Jurnal Pemikir Pendidikan

Hubungan kecerdasan emosi terhadap kawalan kendiri pelajar sekolah menengah zon pantai timur Sabah

Azahar Che Latiff — 2026-01-17

Kajian ini bertujuan meneroka hubungan antara kecerdasan emosi dengan tahap kawalan kendiri dalam kalangan pelajar sekolah menengah di kawasan luar bandar Sabah. Dalam kajian ini, kecerdasan emosi diukur melalui Goleman Emotional Scale (GES), manakala kawalan kendiri diukur melalui Self-Control Scale (SCS). Seramai 381 orang pelajar telah dipilih melalui kaedah persampelan rawak mudah sebagai responden berdasarkan rekod sekolah masing-masing. Data dianalisis menggunakan Statistical Package for the Social Sciences (SPSS) untuk mendapatkan keputusan korelasi. Hasil analisis menunjukkan terdapat hubungan signifikan antara pelbagai dimensi kecerdasan emosi iaitu kecekapan peribadi, kecekapan sosial, kesedaran kendiri, regulasi kendiri, motivasi kendiri, empati dan kemahiran sosial dengan tahap kawalan kendiri pelajar. Dapatan ini memberikan gambaran bahawa kecerdasan emosi memainkan peranan penting dalam menyokong proses pengajaran dan pembelajaran yang efektif, serta membantu membentuk pelajar yang lebih seimbang dari segi perkembangan jasmani, emosi, rohani dan intelek (JERI) selaras dengan aspirasi Falsafah Pendidikan Negara.

(This study aims to examine the relationship between emotional intelligence and self-control among secondary school students in rural areas of Sabah. Emotional intelligence was measured using the Goleman Emotional Scale (GES), while self-control was assessed using the Self-Control Scale (SCS). A total of 381 students were selected through simple random sampling based on school records. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) to obtain correlational findings. The analysis revealed significant positive relationships between all dimensions of emotional intelligence; personal competence (self-awareness, self-regulation, and self-motivation) and social competence (empathy and social skills) and students’ level of self-control. These findings suggest that emotional intelligence plays a pivotal role in supporting effective teaching and learning, as well as nurturing students’ holistic development in terms of their physical, emotional, spiritual and intellectual domains. The results further highlight the importance of cultivating emotional competencies in school settings to promote well-balanced student development in line with the aspirations of the Malaysian National Education Philosophy.)

Using collaborative learning approach to reduce speaking anxiety among ESL learners

Daryleen Raymond — 2026-01-17

Speaking anxiety remains a widespread problem among language learners, especially for English as a Second Language (ESL) learners. The majority of students suffers from problems like lack of confidence, fear of making mistakes, and fear of being judged. This study aimed to investigate how collaborative learning reduces ESL learners' speaking anxiety. Specifically, it examined the language anxiety levels of learners before and after the implementation of collaborative learning and their perceptions of its effectiveness. The study adopted a quantitative research design with inferential and descriptive analysis. A total of 33 students from rural secondary school in Sabah participated in the study. Data were collected through pretest and posttest using the Foreign Language Classroom Anxiety Scale (FLCAS) to measure the anxiety level of the learners. In addition, an English Language Classroom Anxiety Scale (ELCAS) questionnaire was also distributed online to get feedback from the students on their collaborative learning experience. The findings portrayed that there was a significant decrease in learners’ level of anxiety after the collaborative learning intervention as majority of the mean scores reported that learners demonstrate a strong positive attitude towards the approach and perceived it as very effective in reducing their speaking anxiety. The outcomes are expected to have pedagogical significance for English foreign language instructors, particularly in the design of classroom activities so as to promote learners' communicative confidence and enhance classroom interaction and students’ language anxiety.

Model cybergogi-talaqqi: Integrasi teknologi digital dan adab dalam pembelajaran pengajian Islam di institusi pendidikan tinggi

Khairul Hamimah Mohammad Jodi — 2026-01-29

Era Revolusi Industri 4.0 telah mentransformasi landskap pendidikan global, memerlukan integrasi teknologi digital dalam sistem pembelajaran. Dalam konteks pendidikan Islam, keperluan untuk mengadaptasi teknologi moden sambil memelihara nilai-nilai tradisional Islam menjadi isu kritikal yang memerlukan penyelesaian holistik. Cybergogi, sebagai pendekatan pembelajaran yang memanfaatkan teknologi cyber dan persekitaran dalam talian, menawarkan fleksibiliti, akses global kepada maklumat, dan interaktiviti digital yang tinggi. Pendekatan ini telah menjadi norma baharu dalam pendidikan, terutama selepas pandemik COVID-19. Walau bagaimanapun, cybergogi sering menghadapi cabaran dalam memelihara adab dan nilai-nilai murni dalam pembelajaran, khususnya dalam konteks pendidikan Islam. Talaqqi, sebagai tradisi pembelajaran Islam yang telah dipraktikkan sejak zaman Rasulullah SAW, menekankan interaksi bersemuka antara guru dan pelajar dengan penekanan kuat kepada adab, kesungguhan dalam menuntut ilmu, dan pemeliharaan nilai-nilai spiritual. Kaedah ini didapati berkesan dalam menjamin keaslian ilmu dan pembentukan akhlak pelajar, namun terhad dari segi jangkauan dan fleksibiliti teknologi moden. Justeru, kertas konseptual ini bertujuan untuk membangunkan kerangka Cybergogi-Talaqqi yang mengintegrasikan kelebihan kedua-dua pendekatan melalui gabungan Teori Connectivism oleh George Siemens (2004) dengan pandangan al-Ghazali mengenai adab pelajar dalam kitab Ihya Ulum al-Din. Kerangka ini menjelaskan bagaimana elemen-elemen teras cybergogi dapat diselaraskan dengan prinsip-prinsip talaqqi untuk membentuk model pembelajaran Islam yang komprehensif. Implikasi kerangka konseptual ini menyediakan panduan praktis kepada institusi pendidikan Islam untuk mereka bentuk sistem pembelajaran yang menyeimbangkan kemajuan teknologi dengan pemeliharaan tradisi keilmuan Islam. Model ini berpotensi menjadi asas teoritikal untuk pembangunan pedagogi Islam digital dan membuka ruang untuk penyelidikan lanjutan dalam bidang ini. Kesimpulannya, kerangka Cybergogi-Talaqqi menawarkan cadangan inovatif untuk cabaran pembelajaran Islam di abad ke-21, dengan hala tuju untuk menjadi rujukan dalam transformasi pendidikan Islam yang berkesan dan autentik. Kertas kerja ini diharapkan dapat menyumbang kepada wacana akademik mengenai evolusi pendidikan Islam di era digital.

(The era of the Industrial Revolution 4.0 has transformed the global education landscape, necessitating the integration of digital technology into learning systems. In the context of Islamic education, the need to adapt to modern technology while preserving traditional Islamic values has become a critical issue requiring holistic solutions. Cybergogy, as a learning approach that leverages cyber technology and online environments, offers flexibility, global access to information, and high digital interactivity. This approach has become the new norm in education, especially following the COVID-19 pandemic. However, cybergogy often faces challenges in preserving adab (proper conduct) and noble values in learning, particularly within Islamic education. Talaqqi, an Islamic learning tradition practised since the time of the Prophet Muhammad (peace be upon him), emphasises face-to-face interaction between teacher and student, with a strong focus on adab, dedication in seeking knowledge, and the preservation of spiritual values. This method has proven effective in ensuring the authenticity of knowledge and the formation of students' moral character, yet it is limited in reach and the flexibility offered by modern technology. Therefore, this conceptual paper aims to develop a Cybergogy-Talaqqi framework that integrates the advantages of both approaches by combining Connectivism Theory by George Siemens (2004) with al-Ghazali's views on student adab in his work Ihya Ulum al-Din. This framework explains how the core elements of cybergogy can be aligned with the principles of talaqqi to form a comprehensive Islamic learning model. The implications of this conceptual framework provide practical guidance for Islamic educational institutions to design learning systems that balance technological advancement with the preservation of Islamic scholarly traditions. This model has the potential to serve as a theoretical foundation for the development of digital Islamic pedagogy and opens avenues for further research in this field. In conclusion, the Cybergogy-Talaqqi framework offers an innovative solution to the challenges of Islamic learning in the 21st century, aiming to become a reference for the effective and authentic transformation of Islamic education. This paper is expected to contribute to academic discourse on the evolution of Islamic education in the digital era.)