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Abstract

This research aimed to discuss the methods for teaching International Law to non-law students. The subject was offered to second and third-year students of the International Affairs Management program at the School of International Studies, Universiti Utara Malaysia. Since the subject required higher-order thinking skills, it was introduced with Simulated Problem-Based Learning (SPBL), which combines role-playing simulation and problem-based learning (PBL). In western universities, simulations, PBL, and role-playing were popular methods in teaching International Law and International Relations. The methods were shown to improve learning skills but were rarely used in teaching International Law in International Relations programs in Malaysia. Therefore, this study aimed to discuss the application of SPBL in teaching and learning and discuss students’ perception of its implementation. The study used data from the student’s reflective essays. The results showed that this method could help students improve their knowledge and nurture soft communication, confidence, and negotiation skills. Moreover, the students’ prior knowledge class size, duration, and design were vital for the simulations to run smoothly. The SPBL was integral into the International Affairs curriculum because it dealt with current world issues. Therefore, it could be implemented in other courses of the program, though it must be carefully designed and suited to the learning outcomes.

Bahasa Abstract

Kertas kerja ini membincangkan kaedah pengajaran dan pembelajaran dalam pengajaran Undang-undang Antarabangsa kepada pelajar bukan undang-undang. Di universiti kami, subjek ini diperkenalkan kepada program Pengurusan Hal Ehwal Antarabangsa di Pusat Pengajian Antarabangsa, Universiti Utara Malaysia. Mata pelajaran ini ditawarkan kepada pelajar tahun dua dan tiga. Memandangkan subjek ini memerlukan kemahiran berfikir aras tinggi, kami memperkenalkan Pembelajaran Berasaskan Masalah Simulasi (SPBL), gabungan simulasi main peranan dan Pembelajaran Berasaskan Masalah (PBL), untuk merangsang dan meningkatkan kemahiran berfikir pelajar. Di universiti-universiti barat, simulasi, PBL, dan main peranan adalah antara kaedah pengajaran yang popular dalam pengajaran Undang-undang Antarabangsa dan Hubungan Antarabangsa. Ia telah dibuktikan oleh literatur sedia ada untuk meningkatkan kemahiran pembelajaran mereka. Walau bagaimanapun, ia jarang ditemui di Malaysia menggunakan simulasi main peranan atau PBL dalam pengajaran kursus Undang-undang Antarabangsa dalam program Perhubungan Antarabangsa. Justeru, kajian kami memberikan gambaran ringkas untuk mengaplikasikan kaedah ini dalam pengajaran dan pembelajaran. Perbincangan selanjutnya dengan persepsi pelajar terhadap pelaksanaan SPBL. Data yang diperoleh adalah daripada karangan refleksi pelajar. Kami mendapati bahawa kaedah ini dapat membantu pelajar meningkatkan pengetahuan mereka dan memupuk kemahiran insaniah mereka, seperti kemahiran komunikasi, keyakinan dan perundingan. Kami juga mendapati bahawa pengetahuan sedia ada pelajar adalah penting untuk simulasi berjalan dengan lancar. Perkara lain seperti saiz kelas, tempoh dan masa, dan reka bentuk perlu diambil kira. Kami seterusnya berpendapat bahawa SPBL adalah sebahagian daripada kurikulum Hal Ehwal Antarabangsa kerana program itu sendiri menangani isu-isu semasa dunia. Ia boleh dilaksanakan dalam kursus lain program. Walau bagaimanapun, ia mesti direka bentuk dengan teliti dan sesuai dengan hasil pembelajaran kursus masing-masing.

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CONFERENCE PROCEEDINGS

Ali, Nik Nor Suhaida. “Simulated Problem-Based Learning: Teaching International Law in Exciting Way.” In Proceedings of the Inspirational Scholar Symposium (ISS), 2019.

Ramaya, Shiamala Devi, Owen Yeo Thian Seng, Johan Ismail Shafinah Kamaruddin, Suzina Hassan, and Muta Harah Zakaria. “Immersive Learning through Role-Playing in Biology Education for Promoting Sustainability.” In Inspiring Innovations for Sustainable Futures: Proceeding of the International University Carnival on E-Learning (IUCEL), edited by Chen Chwen Jen, 2019.

WEBSITE

Bonwell, Charles C., and James A. Eison.“Active Learning: Creating Excitement in the Classroom,” 1991. Accessed July 2, 2021. www.active-learning-site.com.Ala, Jacqui, and Nathalie Hyde-Clarke. “The Utility of Adopting Problem-Based Learning in an International Relations Foundation Course.” Education as Change 10, no. 1 (2006): 121–32.

Gray, Alex. “The 10 Skills You Need to Thrive in the Fourth Industrial Revolution.” World Economic Forum, 2016. https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/.

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