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Ismail, Affero
- Enhancing Professional Knowledge and Self-Concept Through Self and Peer Assessment Using Rubric: A Case Study for Pre-Services TVET Teachers
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Authors
Affiliations
1 Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, 86400 Batu Pahat, Johor, MY
2 Faculty of Teacher and Training Education, Universitas Sultan Ageng Tirtayasa, 42124 Kota Serang, Banten, ID
1 Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, 86400 Batu Pahat, Johor, MY
2 Faculty of Teacher and Training Education, Universitas Sultan Ageng Tirtayasa, 42124 Kota Serang, Banten, ID
Source
Journal of Engineering Education Transformations, Vol 35, No 1 (2021), Pagination: 110-115Abstract
Teacher education is aimed at developing reliable and skilled teachers, especially in this rapidly evolving educational environment. The transfer of technology to a boundless environment influences much of the teaching pedagogy in today's education system. While we observe it, the teachers are the ones that create the image of our community. It is therefore necessary for the education system of teachers to prioritize the expertise of teachers in a range of fields, such as content, skills, pedagogy, and technology. This study manipulates the rubric assessment as the intervention of educating the teachers to enhance their professional knowledge and self-concept through self and peer assessment. An experimental using single group with pre-test and post-test has been carried out. Self-concept was assessed by pre-test and post-test using a questionnaire, while professional skills were evaluated on a continuous basis through selfevaluation and peer assessment using the teaching simulation rubric. This is noticed that the student's self-concept was not significantly improved by the application of the strategy. Nonetheless, the results showed a trend of increasing on students' scores with or fluctuating levels, which could be related to individual performance of professional skills. The implication is that the use of rubric with self and peer assessment practice could expedite students' professional skills development as a teacher.Keywords
Professional Knowledge, Self-Concept, Self and Peer Assessment, Pre-Services, TVET.Full Text
References
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- A. Ismail, R. Hassan, A. A. Bakar, H. Hussin, M. A. M. Hanafiah, and & L. H. Asary, ‘The Development of TVET Educator Competencies for Quality Educator’, Journal of Technical Education and Training, vol. 10, no. 2, Art. no. 2, Dec. 2018, doi : https: //10.30880/jt et 2018.10.02.004.
- Validation of Multimedia Elements Based on Art Context Toward Technical and Vocational Education in the 21st-Century
Abstract Views :54 |
PDF Views:1
Authors
Siti Soleha Razali
1,
Affero Ismail
1,
Muhammad Fazrulhelmi Ahmad
1,
Wan Azrul Shafuan Wan Hassan
1,
Shuhaizal Hashim
1,
Nur sa'adah md salleh
1
Affiliations
1 Faculty of Technical and Vocational Education Universiti Tun Hussein Onn, MY
1 Faculty of Technical and Vocational Education Universiti Tun Hussein Onn, MY
Source
Journal of Engineering Education Transformations, Vol 37, No 1 (2023), Pagination: 171-180Abstract
This research investigates the validity of art-based multimedia components in teaching and learning (T&L) in Technical and Vocational Education Training (TVET) in 21st-century education. Therefore, this research identifies issues that must be resolved, particularly regarding T&L learning in the 21st century. The researcher discovered no learning standards based on the multimedia elements based on art context in this study. Consequently, educators need to be more innovative in implementing T&L for students. This study was conducted at Universiti Tun Hussein Onn Malaysia (UTHM) and the University of Technology MARA (UiTM). For data analysis in this research, the Fuzzy Delphi Technique was used. This research included (5) experts in the interview study and (9) experts with at least ten years of expertise in instrument validation using the Fuzzy Delphi methThe the Fuzzy Delphi appr determined each, the average value of Threshold 'd' and a consensus percentage of at least 75% in expert group validated. The approval of specialists is required in four areas: execution, idea, presentation, and environment. Developing multimedia aspects based on the context of art in T&L for TVET must be broadened to produce T&L guidelines for future educators, particularly in 21st-century education.Keywords
Multimedia Element, Art context, Teaching and learning, Technical and vocational education, and training, 21st-century education.
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