Literature review

Tajuk
Education Quality Enhancement via
Multimedia Technology

Gagne and Briggs (1979) said

the learning process begins with
information obtained from the
stimulus received
M. Z. Mohd Zin1, Mohd Syahiran Abdul by the senses, perception
Latif1, Azri Bhari1, Rohaya Sulaiman1,
formation process by means of
Azhar Abdul Rahman1, Ahmad
information and is stored as an
Faisal Mahdi2 & Mohd Sapawi Jamain3 experience that can be
1 Centre for Islamic Thought and
applied. Application of media in
Understanding, University Technology
teaching will be to diversify the
Mara, Samarahan, Sarawak, Malaysia
skills of intelligence, which is
2 Faculty of Business Management,
absolutely
Universiti Technology Mara,
necessary to acquire the lesson.
Samarahan, Sarawak, Malaysia
The application of multimedia is
3 Faculty of Science Administration and a means in enhance
Policy Studies, University Technology
understanding and appreciating
Mara, Samarahan, Sarawak,
the Islamic education
Malaysia
subject. While the multimedia
Correspondence: M. Z. Mohd Zin,
courses existence and
Centre For Islamic Thought and
organized, dedicated to Islamic
Understanding, University Technology
education so that educators
Mara,
are familiar with modern
94300 Samarahan, Sarawak, Malaysia. technology. He added,
E-mail: zaiduitm@gmail.com
technology usage in Islamic
education is seen as a
Received: May 18, 2012 Accepted:
stimulant, a
June 18, 2012 Published: August 1,
catalyst and a tool to increase
2012
the effectiveness of teaching
doi:10.5539/ass.v8n10p103 URL:
and learning process. (Abdul
http://dx.doi.org/10.5539/ass.v8n10p103 Ghani Shamsuddin and
Norhashimi Saad, 1997)
VOCATIONAL EDUCATION
READINESS IN MALAYSIA ON THE

Current challenges in vocational

education is enhancing the

USE
OF E-PORTFOLIOS
Ruhizan M.Y, Norazah M. N, Mohd
Bekri R
Department of Educational
Foundations, Faculty of Education,
University Kebangsaan Malaysia,
Bangi, 43600, Selangor, Malaysia.
Faizal A. N. Y and Jamil A. B
Department of Engineering Educations,
Faculty of Technical and Vocational
Education,
Universiti Tun Hussein Onn Malaysia,
Batu Pahat, 86400, Johor, Malaysia
bekri@uthm.edu.my
Vol. 6, No.1| Jun 2014| ISSN 2229-8932
Journal of Technical Education and
Training (JTET) | 57

delivery of teaching and

learning activities based on ICT
(Information Communication
and Telecommunication)
(Rashid
2006; Jantrakool. 2010; Liaw
Yin Huat & Muzafar Mat Yusof,
2011; Neal 2011; Robert 2011;
UNESCO -UNEVOC 2010; Vinh
2010).
Integration of ICT in vocational
education greatly
benefits the teachers and
students such as: (i) a tool to
communicate and disseminate
information
on-line (Jinnah et al. 2011;
Robert 2010), (ii) tools that
support and help to improve
teaching and
learning activities (Ghaznavi et
al. 2011; Leask & Meadows
2000), (iii) to motivate and
interest
students (Neal 2011; Salleh et
al. 2011), (iv) creating a learning
system that provide greater
flexibility (Ahmad Fkrudin
Mohamed Yusoff et al. 2011;
Govindasamy, 2001). ICT
technologies
are becoming increasingly
important in the development of
vocational education in this day
and

offers great potential in

improving the quality of
vocational education (Ministry of
Human
Resources 2008; UNESCO
2008).
Although the integration of ICT
in vocational education provides
many advantages, its
implementation in the teaching
and learning process is not an
easy thing. The main challenges
identified in the integration of
ICT in education in Malaysia is
the lack of time to prepare
teaching materials and lack the
skills to master the technology
(Ahmad Fkrudin Mohamed
Yusoff et al. 2011; Liaw Yin
Huat & Muzafar Mat Yusof,
2011; Saud et al. 2010;
Radiman &
Abdullah 2010; Zurina Yasak et
al., 2009). In line with the
development of ICT, vocational
education system should also
be changed over in accordance
with the changing times.
Change of
mind set among teachers and
students towards the use of ICT
in teaching and learning
activities
needs to be done. Training
institutions should take

advantage of existing facilities,

so that the
programs will be more effective.
In the 10th Malaysia Plan, the
main goal in focus is
mainstreaming and expanding
access,
to quality vocational education
and improving the competence
of graduates in preparation for
entering the job market
(Economic Planning Unit, 2010).
One strategy that has been
planned is
streamlining vocational
education delivery methods.
Various concepts in the delivery
of teaching
and learning that integrate ICT
has been introduced in recent
times such as e-learning,
multimedia aided training and
blended learning. E-portfolio is
an educational product that use
ICT service based on e-learning

CONCEPTIONS OF LEARNING
THROUGH LEARNING STYLES AND
COGNITIVE DIMENSION IN
VOCATIONAL EDUCATION
Mimi Mohaffyza Binti Mohamad and
Yee Mei Heong
Faculty of Technical and Vocational
Education
Universiti Tun Hussein Onn Malaysia
86400 Batu Pahat, Johor
mimi@uthm.edu.my,
mhyee@uthm.edu.my
Tee Tze Kiong
Universiti Pendidikan Sultan Idris
Faculty of Technical and Vocational
Education
Sultan Idris University of Education
35900 Tanjong Malim, Perak, Malaysia
tktee@fptv.upsi.edu.my

Vol. 6, No.1| Jun 2014| ISSN 2229-8932

Journal of Technical Education and
Training (JTET) | 32

Jurnal Pendidikan Malaysia 36(1)(2011):

The quality of teaching is

measured by how effectively the
learning approach the teacher
selected functions to achieve
the learning objectives in a
particular subject. However,
considering teachers usually do
not know which approach will be
the most effective, the
measurement of a teachers
success is left to the students
(Benke and Hermanson, 1988).
The
relationship between the
teaching approach used and
what the students learned can
be seen as
a process where a teachers
beliefs will influence their
teaching strategies, which will in
turn
influence student learning
styles. A students learning style
represents the type of learner
they
become.

Satu cabaran dalam

sistem pendidikan di Malaysia

25-34
Tahap Kesediaan Penggunaan ICT dalam
Pengajaran dan Kesannya
Terhadap Hasil Kerja dan Tingkah Laku
Murid Prasekolah
(Level of Readiness in Using ICT for
Teaching and Its Effect on the Work
and Behaviour of Preschool Pupils)
SHARIFAH NOR PUTEH & KAMARUL
AZMAN ABD SALAM

adalah untuk
menganjak paradigma guru ke
arah perubahan
kaedah pengajaran dan
pembelajaran terkini
menggunakan komputer dan
kemudahan ICT
sebagai pendekatan alternatif.
Para guru perlu
mencari idea pembelajaran dan
bahan bantu
mengajar yang menarik untuk
memotivasikan
minat dan mewujudkan daya
tarikan dalam
proses pembelajaran kurikulum
pendidikan
(Liew 2007; Sharifah Nor 2010).
Potensi ICT sebagai alat yang
boleh membantu
dalam pengajaran dan
pembelajaran menjadi
semakin penting dan meningkat
secara mendadak
dalam sistem pendidikan masa
kini. Pelajar
sekolah kini lebih berminat
menggunakan ICT,
melayari Internet untuk
mengakses maklumat,
serta mempunyai laman web
mereka sendiri
dengan mendaftar dalam
myspace, friendster,
blogspot, facebook dan

Oleh yang demikian

perubahan-perubahan
pedagogi menggunakan ICT
adalah perlu dalam
usaha menghasilkan proses
pengajaran dan
pembelajaran menjadi lebih
menarik lagi berkesan
(Mohd. Arif & Rosnaini
2002; Fauziah Ahmad
2006).

sebagainya. Fenomena
seperti ini sudah menjadi trend
dalam kalangan
pelajar sekolah (Liaw Huang &
Chen 2007).