ISSN: 2222-6990
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This article focuses on brain-compatible e-learning as an initiative to provide effective conceptual understanding of Physics among Technical and Vocational Educational and Training (TVET) institutional students in Malaysia. TVET institutions usually focus more on improving students' technical skills to produce skilled graduates to meet the industry needs. Thus, to strengthen the theoretical learning, this study tested the brain-compatible e-learning strategy in improving the Physics conceptual understanding of TVET students. The study respondents are 40 of Manufacturing Engineering Diploma students from a skills institution located in the north of Peninsular Malaysia who are on average of 18 to 25 years old and have an equivalent science achievement background. The study was conducted quantitatively using the Heat and Temperature Conceptual Understanding Test Instrument. The reliability of the instrument was tested by Kuder Richardson 20 coefficient and the value was 0.963. While the validity of the instrument and e-module was also obtained from several Physics’ experts and Information Technology lecturer. The data collection was done in six months and was tested through the one-way repeated measure ANOVA test. The results showed that there was insignificant difference between all pairs of mean score. However, there was an increment of post-test mean score compared to pre-test mean score. Therefore, based on the result, it can be concluded that the brain-compatible e-learning was successfully enhanced the Physics conceptual understanding among TVET institution students. However, to give more effective impact in improving the conceptual understanding among TVET institutions students in Malaysia, improvements to the e-module should be made according to students need and practices.
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(Ahmad et al., 2024)
Ahmad, S. R. binti, Saleh, S. binti, & Khairani, A. Z. bin. (2024). Brain Compatible e-Learning: A Trend for Effective Conceptual Understanding of Physics among TVET Institution Students in Malaysia. International Journal of Academic Research in Business and Social Sciences, 14(4), 1140–1154.
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