Social Interactions and Networking in Cyber Society PDF
Preview Social Interactions and Networking in Cyber Society
Social Interactions and Networking in Cyber Society Ford Lumban Gaol (cid:129) Fonny Dameaty Hutagalung Editors Social Interactions and Networking in Cyber Society Editors FordLumbanGaol FonnyDameatyHutagalung BinaNusantaraUniversity UniversityofMalaya Jakarta,Indonesia KualaLumpur,Malaysia ISBN978-981-10-4189-1 ISBN978-981-10-4190-7 (eBook) DOI10.1007/978-981-10-4190-7 LibraryofCongressControlNumber:2017942737 ©SpringerNatureSingaporePteLtd.2017 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpartof the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilarmethodologynowknownorhereafterdeveloped. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexempt fromtherelevantprotectivelawsandregulationsandthereforefreeforgeneraluse. Thepublisher,theauthorsandtheeditorsaresafetoassumethattheadviceandinformationinthis book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained hereinor for anyerrors oromissionsthat may havebeenmade. Thepublisher remainsneutralwith regardtojurisdictionalclaimsinpublishedmapsandinstitutionalaffiliations. Printedonacid-freepaper ThisSpringerimprintispublishedbySpringerNature TheregisteredcompanyisSpringerNatureSingaporePteLtd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore Contents PartI EducationandSocialWebTechnologies TheEffectivenessofTeachingandLearningModule toEnhancePreschoolChildren’sEmotionalIntelligence. . . . . . . . . . . . 3 NorAizalAkmalRohaizad,AzlinaMohdKosnin, andMuhammadUmarKhan CognitiveAbilityAmongPreschoolChildren inKualaLumpurMalaysia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 FonnyDameatyHutagalungandZulkifliMdIsa TraineeTeachers’TeachingMetaphorsandTheirPedagogical Association. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 ZuwatiHasim,RogerBarnard,TunkuMohaniTunkuMohtar, NooreinyMaarof,andAbdRazakZakaria EffectiveTeachingofArabicTeachersinSecondarySchool. . . . . . . . . 37 MuhammadAzharZailaini,WailMuinIsmail,MohdSofiAli, andPradipKumarMishra TakingEpistemologicalBeliefsintoAccountinStudents’ Performance. . . . . . .. . . . . . .. . . . . . . .. . . . . . .. . . . . . . .. . . . . . .. . 49 FonnyDameatyHutagalung,S.L.Wong,andA.R.Rushdan CreativityinMessyPlayAmongPreschoolChildren. . . . . . . . . . . . . . . 59 LeeChingYin,AbdRazakZakaria,AbdulMuhseinSulaiman, andFonnyDameatyHutagalung PerceptionofStudentsontheRoleofCultureFamiliarity intheTOEFLTestandChallengesinTeaching. . . . . . . . . . . . . . . . . . . 71 GhadaElHadad,ZahraNaimie,RanaAhmedAbuZaid, andDavinaFooYanThing v vi Contents IsThereRoomforPhysiotherapyintheMalaysian SchoolSystem?. .. . . . . . . . . .. . . . . . . . . .. . . . . . . . . .. . . . . . . . . .. . 81 AbdRazakZakaria,HazleenaBaharun,FonnyDameatyHutagalung, andSapiahJani ExploringOnlineCollaborativeReflectivePracticeforTeaching andCounselingInternship. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 AdelinaAsmawiandRafidahAgaMohdJaladin CommunityDetection-BasedMethodologytoDataWarehouse ModelingfromSocialNetwork:ApplicationtoHandicraft WomenSocialNetwork. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 R.Yangui,A.Nabli,andF.Gargouri PartII SocialInteraction,Networking&Management ResearchTrendsinGlobalValueChain:PossibilityofPractical UsefortheRussianEconomyinTermsofInnovativeDevelopment. . . . 127 N.M.Filimonova,R.N.Fedosova,andB.I.Kheifits TourismDestinationAttributesandVisitationMotivations: TheKILIMGeoparkCase. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 AzizanMarzukiandDianaMohamad AModelofIslamicTourismTowardsReligiousMotivation andTouristSatisfactioninMalaysia. . . . . . . . . . . . . . . . . . . . . . . . . . . 153 AhasanulHaqueandAbdulMomen ChallengesandUsefulStrategiesinContextualizingApplied PsychologyResearch:FromMalaysianPerspective. . . . . . . . . . . . . . . . 169 RafidahAgaMohdJaladin,HaslinaMuhamad,andPohLiLau SpatialAnalysisinGIStoEstimatethePriceofGeographic ObjectsforRecreationalPurposes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 DaliborBartoneˇkandStanislavaDermekova´ ExtendedAlgorithmforTravellingSalesmanProblem withConditionsinNodes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 DaliborBartoneˇk PerceptionsofDentalUndergraduatesandTheirLecturers onGraduates’Attributes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 NorasmatulAkma,ZahraNaimie,YeeShinChung,EdnaYoungLee, andRanaAhmedAbuzaid Contents vii EmploymentRightofPersonswithDisabilitiesinMalaysia. . . . . . . . . . 217 HarlidaAbdulWahabandZainalAminAyub TheRoleofBenefitandCostinAcceptanceKnowledge ManagementSystem:KnowledgeContributorPerspectives. . . . . . . . . 233 SetiawanAssegaffandHerryMulyono Part I Education and Social Web Technologies The Effectiveness of Teaching and Learning ’ Module to Enhance Preschool Children s Emotional Intelligence NorAizalAkmalRohaizad,AzlinaMohdKosnin, andMuhammadUmarKhan Abstract Socio-emotional development is among the main pillars in preschool curriculumandemotionalintelligenceisamainelementinthisaspectofdevelopment. A preliminary study conducted by the researchers found that preschool teachers in Malaysia are havingproblems teaching thesocio-emotional componentsdue tothe lack of specific teaching tools, guidance and structure in teaching this important element.Inthisstudy,ateachingmodulewasdevelopedtohelppreschoolteachers inpedagogyofemotionalintelligence(EI)toenhancethepreѕchoolchіldren’ѕEІіn Malayѕіa. Thіѕ module waѕ developed baѕed on Gagne Іnformatіon Proceѕѕіng Theory,Bandura’ѕSocіalLearnіngTheoryandTheZoneofProxіmalDevelopment (ZPD)TheorybyVygotѕky.Themoduleincludestentopicswhichcoverallelements of EI: indentifying emotion, understanding emotion, controlling emotion and using emotion.Activitiesweredesignedforeachoftheseelementsandinserviceteachers were the ones who taught the children using the module. The effectiveness of this modulewasexaminedthroughanexperimentalstudyinvolving100preschoolchil- drenwhowereassignedintoeitherexperimentalgrouporcontrolgroup.Preschool children’s EI was measured by adapting Sullivan Emotional Intelligence Scale for Children(EISC)forMalaysianpreschoolers.Thereliabilityoftheadaptedscalewas testedusingRarshmodelanditemreliabilityof0.94andpersonreliabilityof0.93was found.Pretestandpost-testmeasurementsweretakenandpairedsamplest-testswere used to compare emotional intelligence scores for both experimental group and control group. Results show significant increase of emotional intelligence in the experimentalgroupbutnotforthecontrolgroupevenwhenoneofthecomponents ofemotionalintelligencewaslowerfortheexperimentalgroupinthepretest.These findingssuggestthatthemodulecanbeausefultoolforpreschoolteacherstohelp developpreschoolchildren’semotionalіntellіgence. N.A.A.Rohaizad(*) FacultyofEducationandHumanDevelopment,UniversitiPendidikanSultanIdris,Tanjong Malim,Perak35900,Malaysia e-mail:[email protected] A.M.Kosnin•M.U.Khan FacultyofEducation,UniversityTechnologyMalaysia,Skudai,JohorBahru81310,Malaysia e-mail:[email protected] ©SpringerNatureSingaporePteLtd.2017 3 F.L.Gaol,F.D.Hutagalung(eds.),SocialInteractionsandNetworkinginCyber Society,DOI10.1007/978-981-10-4190-7_1 4 N.A.A.Rohaizadetal. Keywords Socio emotional development • Emotional intelligence (EI) • Module ofteachingandlearning•Preschool 1 Introduction Many studies have found significant relationships between emotional intelligence (EI) and future successineducation (Fantuzzo et al. 2007;Izard 2001;Raver and Knitzer 2002). Children who are able to apply EI would have better academic achievements (Elias and Weissberg 2000; Payton et al. 2000). According to Denham and Burton (2003), children who have higher EI are more apt to follow teacher instruction, pay attention, and listen and solve problems with patience. PositiveemotionalskillsinstilledinchildrencanallowthemtodevelopEIandcan shape behaviors which can assist children in learning and eventually to achieve betteracademicresults(UlutasandOmeroglu2007)aschildrenwithgreaterEIare betterabletocopewithandcontrolunexpectedcircumstancessuchasfrustration, anger,sadness,andsoon(Ali2004). EI is important in a wide variety of contexts in any person’s life as Martinez (Martinez 1997) and Kirch et al. (2001) have noted and that individuals who are successfulinlife(i.e.,incareer)useonly20%ofintellectualintelligencecompared to80%ofEI.Goleman(1996)alsonotedsimilarfindings.Inaddition,individuals whohaveahigherlevelofemotionalcontrolarebetterabletoleadgoodrelation- ships with others through their social skills such as communication, building consensus,andefficiencyininfluencingothers(OmsteinandNelson2000). It is well established that EI is very important in our lives. However, at the preschoolsunderthesupervisionoftheMinistryofEducation(MOE)inMalaysia, EI is not given exclusive attention and the curriculum provided by the MOE only considersEIasapillaralongwithotherpillarsthatareimportantsuchaslanguage, mathematics,etc.(Kementerian PelajaranMalaysia 2009).Therefore, inaninitial study, it was found that a majority of preschool children (in the southern part of west Malaysia) experienced problems related to the socio-emotional pillar, espe- ciallytheemotionalelement(Rohaizadetal.2012). According to the preschool teachers in the area (where the current study was conducted,i.e.,Johor)therewereseveralproblemsthatpromptedtheresearchersto undertake research on this topic. One of the main problems was about the limited available teaching aidsorspecializedmodulesthatcanbeusedinthe teaching and learningofEI.AneedwasfeltforaspecialteachingaidthatmayhelppromoteEI from a developmentally informed aspect. This is because it can help enhance the students’understandingofwhattheyarelearningaswellashelpteacherssmoothly deliverwhatisbeingtaughttothestudents(Ismail2004).AccordingtoFlemingand Baunme(2006),theavailabilityofteachingaidscouldserveasadescriptionofthe learningprocessorcanalsobeusedasareferencetofacilitatethelearningprocess. Tothebestofourknowledge,thereisnoavailablemoduleaimedspecificallyat enhancingEIinMalaysianpreschoolers,andsotheunavailabilityofsuchmodules makes it difficult to teach and disseminate information regarding EI to students. TheEffectivenessofTeachingandLearningModuletoEnhancePreschool... 5 Teaching and learning of EI and other elements in the socio-emotional pillar (of Malaysian preschool curriculum) mostly relies on storytelling alone. The practice of supporting EI using only one method makes it prone to shortcomings andcouldbemadebetterbyusingmultipleteachingmethods. Therefore, we produced a module which involves a number of activities based oncertaintheoriessothatteachingmaybecomesmootherandlearningofEI,easier for studentstounderstandandtosupporttheir development ofEI.From what has been discussed before, which involves preschool children’s learning style, prob- lemsexperienced bytheteachersinteaching, andlearningofEIintheMalaysian context, we selected a number of theories (information processing theory, social learning theory, and the theory of zone of proximal development) which were synthesized in the form of a teaching and learning module. This EI module was aimedatbecomingatoolforteacherstoteachemotionalskillseffectively.More- over,thismodulewasmadeinsuchawaythatthestudentsmayfinditeasyandfun tolearnemotionalskillswhichencouragethemtodevelopbetterEI.EnhancingEI wasatthecoreofthismoduleandallthetheoristsmentionedearlierwereconsulted tohavetheirsayintermsofemotionaldevelopment. 2 Problem Statement An early study was conducted by some of the present researchers at several pre- schoolsatJohorBahru,Malaysia,anditwasfoundthatpreschoolchildrenareweak inmasteringtheelementsofEIwhichiscontainedunderthesocio-emotionalpillarof thenationalcurriculumforpreschoolers(Rohaizadetal.2012).Apartfromthat,the resultsofinterviewsconductedwithpreschoolteachersindicatedthattheelementsof EI and other elementsunderthe socio-emotionalpillar (of the nationalcurriculum) werenotgivenproperimportancebythecurriculum-formingauthoritiesandthesaid pillarhasonlybeenusedasanancillarypillaronlytobecombinedwiththeothers pillars which are considered important such asscienceand technology pillar, com- municationpillar,andsoon,whereasEIisveryimportantanditselementsoughtto begivenimportanceasithelpsconstructanindividual’slifetrajectoryandmaydrive themintherightwaytolive(MohamadIdhametal.2010). Anotherproblemisthatoflimitedteachingaidsorteachingandlearningofspecific modulestoenhanceEIelementsthatcanbeusedasaguideorfacilitatorforpreschool teacherstofacilitatetheminteachingandlearningprocessesundertaken.Thisscarcity ofresourcesisparticularlyhighinMalaysiancontext.Duetothedearthofavailable resources,preschoolteachersinMalaysiafinditdifficulttocarryouttheteachingand learning. Moreover, there are limitedspecific modulesavailable thatprovide infor- mationorknowledgeaboutplannedandsystematicuseofinstructionstoemotionally supportandfacilitatepreschoolers.Theteachersaddedthatmostoftheteachingand learningprocessesofEIandotherelementsunderthesocio-emotionalpillararejust carriedoutonlythroughsometalkandstorytelling,makingitdifficultforthestudents tounderstandtheinformationreceivedandthusreducingtheirinterestinlearningand attention in class. According to Norasyikin and Faridah (2008), a compilation of
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