THEORY AND PRACTICE ASSIGNMENT SEMESTER MAY 2025.docx

FACULTY OF EDUCATION
HPGD1203
THEORY AND PRACTICE OF TEACHING AND LEARNING
NO. MATRICULATION :
SEMESTER / MONTH (YEAR) : SEMESTER 2/MAY 2025
PROGRAM : POST GRADUATE DIPLOMA
IN TEACHING (PGDT)

TABLE OF CONTENTS
NO. TITLE PAGE
1. QUESTION 1: CRITICAL ESSAY
1.0 Introduction
2.0 Theoretical Basis: How Learning Theories Support PBL's
Effectiveness
3.0 Application in Practice Application in Practice:
Implementing PBL in the Classroom
4.0 Critical Evaluation: Strengths and Limitations
1
1
3
4
2. QUESTION 2: REFLECTION
1.0 Beliefs and Values Toward ICT in Teaching
2.0 Commitment to ICT Integration
3.0 Ethical, Inclusive, and Pedagogical Considerations
7
7
9
10
3. REFERENCES
4. PART 2: ONLINE CLASS PARTICIPATION (OCP)

QUESTION 1: CRITICAL ESSAY
1.0 Introduction
First and foremost, the teaching strategy selected is Problem-Based Learning
(PBL), considered an appropriate method for promoting inclusive and significant
improvements in teaching and learning process. PBL is allowing students to engage in
open-ended problem-solving exercises, problem-based learning places them at the
center of the learning process (Ali, 2019; Dolmans et al., 2016; Ghufron & Ermawati,
2018; Suwastini et. al, 2021). Furthermore, Problem-based Learning (PBL) also
promotes active learning in which PBL will move the students from absorbing passive
information to make an active exploration and inquiry which will make learning more
significant and engaging towards student’s experience. According to Anggraeni et al.
(2023), Problem-based Learning (PBL) also enhances critical thinking development
by confronting complex problems and generate formulating possible solutions
towards the student’s upbringing and enhancing their analytical skills which
beneficial for success in the 21st
century education system.
2.0 Theoretical Basis: How Learning Theories Support PBL's Effectiveness
First and foremost, there are existing learning theories encompasses of
constructivism, connectivism, behaviorism, social learning theory and
cognitivism theory. In addition, the effectiveness of Problem-Based Learning is
strongly supported by learning theory anchor upon Constructivism Theory and
Connectivism Theory. The most appropriate strategy for the implementation process
of Problem-Based Learning (PBL) is the Constructivism Theory. According to Preeta
Ram et. al (1999) cited in Wongsila and Bunchoo (2025) found that, Problem-based
learning (PBL) is a constructivist pedagogy in which students learn science and
develop critical thinking skills by solving real-world problems in small groups. In
addition, it is determined that the constructivist pedagogical approach works best and
PBL students are more motivated and become better learners throughout their
learning activities (Ram et. al, 2022; Rakow 2021). Additionally, PBL contrasts with
traditional lecture and textbook instruction because it employs the student-centered
approach. Furthermore, Constructivist approach to learning is exponentially success
1

paired with Social Constructivism approach which helps to solve purposeful complex
problems like in subjects of Science and Mathematics (Sagatbek et al., 2024).
Constructivist theorists such as Piaget and Vygotsky emphasize the importance of
active engagement and social interaction in learning which is aligned with Problem-
based learning (PBL) in term of emphasizing active learning, student-centered
approaches and promoting the collaborative work that anchor principally on
Constructivism domain (Siregar et al., 2024). For example, it is determined that
constructivist approaches can improve student activity and provide the desired
learning outcomes such as on Engineering subjects in which problem-based learning
will help students to develop self-directed learning skills (Siregar et al., 2024).
Apart from that, the way that constructivism and Problem-Based Learning
(PBL) promote cognitive flexibility are apparently demonstrated on their
synergism relationships. This happened with primarily reason that there is rightful
appropriate response to the complicated challenges that Problem-Based Learning
commenced. As such, students are encouraged to consider diverse perspectives,
assessing various solutions as well propositions and modify their thinking about new
knowledge. Constructivist learning in which views knowledge as fluid and always
progressing, is directly reflected in this process of critical inquiry and constantly
involving problem-solving (Hmelo-Silver & Barrows, 2015; Hmelo Silver et al.,
‐
2019). Furthermore, the collaborative nature of problem-based learning is also aligned
with the Vygotsky's (1978) social constructivism that determined that learning is
viewed as a social process. Hence, the process of learning is also developed through
peer interaction and shared insights of problem-solving in a collaboration efforts and
students will co-construct knowledge and learn jointly from each other wisdom and
varied understandable contexts (Wibowo et al., 2024).
3.0 Application in Practice Application in Practice: Implementing PBL in the
Classroom
First and foremost, PBL has proven to be authentic and relevant. Students
will be required to connect to real-world issues which will enhance their learning
process and make learning process to be meaningful. PBL allows for multiple viable
solutions and encourages creativity in the classroom for students to conduct through
real-life projects and experimentations. Take for example, History class in which the
2

teacher can practice problem-based learning with the integration of ICT. For an
instances, teacher can use historical dilemmas approach in which present students
with a real historical decision like, “How do you picture Japanese Invasion in
Malaya?”, “How do you picture Malacca Sultanate during war with Portuguese?”.
Then, ask your students to make a read and research, analyze given sources and
justify a course of actions for their study. Then, the teacher can set up formative
assessments and give feedback. As in examples, use of Kahoot and Quizizz with
gamified review of historical content.
Apart from that, ICT integration for Problem-Based Learning (PBL) will
enhance through learner engagement techniques. First technique is Scaffolding. At
the initial stage, the teacher will act as a facilitator with the purpose of guiding
students through the problem-solving process with questions and prompts. Then,
gradually this will be helpful in reducing support as students become more
independent along the process. Another prominent approach is the usage of digital
storytelling and multimedia presentations. For instance, students can create
multimedia presentations to be more creative in their project work approach by
making video projects or podcasts to present their ideas within their group members.
This will help foster creativity and promote varied communication skills. Take for
example, students are being asked by teacher to create a short documentary-style
video for Malaysian Studies subject about several history topics. This will enhance
their creativity, make it more pleasant and lively in class participation activities.
4.0 Critical Evaluation: Strengths and Limitations
First, promoting deep learning and conceptual understanding. Problem-
Based Learning (PBL) will encourage students to move beyond surface-level
memorization which will require them to actively construct knowledge, analyze
complex information and apply concepts in more purposeful contexts. Additionally,
this will lead to a more profound and longstanding comprehension of the topic’s
essence. According to Alvionita (2025), in PBL approach, students need to cope with
undefined and disorderly problems in which need thorough research and
interdisciplinary connections that are complex before attaining proposed solutions.
Hence, this will require deeper cognitive processing skills.
3

Second, it helps to develop students 21st-Century Skills. The
implementation of Problem-Based Learning (PBL) inherently cultivates a range of
fundamental skills that are important in a new world. These include critical thinking,
problem-solving, collaboration, communication, creativity accompanied with digital
literacy. According to Yuliyanah et al., (2025), it mentioned that students who used
the problem-based learning model showed better problem-solving abilities than the
others. This proved that Problem-Based Learning (PBL) is improving all required 21st
Century skills. Hence, the PBL approach necessitates teamwork, independent research
and effective presentation of findings which will directly be crucial in developing all
these competencies.
Second advantages are enhancing student motivation and engagement.
Then, Problem-Based Learning (PBL) will be placing students at the center of the
learning process which involves real-world challenges that are realistic and authentic
in nature. As such, this can significantly boost intrinsic motivation for the student
learning process. In addition, students will see the relevance and applicability of such
concept into their studies and will boost their motivations and be likely increase
engagement and participation. For instance, Problem-Based Learning (PBL) approach
will provide an open-ended nature of problem-handling and conveniently emphasis on
further collaboration works which involve meaningful tasks that intensify and
motivate students. According to Rahman et al. (2025), Problem-Based Learning
model has high significance with self-efficacy relationships and their learning process
will improve students’ motivations in subjects such as mathematics. As such, PBL has
high relationships with self-efficacy and motivations.
Despite its numerous benefits, Problem-Based Learning (PBL) also
presents certain challenges that need to be addressed. First, Time-Consuming.
Designing and implementing Problem-Based Learning (PBL) can be significantly
more time-intensive than traditional teaching methods. For example, this can happen
through creating authentic problems and facilitating group work will consume time
effortlessly. Other than that, teachers have to provide individualized feedback, and
students are required to conduct in-depth research as well as collaborative problem-
solving before providing them with refinement solutions. Apart from that, the solution
that can apply is through shortening time durations and periods. Teacher can start
with shorter, focused units which integrating PBL into smaller, manageable units or
specific topics rather than undertaking large-scale, semester-long projects. This allows
4

both teachers and students to gradually adapt to the applications of its methodology.
Other than that, provides professional learning communities (PLCs). This is
delivered through establishing groups where teachers can share experiences, best
practices and managing difficulties plus providing solutions which can foster a
supportive environment which is suitable for pedagogical growth (Sims et al., 2023;
Evans, 2024).
In summary, problem-based learning offers a dynamic and effective approach
to education which integrating elements of critical thinking of students, collaboration
and teamwork and solving problems in real-world context. Hence, students are
fundamentally responsible in managing educational progress in the authentic
environments which deepens their knowledge of specific matters. This will equip
them with invaluable competencies beneficial for their triumph in an everlasting
world objectively with acquisition of education.
(1476 WORDS)
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REFERENCE
Alvionita, N. S. (2025). Meta-analysis of the Effect of Problem-Based Learning
(PBL) On Chemistry Learning Outcomes. Balanga Jurnal Pendidikan
Teknologi Dan Kejuruan, 13(1), 22–29.
https://doi.org/10.37304/balanga.v13i1.17368
Anggraeni, D. M., Prahani, B. K., Suprapto, N., Shofiyah, N., & Jatmiko, B. (2023).
Systematic review of problem-based learning research in fostering critical
thinking skills. Thinking Skills and Creativity, 49, 101334.
https://doi.org/10.1016/j.tsc.2023.101334
Arifiani, I., Nurul.H, L., & Rahmawan, S. (2025). Problem Based Learning (PBL)
Learning Model for Increasing Learning Motivation in Chemistry Subject:
Literature Review with Bibliometric Analysis. ASEAN Journal for Science
Education, 4(1), 17-30. DOI: p- ISSN 2828-3287 e- ISSN 2828-3295
Evans, L. (2024). Reconceptualizing effective professional development for teachers:
shifting from causal chains and generativity to complexity and employee-
centrism. International Journal of Leadership in Education, 1–23.
https://doi.org/10.1080/13603124.2024.2430019
Hmelo Silver, C. E., Bridges, S. M., & McKeown, J. M. (2019). Facilitating Problem
‐ ‐
Based Learning. Chapter 13: The Wiley Handbook of Problem Based
‐
Learning, 297–319. https://doi.org/10.1002/9781119173243.ch13
Rahman, A. A., Usalmy, N. W., Hernández, C., & Refugio, C. N. (2025). The impact
of project-based learning on mathematics interest and self-efficacy among
senior high school students. Journal Element, 11(1), 133–152.
https://doi.org/10.29408/jel.v11i1.27622
Rakow, S. (2021). Educating gifted students in middle school: A practical guide.
Routledge.

Ram, P. (1999). Problem-Based Learning in Undergraduate Instruction. A Sophomore
Chemistry Laboratory. Journal of Chemical Education, 76(8), 1122.
https://doi.org/10.1021/ed076p1122
Sagatbek, A., Oni, T. K., Miller, E. A., Gabdullina, G., & Balta, N. (2024). Do High
School Students Learn More or Shift Their Beliefs and Attitudes Toward
Learning Physics with the Social Constructivism of Problem-Based Learning?
Education Sciences, 14(12), 1280. https://doi.org/10.3390/educsci14121280
Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C.,
Goodrich, J., Van Herwegen, J., & Anders, J. (2023). Effective Teacher
Professional Development: New Theory and A Meta-Analytic Test. Review of
Educational Research. https://doi.org/10.3102/00346543231217480 (Original
work published 2025).
Siregar, T. E., Luali, N., Vinalistyosari, R. C., Hanurawan, F., & Anggraini, A. E.
(2024). Implementation of Vygotsky’s Constructivism Learning Theory
through Project-Based Learning (PJBL) in Elementary Science Education. Al
Qalam Jurnal Ilmiah Keagamaan Dan Kemasyarakatan, 18(4), 2586.
https://doi.org/10.35931/aq.v18i4.3620
Suwastini, N. K. A., Puspawati, N. W. N., Adnyani, N. L. P. S., Dantes, G. R., &
Rusnalasari, Z. D. (2021). Problem-based learning and 21st-century skills: Are
they compatible? EduLite Journal of English Education Literature and Culture,
6(2), 326. https://doi.org/10.30659/e.6.2.326-340
Vygotsky, L. (1978). Mind in society. Harvard University Press.
Wibowo, S., Wangid, M. N., & Firdaus, F. M. (2024). The relevance of Vygotsky’s
constructivism learning theory with the differentiated learning primary
schools. Journal of Education and Learning (EduLearn), 19(1), 431–440.
https://doi.org/10.11591/edulearn.v19i1.21197

Wongsila, P., & Bunchoo, P. (2025). The Development of English-Speaking Skill by
Using Problem-Based Learning for the First Year B.A. Students of Teaching
English (International Program) in Education Faculty at
Mahachulalongkornrajavidyalaya University. Journal of Liberal Arts, Ubon
Ratchathani University, 21(1), 164–176.
www.cc.gatech.edu/faculty/ashwin/papers/er-07-05.pdf
Yuliyanah, Y., Gumala, Y., & Yohamintin, Y. (2025). Implementation of Problem
based learning model in 21st Century Learning: Literature review. Journal of
Basic Education Research, 6(1), 1–8. https://doi.org/10.37251/jber.v6i1.1315

QUESTION 2: REFLECTIVE ESSAY
First and foremost, I personally believe that as a future educator in managing
the 21-st century classroom and involves in the teaching and learning activities, it is
fundamentally for aspiring teachers to be well-informed and possess vast knowledge
in the information and technology tools. As such, the process of integrating
Information and Communication Technology (ICT) cannot be denied has become an
essential aspect of effective teaching and learning (T&L) altogether. For me, I have
experience in using Blended learning tools, such as Moodle which is one of MOOC
learning tools which are technologies and resources that are used to provide teaching
materials and interactive learning environments in between teacher and students. In
addition, this will be helpful in support for teaching mechanisms with the integration
of online and in-person learning activities likely through Learning Management
Systems (LMS) which is responsive and fundamentally to grade students marks in
examinations and tests as well as release their examinations marks for grades
purposes. Furthermore, this reflective essay explores my personal beliefs, values, and
attitudes toward integration of ICT in education which highlights how these elements
shape my motivation and readiness to incorporate technology into my teaching
practice.
1.0 Beliefs and Values Toward ICT in Teaching
Firstly, I uphold on my fundamental principle that integration of ICT in
teaching will give out as a powerful thrust for achieving a customized, engaging and
interchangeable learning with conscientious efforts for disseminating information’s
towards student improvements. I am strongly with the viewpoint that technology
when properly and thoughtfully integrated will exceed the limitations of conventional
teaching techniques and applications. In addition, this will allow for distinctive
learning approaches which provide rapid responses and allow access to an abundance
of varied materials and supports. This understanding is entrenched from an initial
constructivist view comprehends the type of learning in which students are
enthusiastically construct knowledge and improvising inputs that integrated ICT
which can provide scaffolding techniques and tools for this teaching delivery to take
place. Other than that, I personally value the approach of student-centered learning
which learner as medium agency that will augment student’s empowerment in which
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integration of ICT will be crucial engineer for students to design and take ownership
in their knowledge acquisition process. According to Mahmoud & Bawaneh (2025),
technological tools will be assisting through removing the class's formalities as the
barrier but continuously following order to bridge formality by exhibiting ease of use
likely for messaging, giving out announcements and having class discussions which
enable interactions smoothly in between students and teachers. Furthermore, this
resonates with findings by Reddy (2025), who emphasize how digital tools can foster
self-directed learning and autonomy. It is emphasized that through activities, all of the
students are able to enhance their self-esteem and public speaking skills in
autonomous ways. This shows that they are mastering important intrinsic knowledge
needed in which encourages them to rethink and channel their potential as well as
leveraging their abilities to steer towards their own career goals.
Furthermore, I am deeply committed to the concept of relevance and future-readiness.
I believe that teaching students without integrating the technologies that imbued in
their daily lives which could provide assistances and act as a bridge to their future
workplaces would be a disservice. In addition, my willingness to adopt ICT in
classroom instruction is significantly shaped by this motivation to equip students with
digital literacy, improvisation of their critical thinking skills and enhancing their
problem-solving competencies which are beneficial for triumph in the 21st century.
As highlighted by Mishra and Mehta (2021), digital competence is no longer a luxury,
but a necessary acquisition of skills sets that could impact student learning outcomes
by providing each student with required digital literacy skills. As such, it is
fundamental for educators to utilize technology effectively by promoting equity and
inclusion in diversified educational contexts (Doğan et al., 2025). Therefore, my
values can directly translate into a motivation to move beyond basic technology use
and embrace utilization of transformative applications involving ICT that will
completely uplift the attainable process of learning outcomes and preparing students
for their future’s ready workplaces.
2.0 Commitment to ICT Integration
My commitment to ICT integration in my future teaching practices is driven
by these core beliefs and values, leading me to prioritize specific tools and strategies
that align with my teaching philosophy.
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First, I plan to extensively integrate virtual learning environments (VLEs) and
maximize the use of collaborative applications. Platforms like Google Classroom,
Microsoft Teams or a dedicated Learning Management System (LMS) will serve as
the central hub for learning activities. My teaching philosophy emphasizes student-
centered learning and collaboration. VLEs provide a structured yet flexible space for
sharing resources, assigning differentiated tasks, facilitating online discussions along
with tracking student progress. Collaborative apps such as Google Docs, Miro, or Jam
board will be foundational for group projects, brainstorming sessions and peer
feedback. This choice is justified by my value for connectivity and collaboration
which allows students to co-create knowledge and practice importances teamwork
skills, regardless of any requirements for their physical presence. Research by Zheng
et al. (2025) indicates that effective use of collaborative digital tools significantly
amplifies student engagement and learning outcomes.
Second, I am committed to leveraging digital assessment tools and
personalized feedback mechanisms. Traditional assessments often provide delayed
and generalized feedback. My belief in personalized learning entails tools that offer
immediate, specific and actionable prompt responses. I plan to use tools like
formative quizzes in platforms such as Kahoot! or Quizizz for quick checks for
understanding and more sophisticated tools for analyzing student work, in examples,
rubrics that integrated into LMS or Google Docs and Grammarly for writing
assignments which are beneficial for students to self-edit their assignments and
improve their grammar thoroughly.
Apart from that, I intend to strategically integrate gamification and interactive
simulations into teaching practices. My commitment to fostering engaging and
motivating learning environments will draws out to these initiatives being applied.
Gamification through their practices in classrooms using points, badges, leaderboards
and narrative elements enthusiastically can transform dull tasks into exciting
challenges as well as improving students’ appeal and boost their study motivations.
For example, a virtual field trip to an ancient civilization in history class or a
simulation of a chemical reaction allows students to actively explore specific
chemistry concepts. This choice aligns with my belief in making learning relevant and
enjoyable and my understanding that active participation by students will lead to
8

deeper understanding which is a tenet of constructivism spectrum (Kapp, 2012; Parks,
2023). Thus, the interactive nature of these tools will promote active involvement in
classroom activities or projects and move beyond passive consumption of content
which is aligned with my dominant philosophy in conducting pedagogical approach.
3.0 Ethical, Inclusive, and Pedagogical Considerations
My personal values serve as a compass which gives directions on my approach
to making sure ethical, inclusive plus learner-centered use of ICT is happening in
distinct classroom settings. First, regarding ethical considerations, my fundamental
value of integrity and digital citizenship dictates responsible usage of ICT integration.
This means teaching students about intellectual property, plagiarism and the
responsibilities of academic conduct through the usage of online information. I will
emphasize the importance of critically evaluating sources, understanding bias in
academic work and requirements for students in giving credits to it by citing
information befittingly. My classroom will foster an environment where students
learn to navigate the digital world safely and ethically and recognize the importance
of respectful online interactions. This includes addressing cyberbullying and
promoting positive online communication which can be reflected through the growing
need for digital literacy and responsibility in society (Chiner et. al, 2025). Moreover,
technology will provide meaningful student engagement. Besides that, ICT activities
will be designed to be interactive, collaborative and relevant to students’ teaching and
learning progress and shift beyond trifling digital worksheets. For instance, instead of
just reading about climate change, students might use data visualization tools to
analyze climate data or create digital campaigns (Li & Zhang, 2025).
In conclusion, my journey as an aspiring educator in the 21st century is
fundamentally intertwined with the purposeful and ethical integration of ICT. My
beliefs in personalized learning can improve student empowerment which equips their
intuitiveness and curiosity towards connecting them into global interconnectedness by
fully utilizing their application in virtual environments. Furthermore, students will
understand the usage of digital assessment tools and gamification approach will
benefits them in teaching and learning. Thus, this will bring technology to serve as a
powerful instrument for generating a truly inclusive and future-ready learning
environment for all.
(1423 WORDS)
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REFERENCES
Chiner, E., Gómez-Puerta, M., Mengual-Andrés, S., & Merma-Molina, G. (2025).
Teacher and school mediation for online risk prevention and management:
Fostering sustainable education in the digital age. Sustainability, 17(8), 3711.
Doğan, M., Konuksever, D. D., Dost, İ., & Arslan, H. (2025). Building bridges:
Integrating diversity and equality into educational technology. In H. Kertmen
& D. İnal (Eds.), Creating positive and inclusive change in educational
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Joshi, V. A., & Gupta, I. (2021). Assessing the impact of the COVID-19 pandemic on
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normal. Worldwide Hospitality and Tourism Themes, 13(5), 622-635.
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methods and strategies for training and education. John Wiley & Sons.
Li, H., & Zhang, M. (2025). Museum game-based learning: innovative approaches
from a constructivist perspective. Frontiers in Education, 10.
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Mahmoud, E., & Bawaneh, A. K. (2025). Best practices of effective classroom
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Parks, K. R. (2023). A Phenomenological Study of Teachers' Experiences with
Educational Gamification and its Impact on Student Engagement in the
Middle School Math and Science Classroom.
Reddy, K. V. M. (2025). Digital tools for self-introduction: Enhancing learner
autonomy and professional development in the modern age. Research Journal

of English Language and Literature (RJELAL), 12(4), 152.
https://doi.org/10.33329/rjelal.12.4.152
Wu, S., Cao, Y., Cui, J., Li, R., Qian, H., Jiang, B., & Zhang, W. (2024). A
comprehensive exploration of personalized learning in smart education: From
student modeling to personalized recommendations. arXiv preprint
arXiv:2402.01666.
Zhang, N., Lao, S., Qiu, Z., Yang, Y., & Ouyang, F. (2025). The effects of online
collaborative environments and scaffoldings on student engagement in
collaborative problem-solving process. Education and Information
Technologies, 1-26.

PART 2: ONLINE CLASS PARTICIPATION (OCP)

THEORY AND PRACTICE ASSIGNMENT SEMESTER MAY 2025.docx

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