MARNet

This article is by Hemarani Munisamy.

Her article offers a compelling account of The Peer Mentoring Method (BRS) in vocational special education in Malaysia within the context of hairdressing skills for students with learning difficulties.

The author responded to the challenges of remote learning during the COVID-19 pandemic by implementing a structured peer-led intervention to improve students’ mastery of scalp manipulation techniques.

Read more at https://www.doi.org/10.61388/mjar.v2i1.10

This article, written by Muhammad Zulfadhli Kamarudin, presents a reflective practitioner account of integrating digital technology into a Year 4 science classroom in Malaysia.

This action research project explores how the Seesaw app can support inquiry-based science learning, aiming to improve student engagement, enable formative assessment, and improve the documentation of learning progress.

The author used the BSCS 5E Instructional Model (Engage, Explore, Explain, Elaborate, Evaluate) throughout a series of inquiry activities.

Read more at https://www.doi.org/10.61388/mjar.v2i1.9

This article is presented by Julianah Ahmad and her co-authors.

They conduct insider collaborative action research on the use of digital storytelling in the context of special education.

The authors draw on their shared mission to improve literacy among deaf students as they engage in an ongoing journey of reflective practice to co-create digital storybooks.

Read more at https://www.doi.org/10.61388/mjar.v2i1.8

This article is penned by Nur Hanni Hiryaney Halangan and Yusimah Amjah.

This article presents a classroom-based action research study that explores how digital storytelling can enhance primary students’ engagement and learning in social studies classrooms in Brunei.

The study documents the researcher’s iterative process of designing, implementing, and refining storytelling lessons focused on the historical founding of Brunei.

Read more at https://www.doi.org/10.61388/mjar.v2i1.6

This article is written by Azlin Mokhtar and her co-authors.

It presents a grounded and practical inquiry into teachers’ perceptions of conducting action research within Malaysian primary and secondary school contexts.

The study offers valuable insights into how teachers experience, interpret, and navigate the demands of action research as part of their professional development, by analysing findings from interviews with six teachers.

Read more at https://www.doi.org/10.61388/mjar.v2i1.7

This article, is a reflective piece written by Satirah Ahmad and her co-authors, which explores the roles of Artificial Intelligence (AI) in supporting action research practitioners.

This article presents reflections on a new reality: in an era of digital technologies, practitioners, including teacher-researchers, are increasingly expected to engage in critical reflection and evidence-based pedagogical decisions when conducting action research.

Read more at https://www.doi.org/10.61388/mjar.v2i1.5

This article, Zachary Farouk and his co-authors discuss how a primary English teacher in a rural school in one of the states in Malaysia reimagined the teaching of English language through contextual and song-based pedagogies.

Through contextual-based pedagogy, this study describes the design and implementation of a four-step action plan that included the selection, translation, correction, and performance of a local song.

Read more at https://www.doi.org/10.61388/mjar.v2i1.4

This article is written by Sze Seau Lee and his co-authors.

They present a study grounded in Living Theory research, which introduces the Responsive Multimodal Oral Presentation Pedagogy (RMO2P) to address gaps in teaching multimodal presentation skills.

The researchers implemented the pedagogy in a public speaking course with 20 undergraduates in a higher institution in Malaysia, and adapted it through the action-reflection cycle to respond to real-time classroom challenges with unplanned but necessary interventions.

Read more at https://www.doi.org/10.61388/mjar.v2i1.3

This article is written by Satirah Ahmad.

This paper presents an action research study on her journey to becoming an inspirational role model for teacher trainees at a teaching training institution in Malaysia.

She addresses some often-overlooked areas in teacher education such as professional growth, reflective practice, and motivation.

Using concept-based education and tools like Padlet, Instrumen Penilaian Pelaksanaan Kurikulum (IPPK) surveys and reflective journaling, she applies McNiff’s (2013) iterative model to guide her process.

Read more at https://www.doi.org/10.61388/mjar.v2i1.2

This issue of the Malaysian Journal of Action Research (MJAR)presents a diverse and thought-provoking collection of articles that demonstrate the multifaceted nature of action research in education.

From teacher education and language pedagogy to special education, vocational skills training, and digital innovation in classrooms, these contributions highlight the transformative possibilities of practitioner-led inquiry.

Read more at https://www.doi.org/10.61388/mjar.v2i1.1

We are pleased to present the second issue of the Malaysian Journal of Action Research (MJAR).

This journal is peer-reviewed and indexed in the Malaysian Citation Index (MyCite).

MJAR aims to promote critical discussion and debate that transcend professional boundaries across different contexts.

The journal offers a platform for practitioners, professionals, academics, and researchers to share insights from and innovations rooted in action research.

In this issue, we feature contributions from a diverse range of educational contexts, spanning primary and secondary schools, as well as universities.

Read more at https://doi.org/10.61388/mjar.v2i1