Azraai Othman

UPM - Universiti Putra Malaysia, Educational Studies, Graduate Student

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Address: Science & Technical Department
Faculty of Educational Studies
Universiti Putra Malaysia,
43400 Serdang,
Selangor, MALAYSIA

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Ipg Kampus Rajang

Institut Pendidikan Guru Kampus Dato' Razali Ismail

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Papers by Azraai Othman

APLIKASI KEMAHIRAN PROSES SAINS DALAM PEMBELAJARAN BERASASKAN MASALAH UNTUK MATAPELAJARAN BIOLOGI

by FAZILAH RAZALI and Azraai Othman

The study was conducted to investigate the effect of the application of science process skills in... more The study was conducted to investigate the effect of the application of science process skills in the Problem-Based Learning approach (PBL) towards achievement in Biology as compared with the Conventional Teaching (CT). Sixty (60) four of science stream students from a school in the district of Sepang, Selangor were the subjects in this study. The data from the pre-test and post-test from the PBL and CT group were compared. The findings showed that student achievement scores from the PBL approach group (M = 2.496, SD = 0.388) were higher when compared with the overall performance of students from the CT approach group (M = 2,462, SD = 0379). The t-test analysis indicated that that the mean score of students from the PBL approach is significantly higher than students using the CT approach (t(58) = 2,522, p= .014 <.05). The PBL approach can increase student achievement in biology and can be considered to be an effective teaching strategy. The implication of this study is that the PBL approach can be looked upon as an alternative for teachers to enhance their classroom teaching strategies. PENGENALAN Kurikulum Sains di Malaysia menekankan pemerolehan pengetahuan, penguasaan kemahiran saintifik dan kemahiran berfikir. Penekanan aspek-aspek ini digariskan secara eksplisit dalam dokumen kurikulum (Kementerian Pelajaran Malaysia, 2007). Kemahiran saintifik merupakan pembelajaran melibatkan proses menyiasat alam sekitar melalui kaedah inkuiri dan penyelesaian masalah. Kaedah ini memberi tumpuan kepada penguasaan kemahiran proses sains dan kemahiran manipulatif di samping penguasaan terhadap pengetahuan.Kemahiran proses sains ialah kemahiran intelek yang digunakan untuk merancang dan menjalankan penyiasatan sains. Kemahiran proses sains adalah berfaedah kepada pelajar untuk di aplikasikan dalam kehidupan harian. Teknik pembelajaran yang berkesan wujud apabila pelajar memperoleh kemahiran-kemahiran yang tertentu serta mampu menggabungkannya dengan pengetahuan dan sikap. Inti pati dalam pembelajaran dikatakan tercapai apabila terjadi perubahan-perubahan pada aspek kognitif, afektif, dan psikomotor. Terdapat pelbagai pendekatan pengajaran dalam pendidikan sains seperti inkuiri-penemuan, masteri dan konstruktivis yang dicadangkan oleh Kementerian Pelajaran Malaysia. Namun, pendekatan yang lebih terbuka seperti pembelajaran berasaskan masalah (PBM) juga perlu diterapkan dalam pendidikan sains. PBM bukanlah satu pendekatan yang baru kerana ia telah bermula pada 1960yang dipopularkan oleh Howard Barrow dari McMaster University, Kanada. Barrow telah mengambil inisiatif untuk menggabungkan pengetahuan sains dengan kemahiran proses sains dengan memperkenalkan pendekatan PBM. Pendekatan ini telah mula diperkenalkan dalam bidang perubatan. PBM menjadi popular apabila hasil penyelidikan Barroes memberikan kesan yang positif kepada pelajar-pelajar perubatan di McMaster University Medical School.

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Authentic Mobile Application for Enhancing the Value of Mobile Learning in Organic Chemistry

This article discusses the application of a prototype educational mobile application, known as th... more This article discusses the application of a prototype educational mobile application, known as the Organic Chemistry Reaction Application (OCRA), which has been designed to run on any mobile device with touch screen commands. OCRA allows its users to create their own organic molecules using hydrogen, carbon, oxygen, and halogen atoms. Users can use the touch screen feature to demonstrate the organic reaction mechanism explicitly through an electron moving technique, which is used to conceptually visualize the mechanistic steps in organic reaction mechanisms. This enables the users to understand the macroscopic and microscopic concepts of organic reaction mechanisms. OCRA provides a game-like setting with the objective of acquiring correct answers through achieving specific goals. It uses a touch screen feature to demonstrate the organic reaction mechanism explicitly, while the electron moving technique is employed to conceptually visualize the mechanistic steps in the organic reaction mechanism. OCRA is as an alternative tool to aid learning and understanding organic reaction mechanisms. As a user controlled tool, the OCRA provides convenience and flexibility as well as being capable of enhancing a user's confidence in learning organic reaction mechanism. Hence, OCRA is a practical example of an application that has been innovatively designed to enhance the value of learning in the mobile education context.

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ANALISIS KEPERLUAN PENGGUNAAN KERANGKA TIGA ARAS PEMBELAJARAN KIMIA DALAM PENGAJARAN MODEL ATOM BOHR

by Azraai Othman and Dani Asmadi Ibrahim

JURNAL KURIKULUM & PENGAJARAN ASIA PASIFIK , 2016

This paper discusses a needs analysis conducted to consider the use of the three learning levels ... more This paper discusses a needs analysis conducted to consider the use of the three learning levels of chemistry (macroscopic, submicroscopic and symbolic) for teaching the topic Bohr's Atomic Model (BAM). This study consists of two parts; (1) to identify the comparative and normative needs of students on the topic, (2) to characterize the teaching and learning of BAM according to three learning levels of chemistry based on analysis of relevant course documents. The second part will determine whether the current instruction can be improved by using the three learning levels of chemistry. This study involved 59 students from a one-year matriculation program at a matriculation college. Normative need was determined using the Achievement Test in BAM. It was found that the level of students' achievement is moderate and low. Therefore, there is a need to improve the students' achievement to a higher level. Document analysis showed that teaching and learning in tutorial classes do not show characteristics of the three learning levels of chemistry and emphasis was mainly on the symbolic and submicroscopic levels. This makes the topic Bohr's Atomic Model difficult to understand and encourages rote learning. In summary, steps to improve the teaching and learning of this topic are proposed. PENDAHULUAN Artikel ini membincangkan analisis keperluan yang dijalankan sebagai langkah permulaan bagi mempertimbangkan penggunaan tiga aras pembelajaran kimia (makroskopik, submikroskopik dan simbolik) dalam pengajaran Model Atom Bohr (MAB). Amalan pengajaran di kelas tutoran didapati bertumpu pada penggunaan soalan latihan dan soalan berbentuk pengiraan. Penggunaan pendekatan sebegini kerap dikaitkan dengan pembelajaran hafalan (Saul, 2003), penekanan pembelajaran algoritma (Tsaparlis & Papaphotis, 2008), serta punca ketekalan miskonsepsi dalam kimia (Gabel, 2000). Malah pengajaran sedemikian cenderung membawa kepada amalan yang dipanggil Kohn (2000) sebagai " teaching to the test " (pengajaran untuk ujian). Semua ini boleh memberi kesan negatif terhadap " matlamat penguasaan konsep-konsep asas kimia " yang disasarkan kursus kimia matrikulasi (Kementerian Pelajaran Malaysia, 2011). Sebagai alternatif dicadangkan pengajaran berasaskan tiga aras pembelajaran kimia atau kerangka makroskopik, submikroskopik dan simbolik kimia. Menurut Johnstone (2006) kerangka ini penting dalam bidang pendidikan kimia lantaran digunakan untuk menjelaskan kesukaran mempelajari kimia dan bersama model pemprosesan maklumat mampu menghuraikan punca dan cara mengelakkan miskonsepsi dalam kimia. Kerangka ini bukanlah sesuatu yang baru dalam bidang pendidikan kimia kerana ia telah diperkenalkan Johnstone sejak 1991 lagi; malangnya di Malaysia ia tidak diketahui guru-guru kimia apatah lagi digunakan dalam pengajaran dan pembelajaran.

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Tahap kefahaman asas kimia organik dalam kalangan pelajar kolej matrikulasi aliran teknikal

by Azraai Othman and Othman Talib

Kajian ini dijalankan bertujuan untuk melihat tahap kefahaman pelajar dalam asas kimia organik di... more Kajian ini dijalankan bertujuan untuk melihat tahap kefahaman pelajar dalam asas kimia organik di peringkat matrikulasi berdasarkan jantina, jurusan dan juga kumpulan pelajar (cemerlang, sederhana dan lemah). Kajian tinjauan dijalankan secara rawak keatas 75 orang pelajar program matrikulasi aliran teknikal di sebuah kolej matrikulasi. Instrumen yang digunakan adalah Ujian Pencapaian Kimia Organik yang terdiri daripada set soalan-soalan tutorial dan peperiksaan tahun lepas yang telah diubahsuai untuk menilai tahap kefahaman pelajar dalam kimia organik. Daripada analisis ke atas dapatan kajian, didapati tahap kefahaman asas kimia organik pelajar adalah di tahap sederhana. Di samping itu juga, tidak terdapat perbezaan yang signifikan di antara jantina dan jurusan pelajar dengan tahap kefahaman mereka, dan terdapat hubungan negatif yang sangat lemah antara kumpulan pelajar dengan tahap kefahaman pelajar dalam asas kimia organik. Sebagai rumusan, perlu dibuat penambahbaikan daripada segi kaedah pengajaran guru dan pembelajaran pelajar supaya pengajaran dan pembelajaran kimia organik akan menjadi lebih bermakna.

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PANDANGAN PELAJAR DAN GURU TERHADAP TAHAP KESUKARAN TAJUK-TAJUK KIMIA

by Dani Asmadi Ibrahim, Azraai Othman, and Othman Talib

PANDANGAN PELAJAR DAN GURU TERHADAP TAHAP KESUKARAN TAJUK-TAJUK KIMIA , 2015

This research paper discusses a survey to compare the students and chemistry teachers point of vi... more This research paper discusses a survey to compare the students and chemistry teachers point of views on the level of difficulty in semester one chemistry topics in one-year matriculation program. The study involved 30 teachers and 159 students in a single matriculation college. The group of students consists of different levels in chemistry achievement and also different in three academic sessions. Difficulties of Chemistry Topics Questionnaires are used to assess the view on the difficulty level of chemistry topics. Data from the Difficulties of Chemistry Topics Questionnaire are ordinal type and been analyzed using Friedman test to compare the difficulty level of chemistry topics in semester one. Comparison on difficulty level of the topic indicates that, there is a difference between the views of teachers and students regarding which the most difficult topic. Chemistry teacher believes that the most two difficult topic is the ionic equilbria (chapter 7) and atomic structure (chapter 2), and for students, the most two difficult topic are the ionic equilbria (chapter 7) and chemical equilbrium (chapter 6). Based on the student comments in the survey, it was found that the most frequent difficulties mentioned are misunderstanding in study of chemistry concepts. Besides that, it also found that, sequence of difficulty level of the topic is same as the sequence of topics to be studied during the first semester. Students believed that the first topic to be learned is the most simple and the last topic is the most difficult to learn. For conclusion, some recommendations have been proposed to improve the teaching and learning of the chemistry in semester one.

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ANALISIS DOKUMEN SILIBUS KIMIA ORGANIK MATRIKULASI BERDASARKAN TAKSONOMI BLOOM

by Dani Asmadi Ibrahim and Azraai Othman

Jurnal Kurikulum & Pengajaran Asia Pasifik (JuKu) , 2015

Kertas kajian ini melaporkan suatu kajian kualitatif berasaskan analisa dokumen untuk mencirikan ... more Kertas kajian ini melaporkan suatu kajian kualitatif berasaskan analisa dokumen untuk mencirikan pengajaran dan pembelajaran Kimia Organik Matrikulasi, Kementerian Pendidikan Malaysia berdasarkan Taksonomi Bloom yang disemak semula. Analisis dokumen dijalankan keatas tiga elemen iaitu huraian sukatan pelajaran, soalan-soalan latihan tutoran dan soalan-soalan peperiksaan akhir. Daripada analisa dokumen berdasarkan Taksonomi Bloom, didapati ketiga-tiga elemen tersebut tertumpu pada aras kognitif rendah. Kajian ini juga mengenalpasti terdapat jurang di antara tiga objektif kursus; membolehkan pelajar menguasai konsep-konsep asas kimia; membina kemahiran sains dan menyelesaikan masalah; membolehkan pelajar menggunakan pengetahuan dan kemahiran dalam situasi baru dan kehidupan harian, dengan apa yang diperlihatkan oleh dokumen-dokumen yang dianalisa. Kertas kajian ini turut mencadangkan penjelasan bahawa jurang ini disebabkan pandangan tradisi pendidikan kimia yang gagal melihat pendidikan kimia dalam kerangka yang lebih menyeluruh dan langkah-langkah untuk memperbaiki pengajaran dan pembelajaran bagi tajuk yang dikaji.

Kata kunci: Taksonomi Bloom, Kimia Organik, analisa dokumen, pengajaran dan pembelajaran, aras kognitif, objektif kursus.

This paper reports a qualitative study based on document analysis to characterize the teaching and learning of Matriculation Organic Chemistry, Ministry of Education based on revised Bloom's Taxonomy. Document analysis was conducted on three elements: a description of the syllabus, questions of tutorials exercise and final examination questions. From the analysis of documents based on Bloom's Taxonomy, it is found that the three elements are concentrated at low cognitive level. This study also identified a significant gap between the three objectives of the course; enable students to master the basic concepts of chemistry; develop science and problem-solving skills; allows students to use their knowledge and skills in new situations and daily life, with what is shown by the documents analyzed. This paper also proposes an explanation that this gap is due to the traditional view of education that fails to see the chemistry education as a whole framework and steps to improve the teaching and learning of the topics studied.

Keywords: Bloom's Taxonomy, Organic Chemistry, document analysis, teaching andlearning, cognitive level, course objectives.

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APLIKASI KEMAHIRAN PROSES SAINS DALAM PEMBELAJARAN BERASASKAN MASALAH UNTUK MATAPELAJARAN BIOLOGI

by FAZILAH RAZALI and Azraai Othman

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Authentic Mobile Application for Enhancing the Value of Mobile Learning in Organic Chemistry

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ANALISIS KEPERLUAN PENGGUNAAN KERANGKA TIGA ARAS PEMBELAJARAN KIMIA DALAM PENGAJARAN MODEL ATOM BOHR

by Azraai Othman and Dani Asmadi Ibrahim

JURNAL KURIKULUM & PENGAJARAN ASIA PASIFIK , 2016

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Tahap kefahaman asas kimia organik dalam kalangan pelajar kolej matrikulasi aliran teknikal

by Azraai Othman and Othman Talib