Jamalludin Harun

The effects of scenario-epistemic game approach on professional skills and knowledge among chemical engineering students

This paper described the gap of the current pedagogy approaches that could not meet the increasing requirement for the 21st century engineers. This was because of inadequate chances for future engineer to develop their professional skills. The purpose of this study was to examine the effect of using scenario-epistemic game among chemical engineering students. This instructional approach stimulated the chemical engineering students towards acquisition of professional skills and knowledge. This study indicated as a new contribution to game-based learning where a framework that centering on professional skills and knowledge development is suggested. The outcome of dealing the scenario-epistemic game was beyond the sense of enjoyment and engagement. Therefore, effective 21st century chemical engineers can be produced.

Integrating authentic learning practice to develop problem solving competency in learning electrolysis

This paper discussed the integration of authentic learning practice to develop problem solving competency (PSC) in learning electrolysis. Global education in this 21st century is crucial to generate the critical and competent problem solver. Then, it becomes a new challenge to provide the authentic learning environment with a comprehensive module to facilitate students to solve non-routine problems that are related to their real lives. PSC in learning chemistry is a partial application of higher order thinking skills (HOTS) to solve the real life problems. In this present study, a module was developed by authors to evaluate the impact of authentic learning practice on the chemistry problem-solving competency among secondary school students. It utilised the quantitative method and involved 46 students studying chemistry at a boarding secondary school in Sarawak. The intervention program consisted of authentic practices in teaching and learning electrolysis by using the newly developed module of authentic chemistry problem solving competency (MAC-PSC). The participants were assigned to solve real life tasks during the intervention to develop their problem-solving competency. Pre and post-tests were administered to determine their performance in solving the open-ended problem regarding electrolysis. The finding revealed a significant difference at α = 0.05 between the participants’ tests mean scores before and after use of the module. It has given a positive effect on the average level gain of understanding in learning electrolysis. Outcomes from this study indicated a significant positive impact on the implementation of the newly developed module in enhancing the HOTS among school students.

The Effect of Scenario-Epistemic Game on Higher Order Thinking Skills among High School Chemistry Students in Malaysia

This paper described the effort to raise students’ higher order thinking skills (HOTs) in chemistry learning by using game-based learning. The study attempted to use scenarioepistemic game (SE game) in socio-collaborative learning environment to improve HOTs among high school chemistry students in Malaysia. The SE game was a knowledge game that centred on professional practices relevant to critical thinking in a real world scenario. Furthermore, the paper provided a brief design of SE game according to its framework which was a combination of SKIVE elements and Ruth Clark’s scenariobased model. Meanwhile, socio-collaborative learning environment was used to engender greater knowledge acquisition and HOTs. There were 23 chemistry students who participated in this study for a period of six-weeks. They were required to play the SE game and solve four learning tasks in socio-collaborative learning environment. The instruments used to identify students’ HOTs achievement were socio-collaborative discussion scripts, pre-test and post-test. The socio-collaborative discussion scripts were used to evaluate respondents’ prompts and responses, which represented their thinking level. They contributed 61.4% of their discussion statements in the lower level of responses (Remember and Understand) and constructed 38.6% of HOTs statements during collaboration process. Furthermore, the findings in pre-test and post-test showed that there was 21.7% improvement in Apply level, 78.3% improvement in Analysis level, 43.5% improvement in Evaluate level and 65.2% in Create level. All in all, this study provided as a new contribution to learning approach in education domain where the SE game in socio-collaborative learning environment had a significant impact on HOTs in chemistry.

The Effect of Mobile Problem-Based Science Dictionary Application DicScience PBL towards Students' Mastery of Scientific Terms and Critical Thinking

The Malaysian Ministry of Education has stated that the main objective of education is to produce students who possess higher order thinking skills (HOTS). For this purpose, students’ engagement in teaching and learning is of great concern. In the initiatives taken to help them towards achieving a better level of thinking, teaching and learning resource is one of the important factors to be considered to effectively get them engaged in active learning. One of the resource alternatives that can be used is to integrate technology into teaching and learning. Mobile technology is one of the latest technologies which has the potential to be leveraged in realizing the intended objective. Thus, this paper discussed the ways, the development of Mobile Problem-Based Science Dictionary (DicScience PBL), was able to help students not only in mastering scientific terms but also helping them to think more critically. By combining constructivism design principle and problem based learning (PBL), the PBL processes and critical thinking elements in the development phase, this application was able to give positive effect to the students’ mastery in scientific terms (M=48.56, p