Journal of Issue In Education

PEMBINAAN KEMAHIRAN PENDIDIKAN ABAD KE 21 DALAM KALANGAN GURU: ANALISIS SISTEMATIK KAJIAN LITERATUR

Ramlan Alwi Mahmud — 2025-06-17

21st Century Education (PAK21) has become a focal point in contemporary education. Students must master reflection, problem-solving, innovative and creative thinking, and applying information and communication technology in learning. Consequently, teachers must adopt various pedagogical approaches, utilize appropriate information and communication technology, and master PAK21 skills. Building PAK21 competencies among teachers is crucial and can serve as a guide to assess the extent of their skills, competencies, and use of information and communication technology in pedagogy, ensuring the effectiveness of PAK21 implementation. Thus, instruments such as TPACK-21 are seen as suitable as a guide for measuring teachers' skills and competencies in PAK21. This study employs the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure, encompassing search strategies, selection criteria, selection processes, data collection, and data analysis for scholarly works and articles obtained. A total of 10 articles were identified based on the criteria set, specifically focusing on recent publications starting from 2017. The elements in TPACK-21 include pedagogy, technology, content, the interaction between pedagogy and content, the interaction between technology and pedagogy, the interaction between technology and content, and the interaction among pedagogy, technology, and content, all of which are examined in greater depth. Further empirical research is needed to evaluate the effectiveness of the elements within TPACK-21 in contributing to the success of PAK21 implementation.

SUSTAINABLE ENVIRONMENTAL EDUCATION: ISSUES IN THE IMPLEMENTATION FOR A SUSTAINABLE FUTURE

Dorothy DeWitt — 2025-06-17

Climate change is a global issue. As such, action is required for sustainable solutions to alleviate social and economic issues related. Environmental education (EE) equips learners with the knowledge, skills, and attitude to take action to resolve environmental issues and problems. Although EE has been integrated into the school curricula, the effects do not seem to be sustainable as students do not seem to take positive action. This could be attributed to several issues in the implementation of EE, such as a lack of environmental knowledge among students, reluctance for positive behavior changes, perception of EE as an individualistic action, lack of teachers’ interdisciplinary knowledge for SEE, unclear outcomes for SEE in the curriculum, the lack teacher training in SEE, lack of knowledge of pedagogies for EE among teachers, logistic barriers in implementation and teachers’ attitudes towards EE. These issues should be addressed to develop the next generation of global citizens who can shape a more sustainable future for the planet.

CHARACTERISTICS OF BULLIES AND TYPES OF BULLYING AMONG PRESCHOOL CHILDREN

Nur Afini Norazam — 2025-06-17

Bullying is a significant issue that may affect all ranges of human beings, regardless of age or ethnicity. Numerous studies on bullying in primary and secondary schools have been conducted, but few studies focus on bullying in early childhood. This study aims to examine the characteristics of bullies among 6-year-old children in preschool and to identify the types of bullying that usually occur in preschool settings. This research implemented Explanatory Sequential Mixed Methods, which involves two data collection phases, quantitative and qualitative methods, to collect, analyze, and interpret data. The data collection methods used in this study are sociometric ratings, observations, and semi-structured interviews. This study involved 24 children in a 6-year-old classroom for the sociometric rating and observation. Then, this study also involved four children selected from the sociometric rating and observation for the interview session, which also involved two teachers from the 6-year-old classroom. The instruments used in this study are a sociometric rating scale, observation checklist, and interview protocol. This research describes the characteristics of bullies and the types of bullying that mostly occur in preschool. The findings of this study are consistent with the results and writings of previous research.

SELF-EFFICACY AND PERCEPTIONS OF STEM CAREER AMONG B40 PRE-UNIVERSITY GRADUATES

Rose Amnah Abd. Rauf — 2025-06-17

The declining trend in the number of students pursuing STEM majors in Malaysian higher education institutions poses a significant challenge to the country's Education Development Plan and the economy. The reduced participation in the STEM fields could hamper the national aspiration of improving the socioeconomic status of B40 households. This research, guided by the Social Cognitive Career Theory (SCCT), aims to investigate the perceptions of B40 pre-university graduates towards self-efficacy and STEM careers in university. Moreover, it aims to explore the relationship between these factors and the choice of STEM majors in the university. The study involved 377 randomly sampled B40 pre-university graduates who are currently pursuing STEM majors in public universities in Malaysia. Data was collected through an online questionnaire and analyzed using descriptive and multiple regression analysis. The findings indicate that students perceive self-efficacy and perception of STEM careers as critical factors in choosing STEM fields at the university level. Additionally, the study found a positive correlation between self-efficacy and perceptions of STEM careers, which aligns with the SCCT model. The research demonstrates the applicability of the SCCT model in identifying factors influencing students' decision-making regarding STEM fields.

EVALUATING MALAYSIA'S PHYSICAL EDUCATION PROGRAM IN LIGHT OF UNESCO'S QUALITY PHYSICAL EDUCATION GUIDELINES

Rozita Abdul Latif — 2025-06-17

Physical education (PE) plays a pivotal role in fostering students’ holistic development, and promoting physical health, along with social, emotional, and cognitive growth. As societies worldwide recognize the importance of physical activity in combating sedentary lifestyles and related health issues, the quality of physical education programs has come under increasing scrutiny. In this context, UNESCO's Quality Physical Education (QPE) guidelines have emerged as a critical framework, setting international standards for effective and inclusive physical education. This paper evaluates Malaysia's physical education program, specifically assessing its alignment with UNESCO's Quality Physical Education (QPE) guidelines. The analysis identifies the strengths and areas for improvement within Malaysia's physical education system in line with UNESCO’s QPE guidelines by drawing upon various sources, including literature, policy documents, and empirical data. The evaluation, employing a qualitative approach, sheds light on the importance of these factors in achieving international standards for quality physical education. The findings highlight the importance of adequate funding, infrastructure development, teacher training, stakeholder collaboration, and monitoring mechanisms in achieving international standards for quality physical education. The outcomes of this evaluation offer valuable recommendations for policymakers, educators, and stakeholders to enhance the quality and effectiveness of physical education in Malaysia, ensuring the promotion of active lifestyles, holistic development, and equitable access to physical education opportunities for all students.