2.

0 Literature review

Research in this field of education has been widely implemented and produced by previous
academics both from within the country and abroad. A study on online learning by Khairol et
al, (2020) to identify the knowledge and experience of university students as well as their
perceptions of Open Learning MOOCs. The study found that there are positive and negative
aspects based on the perspective of students, namely 13 codes identified from the positive
aspects such as easy to use, improve study skills, save time, flexibility, provide support /
learning resources and others. From the negative aspect, there are 15 codes including internet
accessibility, technical difficulties, interface problems, negative attitudes of students,
teaching effectiveness, learning problems and lack of use.

The frequency of platform use also appears to be relatively low among respondents
where the majority say that they do not use MOOCs at all, and most do not use them every
day. MOOC platform. Their concerns include slow Internet connections, server problems,
and lack of access to learning resources and tools.

In addition, in a study Zaliza and Zaitul Akma (2013) have identified the attitudes and
motivations of foreign students who learn Malay as a third language at Universiti Teknologi
Malaysia (UTM). A total of 16 students were selected as respondents to meet the objectives
of this study, which is to identify students 'attitudes towards learning Malay and also to find
out the extent of students' motivation towards language learning. The results show that
students have a positive attitude and high motivation when learning Malay as their third
language. The findings of the study also found that the role of teachers is also a motivation
for students to learn Malay. However, in this study it was found that environmental factors do
not help much in learning Malay among foreign students. The local community is seen as less
comfortable speaking in Malay with them. Overall, foreign students have a positive attitude
and high motivation to learn Malay if they get encouragement and guidance from relevant
individuals.

Following that, Nurul Ain and Azizi (2012) did research to see if there was a link
between learning motivation, parenting style, and attitude and academic achievement among
students. The motivation of a student is influenced by goal considerations. This is consistent
with McClelland's Theory of Achievement Motivation, which holds that motivation is a
collection of processes that drive a person's behavior with the objective of guiding that
behavior toward a specific goal (Ainon, 2005). As a result, a motivated person will make a
positive decision based on the defined goals, and he will be confident that the action will be
significant to him and will meet his needs. Overall, a student's personal motivation is
influenced by grade factors.

Ainun Rahmahet al, (2017) discovered the impact of 21st century learning on
students' attitudes, motivation, and achievement in learning Malay in a study on 21st century
education. Communication skills, science and technology skills, cognitive skills,
interpersonal skills, intrapersonal skills, 3M skills (reading, counting, and writing), and other
characteristics are all related with 21st century skills in this technological age. According to
studies, the influence of 21st century learning has a number of good consequences on
students' attitudes, motivation, and achievement when studying Malay. The study's finding is
that 21st-century learning improves students' attitudes and motivation, which in turn
improves their ability to learn Malay.
 According to a study by Asyraf and Norazilawati Abdullah (2016), the Parent Support
Program is a Malaysian Education Development Plan (PPPM) 2013-2025 effort aimed at
increasing parents' involvement in their children's education at home and at school. To
analyze the level of parental involvement in their children's education at school and at home,
as well as the link between the factors of parental involvement in their children's education at
home and their achievement in primary school science subjects. The study's findings show
that parental involvement in their children's education at school and outside of school is high.

Rohani, Hazri, and Nordin (2010) looked at the relationship between the aspects of
quality teachers and students' learning commitment in the classroom in a prior study. In
addition, the goal of this study was to determine the best predictor factors for students'
learning commitment, as well as if demographic variables such as gender and student
background had an impact on their learning commitment.

This study also showed that the teacher-student relationship is a quality feature that
can be the best predictor of student commitment. Teachers that have a positive relationship
with their students can assist them in becoming more involved in the R&D process. The
relationship between teachers and students can have an impact on student learning and
academic accomplishment, as Fredriksen and Rhodes (2004) point out. According to
research, there is a link between the quality of the professors examined and the students'
commitment to learning. This implies that teachers' quality features have an impact on
students' dedication to learning. This finding is in line with the study of Salleh (2003) and
Hattie (2003) who also stated that teachers have the potential to change the attitude and status
of students towards a curriculum.