Leading Learning among the Indigenous Orang Asli Students: Setting the Scene

Rabahi, Misnaton; Yusof, Hamidah; Awang, Marinah

doi:10.6007/ijarbss/v6-i12/2480

Cited by 8 publications

(9 citation statements)

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“…At the same time, such problems are commonly associated with several other factors, for example inconducive school environment including teaching and learning issues and also lack of motivation on the importance of education from the surrounding community (Lambin et al, 2018). This is parallel with the study by Rabahi, Yusof and Awang (2016) who found that the reasons for Orang Asli children to drop out from school are lack of interest in schooling, negative attitudes toward formal learning, having to live in poverty, lack of support from schools, lack of awareness amongst parents, inconducive school environment and sociocultural climate. Hence, we can argue that some members of the Orang Asli community do not have a positive feeling regarding education.…”

Section: Orang Asli Education Issues In Malaysiamentioning

confidence: 89%

“…One of the Orang Asli participants in that study shared that she enjoyed schooling because she had made many friends. In school, Orang Asli youngsters can carry out a variety of activities together, for example singing songs, playing musical instruments, drawing shapes, and writing the alphabets or Jawi scripts (Rabahi, Yusof & Awang, 2016). Another participant recounted how her mother started to realize that formal schooling and formal education can transform an individual's future.…”

Section: Orang Asli Education Issues In Malaysiamentioning

confidence: 99%

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The Lived Experiences and Non-formal Education of Malaysian ‘Orang Asli’ (Native People) Youngsters

Adnan¹,

Shah²,

Tahir³

et al. 2021

IJARBSS

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Even though we have effectively completed a fifth of this new century, non-formal education through community-based learning and other traditional avenues of learning persist as powerful forces in the growth of the human lifespan, particularly for native peoples who have thousands of years of local knowledge. Focusing on Malaysia's Orang Asli (native peoples), this study was conducted to map the field until a more detailed research project is undertaken for the next two years at the Royal Belum State Park in Perak State, Malaysia. Six Orang Asli adolescents (three females and three males) from two local higher learning institutions in Perak were interviewed individually and through focus group sessions regarding their engagement with non-formal education within their own communities, from when they were much younger up to this present time. This study focuses on three non-formal educational permutations as operationalised by our guiding (research) questions. First, as tales of the world around the participants that were shared in their communities by their elders and transmitted from one generation to the next one. Second, as an understanding of first-hand aboriginal knowledge that is unique to their own cultures and still practised by some members

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Section: Orang Asli Education Issues In Malaysiamentioning

confidence: 89%

Section: Orang Asli Education Issues In Malaysiamentioning

confidence: 99%

The Lived Experiences and Non-formal Education of Malaysian ‘Orang Asli’ (Native People) Youngsters

Adnan¹,

Shah²,

Tahir³

et al. 2021

IJARBSS

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show abstract

“…As Rabahi, Yusof and Awang (2016) observe, language also plays an important role as the missing link to forge connections and understanding between Orang Asli children and the outsider teachers or volunteer educators. As Hashim and Abdul Majeed (2013) note, there are many Orang Asli tribes and each of the tribes has their unique language and belief systems, for example the Orang Asli tribesmen such as the Semelai, Mah Meri, Jahai and Batek.…”

Section: The Pressure On Orang Asli Youngsters In Malaysian Schoolsmentioning

confidence: 99%

Educating the ‘Orang Asli’ (Native People) of Malaysia in the Eyes of Orang Asli Teachers

Adnan¹,

Salim²,

Tahir³

et al. 2021

IJARBSS

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Tales of indigenous peoples being disenfranchised from modern life and marginalised from formal education to the world of work within various social spheres are nothing new. Even in more developed nations, it is problematic for some indigenous peoples to adapt to the lifestyles of the majority population, what more in developing countries where social justice is low and indigenous peoples in the name of development and modernity are left to fend for themselves. Centring on Malaysia's Orang Asli population, a qualitative study was conducted to map the field prior to a large-scale academic inquiry for the next two years at the Royal Belum State Park in the state of Perak, Malaysia. Four Orang Asli teachers in Perak state were interviewed individually to gather 'thick' qualitative data about the current state of the Orang Asli population in formal education (in primary and secondary schools). This empirical project is very interested in three main topic areas. First, how formal education and the schooling cycle play a part in the lives of children and adolescents living in Orang Asli communities. Second, what Orang Asli teachers and other educators do to ensure that Orang Asli children and adolescents benefit from their primary and secondary educational experience. And third, where is the position of non-formal or informal education within Orang Asli's lifespan

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“…VLE has the possibility to improve communication ef iciency and effectiveness between students and teachers; furthermore, to assess as enhancement for faceto-face teaching methods. Students acceptance affects signi icantly the extent of succeeding with VLE platforms assistance (Boonyarattanasoontorn, 2017;Martins & Kellermanns, 2004;Pengmanee, 2016;Rabahi, Yusof, & Awang, 2016). For example, Blackboard and Moodle.…”

Section: De Inition Of Terms Vlementioning

confidence: 99%

The number of virtual learning environment and their effective using impact on students’ information literacy

2018

J. adv. humanit. soc. sci.

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Virtual Learning Environment (VLE) is becoming an essential method adopted in university education. However, university students perform differently in VLE required courses. A number of students are likely to achieve less with the help of VLE, which initially is designed to offer assistance from a pedagogic perspective. This research studied the relationship between VLE and university students' information literacy from two aspects: the number of VLE platforms' in luence on students' information literacy; the quality and quantity of sources students tend to search and use in VLE required course. University students' different information literacy levels result in varying degree of acceptance in VLE required environments; also, the various VLE involved environments have some interrelationship with students. The researchers predicted that if the number of VLE platforms students could access is higher, then higher information literacy level university students would reach. Students' information literacy levels could be evaluated by the quality and quantity of their sources. However, the relationships between the number of VLE platform, students' information literacy, and the source quality and quantity are not simply pairwise correlation. The research was located in Zhejiang, China; 160 students from ive universities were randomly selected to participate in the study. Both questionnaire and interview were conducted in the case study to collect relevant data. The data analysis exhibited that the number of VLE platform accessible for students on campus has a weak positive correlation; however, students' familiarity with a certain number of different VLE platforms is relatively more in luential on students' information literacy level.

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Leading Learning among the Indigenous Orang Asli Students: Setting the Scene

Cited by 8 publications

References 0 publications

The Lived Experiences and Non-formal Education of Malaysian ‘Orang Asli’ (Native People) Youngsters

The Lived Experiences and Non-formal Education of Malaysian ‘Orang Asli’ (Native People) Youngsters

Educating the ‘Orang Asli’ (Native People) of Malaysia in the Eyes of Orang Asli Teachers

The number of virtual learning environment and their effective using impact on students’ information literacy

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