JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik

KEBERKESANAN KAEDAH FLIPPED CLASSROOM BERASASKAN CHATGPT DALAM PENGATURCARAAN: ANALISIS TERHADAP PENCAPAIAN GURU PELATIH

Rayner Tangkui — Tue, 20 May 2025 00:00:00 +0800

Integrating artificial intelligence (AI) technology into instructional practices is one of the seven core pillars outlined by the Ministry of Education Malaysia (MOE) to strengthen digital literacy among educators and students. Therefore, this quasi-experimental study was conducted to identify the effectiveness of a ChatGPT-based flipped classroom approach on trainee teachers’ achievement in programming. The study involved 78 trainee teachers from three intact classes. Using cluster sampling, one class (n = 26) received instruction through conventional teaching methods, another class (n = 23) was taught using the flipped classroom approach based on instructional videos, while the third group (n = 29) was taught using the flipped classroom approach based on ChatGPT. The instrument used to measure students’ achievement was the Computer Programming Achievement Test (CPAT), which had been adapted and evaluated to ensure its validity and reliability. One-way ANOVA and the Post Hoc Tukey HSD were used to analyze the data. The analysis revealed that the group exposed to the ChatGPT-based flipped classroom approach achieved significantly higher mean scores than both the conventional and video-based flipped classroom groups. These findings indicate that incorporating ChatGPT into the flipped classroom setting can significantly improve trainee teachers’ achievement in programming, highlighting a promising strategy for enhancing instructional outcomes in computer science education.

EFFECTS OF VIDEO-BASED WEBSITES ON SENIOR SCHOOL STUDENT’S PERFORMANCE IN SELECTED MATHEMATICS CONCEPTS IN KWARA STATE NIGERIA

Tue, 20 May 2025 00:00:00 +0800

This study investigated the effect of Video-Based Websites on Senior School Students' Performance in Selected Mathematics Concepts in Kwara State. The research utilized a quasi-experimental design, specifically a pretest-posttest, non-randomized, control group design with a 2 x 3 x 4 factorial design. The sample consisted of 30 participants for YouTube, 35 for Vimeo, 45 for Facebook, and 42 in the control group, drawn from JSS II classes in four selected schools. Schools A, B, and C were designated experimental groups, while School C the control group. Intact classes were selected using purposive sampling. Four research questions were formulated and answered, while two hypotheses were tested. Descriptive and inferential statistics were employed to analyze the data using Statistical Product and Service Solution (SPSS) version 20.0 at a significance level of 0.05. The findings revealed a positive effect of YouTube, Vimeo, and Facebook on students' mean performance scores, although no significant difference was observed between these platforms and the conventional teaching method. The study concluded that appropriate video-based websites such as YouTube, Vimeo, and Facebook can enhance learning among secondary school students. It recommended further research to explore the long-term effects of multimedia technology in education and its impact on various subject areas and student populations to gain a deeper understanding of its potential benefits and inform future educational practices.

PENERAPAN KBAT DALAM PROSES PDPC PENULISAN KARANGAN BAHASA MELAYU SPM

Bong Nyuk Phin, Zuraini Seruji, Roslan Haji Ali — Tue, 20 May 2025 00:00:00 +0800

This research was conducted to explore the students’ ability to use High Order Thinking Skills (HOTs) in teaching and facilitating SPM Bahasa Melayu essay writing. Four Bahasa Melayu teachers who teach Form 4 and 5 were chosen as the samples for this research. This research was done in one secondary IB school (International Baccalaureate) in Samarahan Division, Sarawak. The research objective is to determine how a teacher uses HOTs in the pre-teaching and facilitating, during teaching and facilitating and post-teaching and facilitating in SPM Bahasa Melayu essay writing. Data was collected by interviewing and analysing the documents that involved the students’ work. The data was analysed thematically to get the relevant themes to answer the research question. The three themes obtained to answer the research question were (i) Pre-teaching and facilitating in SPM Bahasa Melayu essay writing based on HOTs, (ii) during teaching and facilitating in SPM Bahasa Melayu essay writing based on HOTs, and (iii) post-teaching and facilitating in SPM Bahasa Melayu essay writing based on HOTs. The research finding showed that in teaching and facilitating, the SPM essay writing process based on Hots was used in pre-teaching and facilitating, during teaching and facilitating and post-teaching and facilitating. The implementation of HOTs procedure in learning and facilitating Bahasa Melayu essay writing, which was formed based on the outcome of this research, can be used by Bahasa Melayu teachers as guidelines in teaching essay writing.

ENHANCING MATHEMATICAL SKILLS IN STUDENTS WITH AUTISM SPECTRUM DISORDER (ASD): A CREATIVE ART APPROACH WITH CABAMATH MOBILE APPLICATION

Afsaneh Famildardashti, Madhyazhagan Ganesan, Dorothy DeWitt — Tue, 20 May 2025 00:00:00 +0800

Individuals with autism spectrum disorder (ASD) need personalized instruction in mathematics. Creative arts have the potential to foster cognitive development. Hence, a mobile application based on the creative art, CABAMath, was designed. In this study, the effectiveness of CABAMath in enhancing the mathematical skills among ASDs was evaluated. A one-group pre-test post-test quasi-experimental design was implemented with six ASD students with Level 1 severity (DSM-IV) to examine their mathematical and behavioral situation. The technical usability of CABAMath was also investigated. There were significant improvements in students’ basic mathematical skills for understanding shapes (t (5) = 7.319, p=0.001) and numerical abilities (t (5) = 5.937, p=0.002), but less significant in understanding colors (t (5) = 4.392, p=0.007), size (t (5) = 4.54, p = 0.006), addition (t (5) = 4.54, p=0.006), and subtraction (t (5) = 3.141, p=0.026. This indicates that CABAMath may be effective in enhancing mathematical skills among ASD students. However, the study's limitations are the small sample size and limited practice time. This study may be useful to assist ASD students in learning mathematics and provide teachers, instructors, and parents with an educational tool for this purpose. Future research could expand CABAMath to include additional content and advanced mathematical skills.

CHALLENGES AND OPPORTUNITIES: INTEGRATING AI-CHATBOTS IN ENVIRONMENTAL EDUCATION FROM STUDENTS' AND INSTRUCTORS' PERSPECTIVES

Wang Xiaoyu, Chin Hai Leng, Zamzami Zainuddin, Li Xiang — Tue, 20 May 2025 00:00:00 +0800

Environmental education faces challenges such as low student engagement, teacher-centered instructional models, and a lack of practical, situated learning. These traditional methods often fail to bridge theoretical knowledge with real-world applications, leading to a superficial understanding of environmental issues and diminished student motivation. As environmental sustainability becomes a global priority, innovative educational approaches are needed to promote environmental literacy effectively. This study explores the potential of AI-chatbots to address these challenges by enhancing learning engagement, creating personalized experiences, and fostering critical thinking and problem-solving skills. Data was collected through face-to-face and email interviews with eight environmental studies students from freshman to senior year and five expert teachers in Environmental Science, Educational Technology and Artificial Intelligence. Thematic and content analyses revealed five major challenges in traditional environmental education: lack of environmental knowledge, teacher-centered instruction, insufficient situated learning, low engagement, and limited teacher-student interaction. AI-chatbots have been identified as promising tools for addressing these issues. However, expert teachers recommend using AI as a supplementary tool to traditional methods, emphasizing the need for a balanced approach to avoid over-reliance and misuse.