligence Torts Azita Yonus @ Ahmad

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13.

RG5-1-1

Kajian Tahap Penglibatan Anggota Dalam Aktiviti Ekonomi Koperasi di Malaysia Jamilah Din, Siti Maimunah Jerni, Hazalinda Harun, Sharifah Shuzaida Saedin

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1

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14.

RG5-1-2

Analisis Kompetensi Anggota Lembaga Koperasi Sekolah Dalam 100 Buah Sekolah-Sekolah Gred A Jamilah Din, Noranita Mohd Nor, Rosidah Rashid, Muhammad Yusuf Ibrahim

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15.

RG5-1-3

Kajian Kemungkinan Mewujudkan Setiausaha Koperasi Berlesen Aishah Ariffin, Nasibah Ahmad, Rohalinda Ahad, Nor Arma Abu Talib

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RG5-1-4

Efikasi Kendiri Dan Hubungannya Dengan Kejayaan Usahawan Batik Di Negeri Terengganu Norizan Bin Saad, Prof Madya Khalid Bin Ismail , Muhd Khairuddin lim Bin Abdullah

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17.

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Amalan Kepemimpinan Pengajaran Penolong Kanan Kurikulum Sekolah Menengah Kebangsaan Wan Roslina Wan Ismail, Mustapa Kassim, Abdul Malek Abdul Karim

Di

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18.

RG1-2-2

Attitudes Of Educators And/Or The Management Staff Of Integrity Schools Within The Prisons Institutions In Malaysia Rosfizah Md. Taib, Suraini Md Rhouse, Norlia Mat Norwani, Noor Lela Bte Ahmad

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RG1-2-3

Faktor-Faktor Perkongsian Pengetahuan Dalam Kalangan Guru Sekolah Rendah Di Pedalaman Sarawak Marinah Awang, Mahathir Razali

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RG1-2-4

Sumbangan Pemerkasaan Dan Kreativiti Pekerja Terhadap Penjanaan Idea di Politeknik Zuraidah Ahmad, Aliza Md. Atan

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Pengaruh Strategi Pembelajaran Dan Efikasi Kendiri Terhadap Pencapaian Akademik Pelajar Menengah Di Perak Wan Hanum Suraya Wan Mohamed, Jamal @ Nordin Yunus, Nek Kamal Yeop Yunos

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Workplace Spirituality, Learning Organization Organizational Commitment: A Conceptual Framework Rana Zeeshan Mubarak,Marinah Awang, Rohaila Yusof

And

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Implementation Status Of Industrial Training For Production Engineering Technology Diploma In University Kuala Lumpur Malaysia Spanish Institute (UniKL MSI) Rahim Jamian, Mohamad Sazali Said, Shahrizan Yusof

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Psychological Empowerment and Three Dimensions of Organizational Commitment: An empirical study of Malaysia’s Private Universities Choong Yuen Onn, Keh Chia Guan,Kuek Thiam Yong,Lim Yoong Hing, Lee Eng Keong

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Conceptual Review of Psychological Empowerment towards Affective Commitment with Moderation Impacts of Demographical Antecedents Choong Yuen Onn, Tan Chun Eng, Teoh Sok Yee, Tan Mom Zee, Teo Pei Ni

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Study of Transformational Leadership in Malaysia Public School Khalip Musa, Ibrahim Tamby Chek, Suriani Abdul Hamid

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Practices

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Profesionalisme Guru Besar Dan Hubunganya Dengan Pencapaian Akademik Losius Goliong,Baharom Mohamad,Shukri Zain

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Sikap Pengurus Sekolah Terhadap Amalan Pelaksanaan Perancangan Strategik Sekolah Menengah Aminah Wasli,Baharom Mohamad,Shukri Zain

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Follower Characteristics and Motivations in a Leadership Process Khuan Wai Bing, Shahril @ Charil Marzuki , Khoo Yin Yin

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Teaching Practices as a Mediator in the Relationship between Teaching Resources and Development of Core Competencies Mohamed Moftah Alfatiemy,Ibrahim Ali Abushaiba, Norlia Mat Norwani, Rohaila Yusof

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The Crisis Of Upbringing And Education Mustafa Fetić ,Adela Fetić

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From The Ground Up: The Role Of Narratives And Conversations In A Grounded Theory Study Misnaton Rabahi,Hamidah Yusof,Marinah Awang

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The Roles Of Headmasters In Instructional Supervision Based On Teachers’ Perspectives Norlia Mat Norwani, Choo Lay Yoong, Rusliza Yahaya,Khalid Ismail, Ibrahim Tamby Chek

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Educational Evaluation Misconceptions As National Examination Policy In Indonesia Luqman Hakim

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A Conceptual Framework on the Relationship Between Leadership Styles and Motivation of Academic Managers .Anantha Raj A. Arokiasamy

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36.

RG1-3-2

Principals’ Change Leadership Competencies: A Study in Malaysian High Performing Secondary School Tai Mei Kin, Omar Abdull Kareem

293

37.

RG1-3-3

Hubungan Antara Peranan Pemimpin Pembelajaran Profesional Dengan Model-Model Pembelajaran Profesional Di Sekolah Menengah Harian Di Malaysia Mahaliza Mansor, Norlia Mat Norwani, Jamal @ NordinYunus, Eni Eliza Ghazali, Haslina Hashim

311

38.

RG1-3-4

Attitude Toward Enterprise (ATE-Test) Ke Atas Pelajar Sekolah Menengah Di Negeri Kedah Amizan Bin Saidon, Prof. Madya Hariri Bin Kamis

321

39.

RG1-3-5

Events of Importance in External Auditing in Malaysia, 1957-1997 Azham Md. Ali

328

40.

RG2-3-1

Equity Ownership And Company Performance In Malaysian Mohd Abdullah Jusoh,Ayoib Che Ahmad

367

vii

rd


41.

RG2-3-2

Application of Alternative Quality Assurance Evaluation Model (QAEM) For National Universities Commission (NUC) of the Federal Republic of Nigeria in Management of Educational Quality Bojuwon Yusuf Bolaji

378

42.

RG2-3-3

Examining The Effects Of Humor On Brand Awareness Mahmoud Moradi, Mohsen Akbari, Alireza Kasmaei

390

43.

RG2-3-4

Tahap Sikap Pelajar, Minat Pelajar, Pengaruh Guru Dan Penglibatan Ibu Bapa Serta Hubungannya Dengan Pencapaian Mata Pelajaran Prinsip Perakaunan Ibrahim Tamby Chek, Rusliza Yahaya, Khalip Musa, Noor Hidayah Abdul Karim

391

44.

RG2-3-5

Pemikiran Kualiti Dalam Pembangunan Kualiti Pendidikan Kamarudin Musa, Abdul Rahman Ahmad, Nazirmudin Ahmad

400

45.

RG2-3-6

Changing In Bank Structres: Its Impact On Islamic Banks Liquidity Management Joni Tamkin Borhan, Ahmad Azam Sulaiman @ Mohamad, Mohammad Taqiuddin Mohamad

413

46.

RG3-3-1

Pengaruh Persekitaran Bilik Darjah dan Sikap Terhadap Pencapaian Akademik Pelajar bagi Subjek Pengajian Perniagaan di Bintulu, Sarawak. Kho Ai Peng, Hariri Kamis

420

47.

RG3-3-2

The Effectiveness Of The Physical Education Study In The Development Of Dynamic Skillful Intelligence Of King Faisal University Students Kadhem Mohammed Abusaleh, Abdul Hamid Ahmad Naeem, Mohamed Abdel Salam Ghoneim

430

48.

RG3-3-3

Hubungan Antara Pengurusan Kokurikulum Dengan Pencapaian Kokurikulum Murid Di Sekolah-Sekolah Jenis Kebangsaan Cina Daerah Kinta Selatan Perak. Chuah Hong Ngee

431

49.

RG3-3-4

Keberkesanan Aktiviti Kokurikulum Sukan Dan Permainan, Tinjauan Berdasarkan Model Konteks, Input, Proses Dan Produk Ismailee Bin Ismail, Abdul Raheem Mohamad Yusof

437

50.

RG3-3-5

Critical Thinking Skills Enhancement And Learning Outcomes Through The Application Of Model Problem Based Instruction Course Evaluation Of Teaching Riza Yonisa Kurniawan

451

51.

RG4-3-1

Relationship of Emotional Intelligence, Teacher Job Satisfaction and Organisational Citizenship Behaviour Christie Augustine Kiek,Marinah Awang, Ramlee Ismail

460

52.

RG4-3-2

Ethical Attitudes among Undergraduate Students in a Malaysian University Rusliza Yahaya,Norsamsinar Samsudin, Hazianti Abdul Halim,Noor Lela Ahmad, Norlia Mat Norwani

470

viii

rd


53.

RG4-3-3

Entreprenerial Intention Among Students: A Comparison Between IPTA and IPTS In Malaysia Noor Aishah Abdul Rahim

477

54.

RG4-3-4

Model Perancangan Strategik Dan Pengaruh Kepimpinan Pengetua Terhadap Keberkesanan Sekolah Bagi Sekolah Kurang Berkesan di Semenanjung Malaysia Dolbasar Bin Kasan, Prof. Dr. Shahril @ Charil Bin Hj. Marzuki, Dr. Jamal @ Nordin Bin Yunus

487

55.

RG4-3-5

International Students Choice For Higher Education: A Study At Universiti Pendidikan Sultan Idris Suriani Abdul Hamid, Suzyanty Mohd Shokory, Khalip Musa, Marinah Awang

502

56.

RG5-3-1

The Influence Of Professional Teachership Support In Enhancing Staff Development And Teaching Proffesionalism In Sabah Roslee Talip, Mohd. Yusof Addullah, Hamzah Md. Omar

509

57.

RG5-3-3

Entrepreneurship Education, The Best Way To Develop The Economic In Iran (Model Of Personality Characteristics) Navid Reza Boroomand Alipoor, Nayeresadat Ghozat

524

58.

RG5-3-4

The Determinants Of Overeducation And Overskilling Among Workers In The Manufacturing Sector In Malaysia Zainizam Zakariya

530

59.

RG1-4-1

Contextual Approach in Teaching and Learning for Principle of Accounting Nor Atiqah Fahrul Radzi, Khalid Ismail

542

60.

RG1-4-2

Emotional Intelligence and Engagement of Open and Distance Learners: Sharing Open University Malaysia’s Experience in Improving Retention Rate Richard Ng,Christie Augustine Kiek

543

61

RG1-4-3

The Specifics of Evaluation in Education (The Ideal Types) Tarik Obralić, Hanifa Obralić, Muharem Dautović

544

62.

RG1-4-4

Objective Of Accounting Education: Moral Or Skills? Haslinah Muhamad,Nor Aishah Sudin

545

63.

RG1-4-5

Hubungkait Di Antara Sikap Dan Minat Kanak-Kanak Pra Sekolah Dalam Penggunaan Media Seni –Suku Kaum Orang Asli Che Wong, Kuala Gandah Nur Shafiza Che Ismail,Adzrool Idzwan Haji Ismail, Sabki Mohd Noh

546

64.

RG1-4-6

Cabaran Pengurusan Pendidikan Koperasi Di Malaysia Mohd Safaai Said

547

65.

RG2-4-1

The Effects Of Food Promotion On Young Malay Children Food Preferences: A Case Study Fairuz Sofia Kaharuddin, Salomawati Ishak, AzyatiIlyani Aznan, Nek Kamal Yeop Yunus

551

ix

rd


66.

RG2-4-2

A Comparative Analysis Of Male And Female Consumer Behaviour Factors For Their Cosmeceutical Products Types Abdullah Junaid, Reshma Nasreen

559

67.

RG2-4-3

Sikap, Kepercayaan Dan Reaksi Pencari Kerja Terhadap Pengiklanan Kerjaya Dalam Talian Faizan Iza Zainuddin, Suriani Abdul Hamid,Abdul Raheem Mohamad Yusof

564

68.

RG2-4-4

The Empirical Study On Market Orientation And Firm Performance. Arsalan Mujahid Ghouri,Nek Kamal Yeop Yunus, Abdul Raheem Mohamad Yusof

569

69.

RG2-4-5

Pemasaran Produk Perusahaan Kecil Dan Sederhana (PKS) Berasaskan Pemprosesan Makanan Che Mohd Zulkifli Che Omar,Lingaswaran A/L Arjunan

570

70.

RG2-4-6

Pembangunan Model Peningkatan Prestasi Penjawat Awam Lilis Aslihah Rakhman, Jane Teng Yan Fang, Khalip Musa

580

71.

RG3-4-1

Factors Determining Employee Turnover For Small And Medium Industries (SMI) From The Perspective Of Organizational Behavior In State Of Perak Khalid Ismail, Nek Kamal Yeop Yunus, Abdul Jumaat Mahajar, Norizan Saad

588

72.

RG3-4-2

Bilateral Trade between India and Malaysia: Trends and Opportunities Sapna Taneja, Ravikesh Srivastava,Faheem Ahmed

602

73.

RG3-4-3

Driving Factors Of Work-Related Self-Directed Learning (Wrsdl):A Case Study In A Private Company In Indonesia Ida Juliana Hutasuhut,Lily Law

603

74.

RG3-4-4

Analisis Kointegrasi Terhadap Pengaruh Harga Minyak Dan Pembolehubah-Pembolehubah Makroeknomi Terpilih Ke Atas Pasaran Saham Di Malaysia. Nurul Zatul Hashida Azmi,Norasibah Abdul Jalil, Norimah Ramli @ Rambeli

609

75.

RG3-4-5

Analisis Persampelan Dan Tinjauan Hubungkait Antara Corak Perbelanjaan Kaum Ibu Dan Tingkat Inflasi Di Malaysia Norimah Binti Rambeli @ Ramli,Nurhanie Binti Mahjom, Fatimah Salwa Binti Abdul Hadi

616

76.

RG3-4-6

Analisis Persampelan Dan Tinjauan Hubungkait Antara Corak Perbelanjaan Kaum Ibu Dan Tingkat Inflasi Di Malaysia Norimah Binti Rambeli @ Ramli, Mohd Yahya Mohd Hussin, Fidlizan Muhammad, Nurhanie Mahjom

625

77.

RG4-4-1

Analysis Of Education Demand Factors Of Student Academic Ability At Surabaya Senior High Schools Ady Soejoto

637

78.

RG4-4-2

Pengaruh Keluarga, Rakan Sekerja dan Pengetua Terhadap Guru Wanita Dalam Pengurusan Kokurikulum Badan Beruniform Pengakap Nur Eliyawaton Mohd Alias

645

x

rd


79.

RG4-4-3

Analisis Amalan Terbaik Pengurusan Konflik Interpersonal dalam Kalangan Guru Sekolah Menengah, Malaysia Mohamad Johdi Salleh

646

80.

RG4-4-4

Kajian Pendapatan-Perbelanjaan Pekebun Kecil Kelapa Di Negeri Perak Norasibah Abdul Jalil, Sharil @ Charil Hj. Marzuki Rohaila Yusof, Hamidah Yusof, Noor Al-Huda Abdul Karim, Khalid Ismail, Khoo Yin Yin, Ahmad Zainal Abidin Abdul Razak, Nek Kamal Yeop Yunus

671

81.

RG4-4-5

Pernyataan Misi Dan Impaknya Terhadap Prestasi Organisasi Dalam Sektor Perladangan di Malaysia NKY Yunus, Salomawati Ishak, Fairuz Sofea Kaharuddin, Khalid Ismail & Nor Azrin Md Latip

690

82.

RG4-4-6

Ciri-ciri Keusahawanan Guru Hamidah Yusof, Norasibah Abd Jalil

699

83.

RG5-4-1

Kemahiran Pengetua Dalam Pengurusan Kewangan Sekolah Baharudin Omar, Mohd Abdullah Jusoh, Muhamad Adnin Tumin

710

84.

RG5-4-2

Financial Management By Parent-Teachers Association In Secondary School Mohamad Ali Roshidi Ahmad,Mohd Yahya Mohd Hussin, Mohd Asri Mohd Noor

722

85.

RG5-4-3

Pembangunan Hasil Pembelajaran Insaniah Daripada Strategi Pembelajaran Aktif Berasaskan Masalah : Perspektif Mahasiswa Kursus Ekonomi Azila Binti Abdul Razak, Nurhanie Binti Mahjom, Fidlizan Bin Muhammad, Fatimah Salwa Binti Abd. Hadi

728

86.

RG5-4-4

Penglibatan Alumni dalam Pembiayaan Pengajian Tinggi: Satu Sorotan Literatur Fidlizan Muhammad, Mohd Yahya Mohd Hussin, Azila Abdul Razak, Nurhanie Mahjom, Lokman Daud

734

87.

RG5-4-5

Pembelajaran Berasaskan Masalah (PBM) Terhadap Pembangunan Kemahiran Insaniah Bagi Kursus Ekonomi Nurhanie Binti Mahjom, Fidlizan Bin Muhammad, Norimah Binti Rambeli @ Ramli, Amalina Binti Ibrahim

743

88.

RG5-4-6

Akauntabiliti dalam Pentadbiran Kewangan Sekolah Syed Ismail Syed Mohamad, Mohd. Abdullah Jusoh, Shariffah Intan Syed Salleh

747