The Use of Rubrics in Developing Students’ Understanding of History

Idris, Sarana Haji; Jawawi, Rosmawijah; Mahadi, Mar Aswandi; Matzin, Rohani; Shahrill, Masitah; Jaidin, Jainatul Halida; Petra, Nur-Ashikin; Mundia, Lawrence

doi:10.1166/asl.2017.7432

Cited by 11 publications

(10 citation statements)

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“…Finally, it was found that majority of the students were not fond of their friends whom did not participate in the group work activities. This finding was similar to other findings where 'free riders' were common in students' group work activities [2,4,10,19,20…”

Section: Challenges Of Using the Jigsaw Approach In Social Studies Lesupporting

confidence: 92%

Enhancing primary students’ understanding of social studies through the Jigsaw approach

Jawawi

Mahari²,

Amjah

et al. 2019

EduLearn

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This study aimed to examine the implementation of the Jigsaw approach in teaching primary social studies in Brunei Darussalam. The topic selected for this study was on 'The Reign of Sultan Omar Ali Saifuddien III 1950-1967'. The sample consisted of 25 primary students in a Year 6 class. The methodology of this study was an action research. Among the instruments used were tests, observations, interviews, and students' journals. The findings showed that the students' test results had improved, indicating the effectiveness of the Jigsaw approach in teaching social studies. It was observed that there were positive developments in students' communication skills as well as their participation in the class activities. The students' motivation to learn was mostly positive as they enjoyed learning cooperatively in the given activities. However, the challenge of implementing this Jigsaw approach was the role of the teacher as a facilitator in this approach. Future research should continue to examine the different ways of teaching social studies that could involve students' active participation in the teaching and learning process.

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Section: Challenges Of Using the Jigsaw Approach In Social Studies Lesupporting

confidence: 92%

Enhancing primary students’ understanding of social studies through the Jigsaw approach

Jawawi

Mahari²,

Amjah

et al. 2019

EduLearn

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“…Rubrics are categorised into different types according to its functions such as anaholistic rubric, process rubric, analytic rubric and anaholistic rubric (Kulm, 1994). Meanwhile, in a study by Idris et al (2017) on the use of rubric in the History presentation of Year 10 student, it was found that students were motivated and anticipating the use of rubric which helped in completing the task by knowing teacher's expectations ahead. The explicitness of learning and task expectation set in the rubrics is an advantage for students in understanding clearly of the learning objectives to be reached (Andrade & Ying, 2005;Huba & Freed, 2000;Stiggins, 2001).…”

Section: Use Of Rubrics In Learningmentioning

confidence: 99%

The Use of Peer Assessment to Improve Students’ Learning of Geometry

Omar¹,

Shahrill²,

Sajali³

2018

European Journal of Social Science Education and Research

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This mixed-method action research study aimed to examine the effect of the use peer of assessment in a Brunei Mathematics classroom in the learning of Geometry. This study offered insights into the use of a student-centred learning approach, which the participants held the role as an assessor of peer’s work, and the use of peer feedback as a potential learning source in changing students’ conception and understanding in the topic of Angle properties. The study revealed that the use of peer assessment had significance in improving students’ performance in the learning of Geometry and there was evidence of knowledge retention as a result from the intervention as seen in the improved post-test performance on similar mathematical problem. In addition, the mathematical works in the post-test still showed evidence of misunderstandings and misconception in the concept of Angle. Despite the unsatisfactory quality of peer feedback given by the participants, the assessing activity and the student’ role as the assessor had increased cognitive, metacognitive awareness and self-regulation in their learning. Overall, the participants showed positive perception and attitude towards the use of peer assessment as a learning tool in Mathematics and considered it as a means for knowledge sharing. There was still concern of emotional sensitivity and anonymity despite the effort to maintain the anonymity of the students’ work and identity as an assessor.

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“…Another research conducted on students' perspectives on rubric-referenced assessment revealed that the use of rubrics in assessment potentially supports student performance (Andrade, 2005). In a focused group, learners expressed that rubrics helped them to focus on the expected ideas in their works and they produced an assignment of better quality and good grades (Andrade, 2005;Idris et al, 2017). For the study carried out in one of the public secondary schools in Brunei country located in South East Asia, the students were given work at the same time with rubrics, and the results proved that the rubrics enhanced learners' thinking skills, peer and self-assessment.…”

Section: Introductionmentioning

confidence: 99%

“…For the study carried out in one of the public secondary schools in Brunei country located in South East Asia, the students were given work at the same time with rubrics, and the results proved that the rubrics enhanced learners' thinking skills, peer and self-assessment. The students were confident and motivated when doing their work because they knew the instructors' expectations (Idris et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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The Use of Rubrics in Developing Students’ Understanding of History

Cited by 11 publications

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Enhancing primary students’ understanding of social studies through the Jigsaw approach

Enhancing primary students’ understanding of social studies through the Jigsaw approach

The Use of Peer Assessment to Improve Students’ Learning of Geometry

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