Using Buzz Technique in Mib Learning

Abstract

The contemporary national education system emphasizes student-centered learning; however, some students remain passive in classroom discussions and struggle to express their ideas. Although various interactive teaching strategies have been promoted, existing studies on the buzz group method have largely focused on subjects other than Melayu Islam Beraja (MIB), with limited empirical evidence available within the Bruneian educational context. Therefore, this study investigates the effectiveness of the buzz group method in enhancing student participation and MIB learning. Guided by Vygotsky’s sociocultural theory, this study employed a mixed methods approach using a reflective action research design. The participants involved of 21 Year 9 students from a government secondary, with four students purposively selected for interviews. Quantitative data were collected through pre-tests and post-tests and analyzed using the Wilcoxon Signed Ranks test, while qualitative data from semi-structured interviews were analyzed thematically. The findings indicate a statistically significant improvement in student achievement following the implementation of the buzz group method (p < 0.05). Qualitative findings further reveal positive student perceptions in terms of confidence, understanding, participation, and collaborative learning. Overall, the study reveals that the buzz group method is an effective pedagogical strategy for promoting active engagement and improving learning outcomes in MIB classrooms. It is recommended that MIB teachers incorporate structured small-group discussion strategies to support student-centered learning in alignment with 21st-century educational goals.