PENERAPAN PRINCIPAL COMPONENT ANALYSIS (PCA) DALAM PENENTUAN FAKTOR DOMINAN YANG MEMPENGARUHI PRESTASI BELAJAR SISWA (Studi Kasus : SMK Raksana 2 Medan)

Nasution, Muhammad Zulfahmi

doi:10.36294/jurti.v3i1.686

Cited by 16 publications

(12 citation statements)

References 3 publications

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“…The cumulative value of variance from 6 components that were produced was 67.78 percent (Table 1 ). This means that 67.78% of the challenges faced by students in higher education in Malaysia are represented by these 6 components 37 . According to Williams et al 38 , in the field of humanities, the variance described was as low as 50–60%.…”

Section: Methodsmentioning

confidence: 99%

Assessing the challenges of e-learning in Malaysia during the pandemic of Covid-19 using the geo-spatial approach

Jafar

Dollah

Sakke

et al. 2022

Sci Rep

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The outbreak of the pandemic Covid-19 has transformed the education system in most countries worldwide. Following the lockdown measures in Malaysia, the Malaysian education system has fully transformed from conventional learning to online learning or known as e-learning as an alternative to minimize social contacts and physical communication to curb the transmission of Covid-19. In this regard, this study aims to identify the challenges faced by students in higher learning institutions throughout Malaysia during the implementation of the e-learning program. This study is based on a large sampling consisting of 2394 students from both public and private universities. The result from this study is analyzed through inferential methods such as the Spatial Analysis, the Principal Component Analysis, and the Mann–Whitney U test and through descriptive methods using the frequency analysis and the percentage analysis. Findings from this study suggest that location significantly influenced the challenges faced by students throughout the implementation of e-learning in higher learning institutions. For example, students in rural areas which can be identified as “vulnerable groups” are more likely to face both technical and connection with the internet access, tend to have a declining focus on learning and are prone to physical health problems, facing social isolation and low digital literacy compared to students in urban areas. Based on geographical analysis, students in Sabah, Perlis, and Melaka are most at risk of facing e-learning challenges. An anomaly case of students in Kuala Lumpur, however, posed another different result compared to other cities as they confront similar challenges with students in rural areas. This study provides the nuances of location and its implications for vulnerable groups that may put them at disadvantage in the e-learning program. Findings from this study will help to inform the relevant authorities and policymakers in improving the implementation of e-learning in Malaysia, especially towards the vulnerable groups so that it can be delivered more systematically and efficiently.

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Section: Methodsmentioning

confidence: 99%

Assessing the challenges of e-learning in Malaysia during the pandemic of Covid-19 using the geo-spatial approach

Jafar

Dollah

Sakke

et al. 2022

Sci Rep

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“…The cumulative value of the variance for the five components amounts to 63.2% ( Table 1 ). In other words, more than half (63.23%) of the challenges met by higher education students in Sabah are represented by five components, while the rest are caused by other factors [ 49 ]. In the humanities field, a cumulative value of variance worth 50% is sufficient for analysis [ 50 ].…”

Section: Methodsmentioning

confidence: 99%

Virtual Learning during COVID-19: Exploring Challenges and Identifying Highly Vulnerable Groups Based on Location

Jafar

Dollah

Dambul

et al. 2022

IJERPH

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Amid the outbreak of the COVID-19 pandemic in the year 2020, educational platforms have been forced to change and adapt from conventional physical learning to virtual learning. Nearly all higher learning institutions worldwide are forced to follow the new educational setting through virtual platforms. Sabah is one of the poorest states in Malaysia with the poorest infrastructure, with the technology and communication facilities in the state remaining inept. With the changes in virtual platforms in all higher education institutions in Malaysia, higher learning institutions in Sabah are expected to follow the lead, despite the state lagging in its development. This has certainly impacted the overall productivity and performance of students in Sabah. Therefore, this study aims to explore the challenges of the implementation of virtual learning among students in Sabah. More specifically, this study seeks to identify vulnerable groups among students based on their geographical location. To achieve the objective of this study, a survey has been conducted on a total of 1,371 students in both private and public higher learning institutions in Sabah. The sample selection for this study was determined using a purposive sampling technique. Based on Principal Component Analysis (PCA), it was found that there are five challenges in virtual learning faced by students in higher learning institutions in Sabah. These are the unconducive learning environment (var(X) = 20.12%), the deterioration of physical health (var(X) = 13.40%), the decline of mental health (var(X) = 12.10%), the limited educational facilities (var(X) = 10.14%) and social isolation (var(X) = 7.47%). The K-Means Clustering analysis found that there are six student clusters in Sabah (Cluster A, B, C, D, E & F), each of which faces different challenges in participating in virtual learning. Based on the assessment of location, almost half of the total number of districts in Sabah are dominated by students from Cluster A (9 districts) and Cluster B (4 districts). More worryingly, both Cluster A and Cluster B are classified as highly vulnerable groups in relation to the implementation of virtual learning. The results of this study can be used by the local authorities and policymakers in Malaysia to improve the implementation of virtual learning in Sabah so that the education system can be more effective and systematic. Additionally, the improvement and empowerment of the learning environment are crucial to ensuring education is accessible and inclusive for all societies, in line with the fourth of the Sustainable Development Goals (SDG-4).

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“…Nonetheless, the evaluation of education in the country concentrates more on the pupils' educational accomplishments and other developments (Yunus et al, 2015). Most people are more focused on intellectual intelligence than other intelligence factors (Goleman, 2016;Nasution, 2019;Nggermanto, 2015;Said & Rahmawati, 2018;Sufriadi, 2016;Yuliana & Latrini, 2016). Nevertheless, the predicament is that low achievement results in Economics subjects compared to other elective subjects such as Business and Accounting.…”

Section: Economic Educationmentioning

confidence: 99%

Validation of Learning Style Instruments and Holistic Intelligence on Achievement of Form Six Economics Students: Exploratory Factor Analysis (EFA)

Abdullah¹,

Ismail²,

Yin³

2022

IJARPED

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The worldwide happening authenticated that learning styles and holistic intelligence are powerful to better student achievement. This research intended to analyse the learning style instruments and holistic intelligence on the achievement of Form Six economics students. The researchers examined the learning styles (deep, surface, organised and hard work) and holistic intelligence (intellectual, emotional, physical and spiritual) incorporated 29 items. For this purpose, the researchers involved 145 Form Six students as respondents in this analysis. The researchers analysed the data descriptively and measured reliability with Cronbach's Alpha employing Exploratory Factor Analysis (EFA). EFA data established four factors for learning styles and intelligence constructs with Eigenvalues each exceeded 1.0. The learning style construct had a KMO (Kaiser-Meyer-Olkin) value of 0.891> 0.5, indicating its items were sufficient for inter-correlation and the Bartlett test was significant (Chi-Square 1715.530, p <0.05). The anti-image value (Measure of Sampling Adequacy -MSA) for item correlation exceeded 0.5 by eliminating ten items based on the lowest value in the anti-image correlation in the data cleaning process. Learning style factors accounted for 59 per cent of the overall variance. The holistic intelligence construct had a KMO value of 0.840> 0.5, the Bartlett test was significant (Chi-Square 2187.241, p <0.05), the anti-image value (Measure of Sampling Adequacy -MSA) for item correlation exceeded 0.5. The researchers eliminated three items with a communalities value of less than 0.3 and a load factor of less than 0.5. Four factors in this variable accounted for 55 per cent of the overall variance. The report concluded that the Cronbach's Alpha values obtained were 0.86 for learning styles and 0.90 for holistic intelligence, respectively. The conclusions reported that the researchers appropriately used the items for the learning styles and holistic intelligence instruments and hence, confirmed them as relevant variables.

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PENERAPAN PRINCIPAL COMPONENT ANALYSIS (PCA) DALAM PENENTUAN FAKTOR DOMINAN YANG MEMPENGARUHI PRESTASI BELAJAR SISWA (Studi Kasus : SMK Raksana 2 Medan)

Cited by 16 publications

References 3 publications

Assessing the challenges of e-learning in Malaysia during the pandemic of Covid-19 using the geo-spatial approach

Assessing the challenges of e-learning in Malaysia during the pandemic of Covid-19 using the geo-spatial approach

Virtual Learning during COVID-19: Exploring Challenges and Identifying Highly Vulnerable Groups Based on Location

Validation of Learning Style Instruments and Holistic Intelligence on Achievement of Form Six Economics Students: Exploratory Factor Analysis (EFA)

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