A Quest for Experts' Consensus on the Geo-Education Module Using Fuzzy Delphi Analysis

Aslamiah, Aslamiah; Nawi, Aliff; Yusof, Mat Rahimi; Fauzee, Mohd Sofian Omar; Awang, Hapini; Khun-Inkeeree, Hareesol; Pozin, Mohd Affendi Ahmad; Habibi, Akhmad

doi:10.13189/ujer.2020.080748

Cited by 9 publications

(7 citation statements)

References 18 publications

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“…The Fuzzy Delphi method is an improved version of the traditional Delphi method for obtaining consensus. As shown in Table 1, FDM is both faster and more effective by reducing the experts' time spent on answering each question and ensuring the completeness and consistency of opinions [26]. Similar to the traditional Delphi method, the first two steps of Fuzzy Delphi method involve the construction of Fuzzy Delphi questionnaire and the selection of a group of experts.…”

Section: Fuzzy Delphi Methodsmentioning

confidence: 99%

Fuzzy Delphi method for A-level mathematics technological pedagogical and content knowledge module

Chua,

Kosnin,

Yeo

2024

IJERE

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This study sought to identify the elements for designing and developing the A-level mathematics technological, pedagogical, and content knowledge (TPACK) teaching module. The aim of the module was to incorporate various pedagogies and technological tools for helping mathematics teachers to trigger, maintain, as well as sustain students’ interest in learning mathematics. This study used the Fuzzy Delphi method to determine the consensus on how A-level mathematics instruction should be designed. A semi-structured interview had first been conducted to develop a questionnaire. Then, a group of 16 experts was consulted together to discuss their ratings and reach a consensus. The group of experts included educational technology and subject matter experts. Data analysis results showed that the experts accepted all these elements through the expert consensus value above 75%, the threshold value (d)≤0.2, and the Fuzzy score (A)≥α-cut value of 0.5. This research provides implication to A-level mathematics teachers to systematically create an environment that is more conducive to learning and that will ultimately lead to an increase level of students’ interest towards learning.

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Section: Fuzzy Delphi Methodsmentioning

confidence: 99%

Fuzzy Delphi method for A-level mathematics technological pedagogical and content knowledge module

Chua,

Kosnin,

Yeo

2024

IJERE

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“…The researcher used the Fuzzy Delphi Method (FDM) in phase 2 (DDR) to obtain the experts' consensus to validate and identify the selection of the constructs and elements in the framework. The Fuzzy Delphi has been improved by Kaufman and Gupta (1988) Kamarudin Ismail et al, 2021;Sanura Jaya et al, 2022;Yaakob et al, 2020).…”

Section: Methodsmentioning

confidence: 99%

Application of Fuzzy Delphi Method (FDM) in Development of the Heutagogical and Technological Practices in Next Generation Learning Spaces (NGLS) Framework

Jaya,

Zaharudin,

Yaakob

et al. 2022

ICCCM JSSH

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The usability of suitable pedagogical strategies and activities in the classroom is a vital key in Malaysian education. Teachers need the transition from the conventional pedagogical approaches to digitalization approaches with student-centred. The teacher should move faster from the pedagogy, andragogy to the heutagogy approach, focusing on technology integration in teaching and learning. The Fuzzy Delphi Method is used in this article to develop heutagogical and technological practises in Next Generation Learning Spaces (FDM). Thirteen experts in curriculum, pedagogical and technology are involved in this research. The threshold value for the accepted elements for pedagogy strategies is 0.133, and the value (d) construct is 0.153 for teaching and learning activities. Hence the value (d) construct for the online tutorial is 0.050 and for online learning, the value (d) construct is 0.177. Therefore, the threshold value described the (d) value is lower than 0.2 (d ≤ 0.2), which shows the acceptable elements indicator in FDM. The overall findings demonstrated the experts' consensus range between 75% to 100%. The α-cut value for acceptable elements also shows ≥ 0.5, a range value between 0.792 and 0.967. The defuzzification process will shift the ranking of the elements in developing the NGLS framework in teachers' pedagogy and technological practices. This research definitely creates a new transition in heutagogical and technological practices for Next Generation Learning Spaces to enhance education in the digital age.

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“…However, in the research context, especially in the Malaysian context, there are only a few researchers focused on sustainable development in their research [29]. According to a report from the Department of Environment, the lack of clear information on implementing sustainable development is one of the reasons why sustainable development stalled [30]. Therefore, based on these issues and concerns, it is recommended that local researchers undertake a study on Geo-Education.…”

Section: Literature Reviewmentioning

confidence: 99%

The sustainability of technology-aided leadership adoption among school leaders: If it could ever be this real forever

Yusof

Awang

Yaakob

et al. 2023

IJERE

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The 21st century has become a challenging moment for all sectors including education. The rapid advancement of technology has brought a huge impact to leadership style among school leaders in Malaysia. Hence, this quantitative identified the level of technology-aided leadership and analyze the behavioral constructs that contribute to technology-aided leadership. A total of 365 questionnaires adapted from the national educational technology standards for administrators (NETS-A) were answered by respondents. statistical packages for social sciences (SPSS) version 26 and Smart PLS 3 were used to analyze the data. Interestingly, the results revealed that the level of technology-aided leadership is high and the six constructs of technology-aided leadership among principals are valid. The constructs are i) Productivity and professional practice; ii) Teaching and learning; iii) Social, legal, and ethics; iv) Leadership and vision; v) management support and operations; and vi) Assessment and evaluation. In general, school leaders should take the opportunity to develop themselves to become high-tech leaders. Meanwhile, the 31 indicators that are verified in this study can be used to evaluate the behavior of technological leadership. Finally, further research is strongly encouraged to enlarge the scope by collecting the data from all Malaysian states to obtain more accurate and generalizable results.

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A Quest for Experts' Consensus on the Geo-Education Module Using Fuzzy Delphi Analysis

Cited by 9 publications

References 18 publications

Fuzzy Delphi method for A-level mathematics technological pedagogical and content knowledge module

Fuzzy Delphi method for A-level mathematics technological pedagogical and content knowledge module

Application of Fuzzy Delphi Method (FDM) in Development of the Heutagogical and Technological Practices in Next Generation Learning Spaces (NGLS) Framework

The sustainability of technology-aided leadership adoption among school leaders: If it could ever be this real forever

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