Prosiding Seminar Dekan Pendidikan Kebangsaan Ua 2023

SEMINAR KEBANGSAAN
MAJLIS DEKAN PENDIDIKAN

UNIVERSITI AWAM MALAYSIA 2023
PROSIDING
SEMINAR KEBANGSAAN
MAJLIS DEKAN
PENDIDIKAN
UNIVERSITI AWAM
MALAYSIA
2023
27-28 JULAI 2023
FAKULTI PENDIDIKAN
UNIVERSITI MALAYA
PENDIDIKAN CERMINAN
MASA DEPAN ASPIRASI
NEGARA
PENYUNTING:
NUR AMIRA SHAFIQAH MOHD ALMIZAT
FARAH NADIAH NORDIN
UMI NADIA ZAKARIA
NURZAINARIAH MAT ZAID
SENARAI KANDUNGAN
KATEGORI A: KERTAS KERJA

A. TVET, STEM dan STREAM
A1. BETWEEN GENDER AND ACADEMIC ACHIEVEMENT: 1
CREATIVE THINKING IN MATHEMATICS PROBLEM
SOLVING AMONG JUNIOR HIGH SCHOOL STUDENTS
Abdussakir (Universitas Islam Negeri Maulana Malik Ibrahim,
Malang, Indonesia )
A2. THE EFFECT OF FOOD CARBON FOOTPRINT 2
ACTIVITIES ON STUDENTS’ SUSTAINABLE DIET
PRACTICE
Anizawati Zainal, Hidayah Mohd Fadzil, Edy Hafizan Mohd Shahali
(UM)
A3. USE OF VIRTUAL MANIPULATIVES IN ADDITION OF 3
FRACTIONS AMONG YEAR FOUR STUDENTS
Chan Cheng Yow, Leong Kwan Eu (UM)
A4. ATTITUDES OF EDUCATION UNDERGRADUATE 4
STUDENTS' TOWARD MATHEMATICAL REASONING
DURING THE PANDEMIC: THE MEDIATING ROLE OF
METACOGNITIVE AWARENESS
Chan Choon Tak, Leong Kwan Eu, Hutkemri Zulnaidi (UM)
A5. INVESTIGATING STUDENTS' UNDERSTANDING OF 5
DERIVATIVE PROBLEMS INVOLVING CURVE
PROPERTIES USING TEACHING EXPERIMENT
Chien Tiew Mee, Leong Kwan Eu, Chua Kah Heng (UM)
A6. PAVING WAYS FOR BETTER EMPLOYMENT: INSIGHTS 6
FROM THE ACADEMY IN FACTORY
Khairul Azhar Jamaludin, Mohd Mahzan Awang, Melor Md Yunus,
Nurfaradilla Mohamad Nasri, Harwati Hashim (UKM)
A7. STEAM-BASED FLIPPED LEARNING: IMPROVING 7
STUDENTS' UNDERSTANDING ON THE TOPIC OF THE
COMPOSITION ON FUNCTION DURING ONLINE
MATHEMATICS LEARNING
Naufal Ishartono, Siti Hajar binti Halili, Rafiza binti Abdul Razak
(UM) (INDONESIA)
A8. EFFECT OF COOPERATIVE LEARNING WITH INTERNET 8
RECIPROCAL TEACHING STRATEGY ON ATTITUDE
LEARNING STEM LITERACY
Nofouz Mafarja, Mimi Mohaffyza Mohamad (UTHM), Hutkemri
Zulnaidi (UM)
A9. THE DIVERSITY IMPLEMENTATIONS OF HIGHER 9

ORDER THINKING IN THE FIELD OF EDUCATION.
i
Norida Norbi, Sharipah Ruzaina Syed Aris, Nabilah Abdullah
(UiTM)
A10. TRANSFORMATIVE LEARNING PROCESS IN THE 10
SERVICE-LEARNING APPROACH: TECHNICAL AND
VOCATIONAL EDUCATION STUDENTS' PERSPECTIVES
Nornazira Suhairom, Nurul Shafika Huda Zulaimi (UTM)
THE CONCEPT OF MADANI IN THE APPROACH OF 11
SCIENCE, TECHNOLOGY, ENGINEERING AND
A11. MATHEMATICS AS AN INTEGRATED DISCIPLINE: A
PERSPECTIVE FROM THE CONTEXT TO EDUCATIONAL
PARADIGM SHIFTING.
Nor Syazwani Mohd Rasid, Mohd Razip Bajuri (UM)
A12. INVESTIGATING THE RELATIONSHIP BETWEEN 12
DIGITAL LITERACY AND ACADEMIC PERFORMANCE
AMONG UNDERGRADUATE STUDENTS IN THE TVET
PROGRAM
Marlina Mohamad (UTHM), Asiah Mohamad (UiTM)
A13. KEBERKESANAN KAEDAH 4STEP TERHADAP 13
KEMAHIRAN MENYELESAIKAN MASALAH FIZIK
DALAM KALANGAN PELAJAR TINGKATAN 4: SATU
KAJIAN TINDAKAN
Mustafa Lutfi Bin Sabar, Mohd Nor Syahrir Abdullah, Chua Kah
Heng (UM)
A14. THE INFLUENCE OF METACOGNITION AND 14
MOTIVATION ON PRE-SERVICE SCIENCE TEACHERS’
21ST-CENTURY COMPETENCIES
Siti Fairuz Dalim, Mohd Nor Syahrir Abdullah, Rose Amnah Abd.
Rauf (UM)
A15. PENGARUH EFIKASI KENDIRI DAN SIKAP PELAJAR 15
TERHADAP PEMIKIRAN GEOMETRI PELAJAR
TINGKATAN 4 SEKOLAH MENENGAH SAINS
TERENGGANU
Siti Hajar Aishah Ramli, Leong Kwan Eu, Hutkemri Zulnaidi (UM)
A16. STEM AWARENESS AMONG SECONDARY SCHOOL 16
COUNSELLORS ON FOURTH INDUSTRIAL REVOLUTION
IN PREPARING STUDENTS’ FUTURE SKILLS
Subash Balan, Zaida Nor Zainudin, Habibah Ab Jalil (UPM)
A17. PEMBANGUNAN KEMAHIRAN BERFIKIR ARAS TINGGI 17
(KBAT) MURID MELALUI KEMAHIRAN
MENYELESAIKAN MASALAH DALAM MATEMATIK
Mohd Faisal Mahmad, Yee Mei Heong, Tee Tze Kiong, Kok Boon
Ching (UTHM), Pramudiyanto, Syifaul Fuada (INDONESIA)
B. Pendidikan Inklusif
B1. TEACHER'S PERCEPTION ON THE INTEGRATION OF 18
ABORIGINAL AND BORNEO TRADITIONAL CRAFTS IN
ii
TEACHING MALAYSIAN TRADITIONAL CRAFT TOPIC IN
VISUAL ARTS EDUCATION
Akmal Binti Ahamed Kamal, Siti Zuraida Maaruf, Mohd Khairezan
Rahmat (UiTM)
B2. MALAYSIAN TEACHERS’ VIEWS ON ROBOT-MEDIATED 19
INTERVENTION TO TRAIN AUTISM SPECTRUM
DISORDER (ASD) CHILDREN
Faizanah Abdul Alim Sidique, Madihah Khalid, Aishah Hanim Abd
Karim, Shahrul Naim Sidek, Hazlina Md Yusof, Ahmad Aidil Arafat
Dzulkarnain (IIUM)
B3. STUDENTS LEARNING EXPERIENCES IN HOMESCHOOL 20
CENTRES
Shahida Johari, Mahani binti Mokhtar (UTM)
B4. FACTORS INFLUENCING THE TEACHING PRACTICES 21
OF IN-SERVICE TEACHERS IN INCLUSIVE EDUCATION:
A SYSTEMATIC REVIEW
Miaomiao Wu, Dorothy DeWitt, Nor Nazrina Mohamad Nazry,
Norlidah Alias (UM)
B5. TAHAP PENGETAHUAN GURU MATA PELAJARAN 22
PENDIDIKAN ISLAM TERHADAP PENGAJARAN KELAS
INKLUSIF SEKOLAH RENDAH
Suzana binti Harun, Zaharah binti Hussin, Abdul Muhsien bin
Sulaiman (UM)
C. Pentaksiran dan Kurikulum
C1. OPTIMALIZATION OF TEACHING SKILLS PRACTICE 23
LEARNING IN IMPLEMENTING THE TEACHING
ASSISTANCE PROGRAM INDONESIAN’S KURIKULUM
MERDEKA
Abdul Bashith (INDONESIA)
C2. KRONOLOGI PERKEMBANGAN KURIKULUM 24
MATEMATIK SEKOLAH MENENGAH DI MALAYSIA DAN
KOREA SELATAN
Abdul Halim Abdullah (UTM)
C3. PENINGKATAN KEMAMPUAN KOGNITIF SISWA 25
SEKOLAH DASAR MELALUI MODEL PEMBELAJARAN
PERMAINAN BOLA TANGKAP
Bintoro Widodo (INDONESIA)
C4. THE IMPLEMENTATION OF INTERCULTURAL 26
SENSITIVITY SCALE AS AN INSTRUMENT TO MEASURE
INTERCULTURAL SENSITIVITY OF UNIVERSITY
STUDENTS
Diana Trisnawati, Azni Yati binti Kamaruddin, Abd Razak bin
Zakaria (UM)
iii
C5. PEMBANGUNAN MODUL PENGAJARAN DAN 27
PEMBELAJARAN DALAM PENDIDIKAN SENI: TINJAUAN
KOMPREHENSIF
Fauziah Mohammad, Che Aleha Ladin, Mohd Shahril Nizam
Shaharom (UM)
C6. DEVELOPMENT OF E-MODULE OF INTERCULTURAL 28
COMPETENCE COURSE FOR TOURISM MANAGEMENT
PROGRAM IN VOCATIONAL COLLEGE, CHINA
Guo Jihong (CHINA), Lai Chee Sern (UTHM) (MyRIVET)
C7. EDUCATIONAL THOUGHT AND MANAGEMENT MODEL: 29
NU AND MUHAMMADIYAH
Nur Ali, and Triyo Supriyatno (INDONESIA)
C8. DEVELOPMENT OF AN INTERACTIVE E-MODULE FOR 30
THE TOPIC OF AMPLIFIER CIRCUITS BASED ON KOLB'S
LEARNING STYLE
Nur Hidayah Binti Mohd Radzir, Lee Ming Foong (UTHM)
C9. KNOWLEDGE CONSTRUCTION OF CLASSROOM-BASED 31
ASSESSMENT PRACTICES AMONG MALAYSIAN
PRIMARY SCHOOL TEACHERS
Malini Devi Paramesvaran, Lim Jia Wei, Madhyazhagan Ganesan
(UM)
C10. PEMBANGUNAN INSTRUMEN PENGUKURAN 32
RESILIENSI DIGITAL GURU MEMACU KE ARAH
KELESTARIAN KUALITI PEMBELAJARAN
Marini Kasim, Tengku Faekah Tengku Ariffin (UUM)
C11. BIBLIOMETRIC ANALYSIS OF TEACHER READINESS 33
FROM 2010 TO 2021
Mat Rasid Ishak, Harris Shah Abdul Hamid, Hidayah Mohd Fadzil
(UM)
C12. PENTAKSIRAN DIGITAL DALAM KALANGAN 34
PENSYARAH: SATU TINJAUAN AWAL
Mohd Isha Awang, Muhammad Noor Abdul Aziz, Muhammad
Dzahir Kasa
Yahya Don (UUM)
C13. PROFIL TAHAP KEPERIHATINAN GURU MATEMATIK 35
SEKOLAH MENENGAH TERHADAP KURIKULUM
MATEMATIK DALAM MENCAPAI HASRAT PENDIDIKAN
4.0
Muzirah Musa, Nur Hidayati Zulkipli (USM)
C14. MENEROKA IKLIM SEKOLAH DALAM PEMBENTUKAN 36
AKHLAK ATLET PELAJAR DI SEBUAH SEKOLAH SUKAN
DI JOHOR
Siti Hajar Rahman, Norlizah Che Hassan, Fathiyah Fakharuddin
(UPM)
iv
C15. DEVELOPMENT OF INTEGRATING MODULE USING 37
PEERAGOGY LEARNING STRATEGY AND KOLB
EXPERIENTIAL LEARNING CYCLE
Nurul Hedzlina Azhni Binti Othman, Yee Mei Heong (UTHM)
C16. FORMATIVE FEEDBACK PRACTICES IN MALAYSIAN 38
ESL WRITING CLASSROOM
Nur Riza Alias, Zuwati Hasim (UM)
C17. RATER SEVERITY IN EVALUATING CONSTRUCTS FOR 39
MEASURING TEACHER LITERACY IN IMPLEMENTING
AUTHENTIC ASSESSMENT
Nurulhuda Hassan, Mohd Nazri Abd Rahman (UM), Bambang
Sumintono (INDONESIA)
C18. KAEDAH PROSES MELUKIS UNTUK MENINGKATKAN 40
KEMAHIRAN PELAJAR SENI VISUAL TINGKATAN ENAM
SMK PITAS SESI 2022-2023
Rohasmezan Bin Hashim (SMK Pitas)
C19. EXAMINING THE IMPACT OF TEACHERS’ GRADING 41

PRACTICES TOWARDS CLASSROOM-BASED
ASSESSMENT AMONG SECONDARY SCHOOL TEACHERS
Shahazwan Bin Mat Yusoff (UM)
C20. PERSEPSI GURU TERHADAP KEPERLUAN 42
PEMBANGUNAN PERMAINAN MUDAH ALIH BAHASA
ARAB UNTUK SEKOLAH RENDAH DI MALAYSIA DALAM
KURIKULUM STANDARD SEKOLAH RENDAH (KSSR)
Siti Rosilawati Ramlan, Maziahtusima Ishak, Sakinah Ahmad
(USIM), Ghazali Zainuddin, Noor Azli Mohamed Masrop (KUIS),
Muhammad Sabri Sahrir (IIUM), Naqibah Mansor (KUIS)
C21. KEPERLUAN PEMBANGUNAN DAN KEBOLEHGUNAAN 43
MODEL PEDAGOGI TERBEZA DALAM KALANGAN GURU
DI MALAYSIA
Zurina Mustaffa (IPGM), Zaharah Hussin, Abdul Muhsien Sulaiman
(UM), Abdul Hadi Sulaiman, Zuraini Yaakub, Aisah Hasmam
(IPGM)
C22. RESISTENSI GURU TERHADAP PERUBAHAN 44
KURIKULUM:
STUDI KASUS GURU MADRASAH IBTIDAIYAH DI
INDONESIA
Wahidmurni (INDONESIA)
D. Pengaplikasian Teknologi Terkini

D1. THE USE OF SOCIAL MEDIA AMONG TEACHERS & 45
STUDENTS: IMPLICATIONS ON LEARNING &
FACILITATION
v
W Omar Ali Saifuddin Wan Ismail, Faiz Najmuddin Abd Halim,
Muhammad Azam Daud, Muhamad Fadzlan Salim, Muhammad
Hafidzurrahman Mohd Saufi, Ab Aziz bin Sulaiman (UNISZA)
D2. PEMBANGUNAN APLIKASI AUGMENTED REALITY 46
PENERAPAN NILAI-NILAI MURNI BERTERASKAN
CERITA BAWANG PUTIH BAWANG MERAH
Azita Ali, Hanis Hidayah Binti Abdul Malik (UTHM)
D3. KEFAHAMAN GURU MENGAPLIKASIKAN PENDEKATAN 47
PEMBELAJARAN TERADUN DALAM PENGAJARAN DAN
PEMBELAJARAN PENDIDIKAN SENI VISUAL. SATU
KAJIAN KES DI DAERAH TAMBUNAN SABAH.
Che Aleha Ladin, Beatsie Eth Gominik (UM)
D4. AUGMENTED REALITY: GARIS PANDUAN REKA 48
BENTUK DAN PEMBANGUNAN BERASASKAN TEORI
PENGAJARAN
Farah Mohamad Zain, Mohd Faiz Mohd Yaakob, Faizahani Ab.
Rahman, Siti Noor Ismail (UUM)
D5. EVALUATING MOBILE APPS FEATURES FOR LEARNING 49
ENGLISH SPEAKING SKILLS
Harwati Hashim, Khairunnisa Hasnan (UKM)
D6. CHALLENGES OF IMPLEMENTING ONLINE LEARNING 50
AMONG TEACHERS
Hasnah Mohamed (UTM)
D7. PELAKSANAAN PENGAJARAN DIGITAL DALAM 51
KALANGAN GURU PENDIDIKAN MORAL SEKOLAH
MENENGAH LUAR BANDAR SEMASA PANDEMIK
Oziah Rudin, Azni Yati Kamaruddin (UM)
D8. KESAN PENGGUNAAN FLIPPED CLASSROOM MENERUSI 52
PEMBELAJARAN BERASASKAN PROJEK BAGI
MATAPELAJARAN FIZIK
Megat Aman Zahiri B Megat Zakaria (UTM), Saliza Binti Mat Isa
(SMK St George)
D9. DIGITAL TECHNOLOGY USE AMONG PRESCHOOLERS 53
IN MALAYSIA
Rozita Wahab, Nursyuhaidah Mohd Kadri, Azmawaty Mohamad
Noor, Amira Najiha Yahya (UM)
D10. PENGGUNAAN VIDEO ANIMASI BAGI TAJUK ABSTARK 54
DALAM SAINS RENDAH BERDASARKAN TEORI
KONSTRUKTIVISME
Shaharuddin Md Salleh (UTM), Abdul Muiz Hussin (SK Seri Binjai)
IMPLEMENTATION OF AUGMENTED REALITY ON 55

D11.
SPORTS ANATOMY COURSE
Muhammad Chairad, Budi Valianto, Imran Akhmad (INDONESIA)
vi
56
D12. NORMA PENGGUNAAN BUKU TEKS DIGITAL
Suhami Ahmad (MOE), Simah Mamat, Nur Nabihah Mohamad Nizar
(UM), Nor Asiah Ismail (IPG)
D13. BUSY BOOK THEMATIC: A LEARNING MEDIA FOR 57
IBTIDAIYAH MADRASAH STUDENTS
Wahyu Henky Irawan, Maryam Faizah (INDONESIA)

D14. PENERIMAAN DAN PERANAN TEKNOLOGI MAKLUMAT 58
DAN KOMUNIKASI DALAM PENGAJARAN DAN
PEMBELAJARAN GURU PENDIDIKAN ISLAM
Wan Ismail, W.A., Nur Iyliani, K., Roslan, A.R. (UNISZA)
E. Inovasi Dalam Pengajaran dan Pembelajaran

MUSICAL CREATIVITY AND ENGAGEMENT IN MUSIC 59
E1. EDUCATION: EXPLORING INNOVATIVE TEACHING
MATERIALS FOR PRIMARY SCHOOL.
Juriani Jamaludin, Harrinni Md Noor (UiTM)
HUBUNGAN ANTARA TAHAP KOMUNIKASI, KESEDIAAN 60

E2. DAN MOTIVASI PELAJAR SEMASA PEMBELAJARAN
DALAM TALIAN.
Nizamudin Razali (UM), Nur Alia Shahira Ahmad Shaufi, Faizal
Amin Nur Yunus, Mohd Erfy Ismail, Suhaizal Hashim (UTHM)
TAHAP PENGETAHUAN, KEMUDAHAN 61
E3. INFRASTRUKTUR DAN KEMAHIRAN GURU TERHADAP
PDPC BERASASKAN GOOGLE CLASSROOM
Noorazman Bin Abd.Samad, Mohd Hazrol Ashraf Bin Md Aris,
Affero Ismail, Mohd Hatta Mohamed Ali, Md Hani, Shahnin
Abdullah (UM)
AN EXPERIENTIAL LEARNING APPROACH TO DEVELOP 62
E4.
GRADUATE ATTRIBUTES
Nur Jahan Ahmad (USM), Shaista Shirazi (UK), Neni Hermita
(INDONESIA), Corrienna Abdul Talib (UTM)
ENHANCING CLASSROOM LEARNING: EXPLORING THE 63
E5. SYNERGY OF MICROLEARNING AND THE COMMUNITY
OF INQUIRY
Nurul Fitriah Alias, Rafiza Abdul Razak (UM)
E6. TAHAP PENGETAHUAN, EFIKASI KENDIRI, SIKAP DAN 64

PELAKSANAAN PENGAJARAN BERASASKAN PROJEK
DALAM KALANGAN GURU FIZIK
Lokman Hakim Muhammed, Mohd Nor Syahrir Abdullah, Chua Kah
Heng (UM)
vii
DOCUMENTING TEACHING ANECDOTES FOR 65
REFLECTIVE TEACHING: THE CASE WITH
E7.
POSTGRADUATE STUDENTS EXPLORING TEACHING
PORTFOLIO
Muhammad Noor Abdul Aziz, Noor Aida Mahmor, Nurahimah
Mohd Yusoff (UUM)
TEKNIK PENGAJARAN MENERUSI PETA PEMIKIRAN I- 66
E8. THINK DENGAN MENGGUNAKAN APLIKASI QUIZIZZ
DALAM PDPR
Roslan AB RAHMAN, Roselizam DAUD, Wan Ismail, WAN
ABDULLAH (UNISZA)
DIFFERENTIATED LEARNING TO IMPROVE STUDENTS' 67
E9.
CREATIVE THINGKING ABILITY
Samsul Susilawati (INDONESIA)

DEVELOPMENT OF A WRITING ARABIC LETTERS 68
APPLICATION USING GAMIFICATION-BASED SMART
E10.
QUR’AN TO SUPPORT THE ABILITY OF STUDENT
WRITING SKILLS
Shofiyah Al Idrus, Rafiza Binti Abdul Razak, Norharyanti Binti
Mohsin (UM)
PERCEPTION OF CULINARY ARTS EDUCATORS' 69
E11. READINESS TO IMPLEMENT BLENDED LEARNING IN
THE TEACHING AND LEARNING PROCESS
Suhaizal Hashim, Nur Shafiqa Fatehah Zaini, Siti Hajar Zakariah
(UTHM), Noor Hidayah Che Lah (UPSI)
PERSEPSI PELAJAR TERHADAP STRATEGI GAMIFIED 70
FLIPPED CLASSROOM (GFC) DALAM MENINGKATKAN
E12.
PENGLIBATAN TINGKAH LAKU, PENGLIBATAN
KOGNITIF, DAN PENGLIBATAN AFEKTIF PELAJAR
Wan Masitah Wan Majid, Farah Mohamad Zain, Siti Noor Ismail
(UUM)
TEACHING AND LEARNING METHODS TO IMPROVE 71
E13. STUDENTS' PERFORMANCE THROUGH THE USE OF
TECHNOLOGY
W Omar Ali Saifuddin Wan Ismail, Anis Syakirah Anuar, Nur Hawa
Nabilah Aziz, Hajar Najwa Mahadi, Raja Suhailili Raja Ismail, Wan
Farah Wani Wan Fakhruddin (UNISZA)
USING FILM TO TEACH LEADERSHIP IN EDUCATIONAL 72
E14.
ADMINISTRATION
Wan Suraya Wan Nik, Nursyahidah Khalid, Wan Zuraidah Wan Nik
(IIUM)
F. Pengurusan dan Kepimpinan Pendidikan

STRATEGI MELESTARIKAN KESEJAHTERAAN TEMPAT 73
F1.
KERJA DARI PERSPEKTIF PENGETUA NOVIS
viii
Aziah Ismail, Nor Sahfrin Ahmad (USM)
EXPLORING ITEMS FOR MEASURING INSTRUCTIONAL 74
LEADERSHIP PRACTISES AMONG HEADMASTERS IN
F2.
PUBLIC PRIMARY SCHOOLS: AN EXPLORATORY
FACTOR ANALYSIS PROCEDURE
Azzarina Anor Basah, Ahmad Zabidi Abdul Razak (UM)
F3. APLIKASI PENDEKATAN INTERPRETIVE STRUCTURAL 75
MODELLING DALAM PEMBANGUNAN MODEL
KECENDERUNGAN BERSARA AWAL DALAM
KALANGAN GURU DI MALAYSIA
Mohd Nazri Abdul Rahman, Zawawi Ismail (UM), Aminuddin
Awang (KPPKSM), Muhammad Ridzuan Idris, Norazan Md. Nor
(IPGKKB), Fouzi Singon (KPPKSM), Husaina Banu Kenayathulla
(UM), Muhammad Asyraf Mansor@Noordin (UMCares), Simah
Mamat, Komalah Apu (UM)
F4. STRENGTHENING STRATEGIC THINKING AND 76
DECISION MAKING COMPETENCY IN VUCA
ENVIRONMENT: THE MODERATING ROLE OF
STAKEHOLDER NETWORKING
Hanis Sofia Binti Mohd Norzalan, Darwina Binti Ahmad Arshad,
Nurul Sharniza Binti Husin (UUM)
F5. STRATEGI KEPEMIMPINAN PESANTREN DALAM 77
MENGEMBANGKAN EDUPRENEUR
Muhamad Amin Nur (INDONESIA)

PENDEKATAN "THREE SIGHTS" DALAM SUPERVISI 78
AKADEMIK UNTUK PENGEMBANGAN
F6.
PROFESIONALISME GURU PADA SEKOLAH MENENGAH
ATAS DI MALANG RAYA
Indah Aminatuz Zuhriyah, Sutiah, Hidayat, Baharuddin
(INDONESIA)
DATA-DRIVEN GUT FEELING? A CONCEPT PAPER OF 79
F7. SITUATIONAL AWARENESS FOR EFFECTIVE
EDUCATIONAL LEADERSHIP IN A VUCA ENVIRONMENT
Farah Liyana Mohamad Halil, Nor Azni Abdul Aziz, Aminuddin
Hassan (UPM)
KEBOLEHGUNAAN DAN KESAN MODUL KAUNSELING 80
F8. UNTUK MENGURANGKAN KEBIMBANGAN
KOMUNIKASI PELAJAR IPT
Nor Hernamawarni Binti Abdul Majid, Nor Shafrin Binti Ahmad,
Rahimi Binti Che Aman (USM)
INTERVENSI KRISIS DALAM MENINGKATKAN 81
F9.
RESILIENSI MURID B40
Nor Shafrin Ahmad, Zulliana Hasan, Rahimi Che Aman (USM)
ix
CHARACTERISTICS OF BULLIES AND TYPES OF 82
F10. BULLYING AMONG PRESCHOOL CHILDREN IN
PRESCHOOL
Nur Afini Norazam, Dr. Fadzilah Amzah (USM)
POST TRANSFORMATIONAL LEADERSHIP IN LEADING 83

F11.
CHANGE FOR SUCCESSFUL SCHOOL
Muhammad Walid (INDONESIA)
THE URGENCY OF MOSQUE BASED ORPHANAGE 84
F12.
MANAGEMENT IN INDONESIA
Nurul Yaqien (INDONESIA)
DEVELOPMENT STRATEGY OF MUHAMMADIYAH 85
F13.
SCHOOL IN CONSERVATIVE NU COMMUNITY
Triyo Supriyatno, Nur Ali (INDONESIA)
WOMEN SCHOOL PRINCIPALS: ROLES IN 86
F14.
CONSTRUCTING LEADERS’ IDENTITY IN TEACHERS
Sakinah Ahmad, Maziahtusima Ishak, Hayati Ismail, Sarifah
Nurhanum Syed Sahuri, Siti Rosilawati Ramlan, Mardhiah Yahaya
(USIM)
PUNCA KEMURUNGAN GURU DI MALAYSIA: SATU 87
F15.
TINJAUAN LITERATUR BERSISTEMATIK
Salahuddin Haron, Mohd Nazri Abd Rahman, Azmawaty Mohamad
Nor (UM)
A BIBLIOMETRIC ANALYSIS ON HOW EDUCATIONAL 88
F16. LEADERSHIP RESEARCH HAS EVOLVED
COLLABORATIVELY OVER TIME
Suhaibah Mukhtar, Ahmad Zabidi Abdul Razak (UM)
PENGURUSAN BAKAT PELAJAR SEKOLAH DI 89

F17.
MALAYSIA: KEPERLUAN DAN CABARAN
Tajul Nizam bin Ibrahim, Zaharah Binti Hussin, Ahmad Zabidi bin
Abdul Razak (UM)
TAHAP KEMAHIRAN KEPIMPINAN TRANSFORMASI 90
PELAJAR IJAZAH SARJANA MUDA PENDIDIKAN
F18.
VOKASIONAL (ISMPV) MENERUSI KURSUS BINA INSAN
GURU VOKASIONAL
Nor Mailizawani binti Mat Zaki, Wan Hanim Nadrah binti Wan
Muda, Fazlinda binti Ab Halim, Nurtasnim binti Ismail (UTHM)
HUBUNGAN KEPIMPINAN KARISMATIK PENGETUA 91
F19. TERHADAP MOTIVASI GURU DI SEKOLAH MENENGAH
KEBANGSAAN ELIT DI TERENGGANU
Wan Marfazila WAN MAHMUD, Martini ABDULLAH (UNISZA)
x
RELATIONSHIP BETWEEN PERSONALITY TRAITS, 92
F20. LEARNING STYLES AND ACADEMIC PERFORMANCE
AMONG PRIVATE HIGH SCHOOL STUDENTS
Liew, J. Y. (REAL International School), Ashari, Z. M. (UTM)
KEPIMPINAN ADAPTIF PEMANGKIN PENDIGITALAN 93
F21.
PENDIDIKAN DI SEKOLAH
Zuraidah Juliana MOHAMAD YUSOFF, Maslinda Hani ZAINAL
ABIDIN (UNISZA)
G. Kelestarian Pendidikan Bahasa
PRESERVATION OF REGIONAL LANGUAGES IN SHORT 94

G1.
STORIES BY SANTRI
Achmad Tantowi Azis, Heri Suwignyo, Yuni Pratiwi (INDONESIA)
21ST CENTURY SKILLS IN ARABIC LEARNING OF 95

G2.
ISLAMIC RELIGIOUS COLLEGES IN INDONESIA
Dewi Chamidah (INDONESIA)

THE EXPLORATION OF HOME LITERACY 96
ENVIRONMENT (HLE) ON ENGLISH ORAL LANGUAGE
G3.
DEVELOPMENT AMONG 4+ YEARS OLD BILINGUAL
CHILDREN
Fadzilah Amzah, Ooi Ming Chee (USM)
IMPACT OF INTERNATIONAL TEACHING PRACTICUM 97

G4.
ON STUDENTS' LEARNING OF ENGLISH
Hairul Nizam Ismail, Muhammad Kamarul Kabilan Abdullah (USM)
TRANSLANGUAGING IN ESL READING CLASSROOMS: 98

G5.
ISSUES AND CHALLENGES
Khursiah Mohammad Sauffi, Fatiha Senom (UM)
G6. NON-LEXICALISED PAUSES IN ESL NON-EVALUATIVE 99
IMPROMPTU SPEECH: SELF-ASSESSMENT
METACOGNITIVE STRATEGIES TO ENHANCE SPEECH
PRODUCTION
Komalah Tharmalingam, Adelina Asmawi, Lim Jia Wei (UM)
TRACKING INDONESIAN TEACHER’S PROBLEMS IN 100
G7.
READING COMPREHENSION
Langgeng Budianto (INDONESIA)

DYNAMICS OF WORD SELECTION TO UNDERSTAND 101
G8. LANGUAGE TEXT AS SPOKEN DISCOURSE IN LEARNING
ARABIC FOR CHILDREN
xi
Mohammad Samsul Ulum (INDONESIA)
G9. ANALYSIS ON ENGLISH LANGUAGE ANXIETY AMONG 102
RURAL SCHOOLS IN SELANGOR
Noor Illi Elas (Just English)

THE SMALL CULTURE PERSPECTIVES: NEW WAYS OF 103
G10. THINKING ABOUT WILLINGNESS TO COMMUNICATE
(WTC) IN ENGLISH AS THE SECOND LANGUAGE
Nur Salwa Abd Wahid (UTM)
104
G11.
Sutaman (INDONESIA)
KEBERKESANAN PEMBELAJARAN AUTENTIK DALAM 105
G12. PENGAJARAN KEMAHIRAN BERFIKIR ARAS TINGGI
PENULISAN BAHASA MELAYU
Zurina binti Hamid, Sanitah bte Mohd Yusof & Noor Azean bte Atan
(UTM)
TOWARDS A TRANSLANGUAGING PEDAGOGY FOR THE 106
G13. DEVELOPMENT OF ENGLISH COMMUNICATION SKILLS
FOR ROHINGYA STUDENTS
See Jasmine, Adelina Asmawi (UM)
A BIBLIOMETRIC ANALYSIS ON TRENDS AND 107
G14. PATTERNS IN SELF-REGULATED LANGUAGE
LEARNING
Wang Xing, Zuwati Hasim
H. Pendidikan Masa Depan

H1. WASTE MANAGEMENT LEARNING IN EARLY AGE TO 108
DEVELOP ENVIRONMENTALLY CARING CHARACTERS
Alfiana Yuli Efiyanti (INDONESIA)
H2. ERA BARU PENDIDIKAN AWAL KANAK-KANAK: 109
PENGESAHAN MODEL PENGUKURAN MENGGUNAKAN
ANALISIS FAKTOR KESAHAN (AFK) KONSTRUK
KETERLIBATAN GURU PRASEKOLAH LELAKI
Azali Jumaren, Mariani Md Nor & Madhyazhagan Ganesan (UM/

SEGI Uni)
H3. MELONJAKKAN PENERBITAN: ISU DAN CABARAN 110
PENERBITAN AHLI AKADEMIK MUDA
xii
Azrizal Mohamed Zin, Nurul Nadiah Atiqah Mohd Khair, Rosnani
Boyak, Nurfaradilla Mohamad Nasri (UKM)
H4. PENTAKSIRAN MASA HADAPAN: PELAKSANAAN 111
PENTAKSIRAN BERSEPADU UNTUK MURID PINTAR
BERBAKAT MUSLIM DI KOLEJ GENIUS INSAN,
UNIVERSITI SAINS ISLAM MALAYSIA
Hayati Ismail, Rossidi Usop, Nurul Farihan Mohamed, Mohamad

Ikhwan Hami (USIM)
H5. PREDICTORS OF EDUCATION FOR SUSTAINABLE 112
DEVELOPMENT (ESD) INTEGRATION IN PRIMARY
SCIENCE EDUCATION: A STRUCTURAL EQUATION
MODELLING APPROACH
Kavitha Maslamany, Chua Kah Heng, Renuka Sathasivam (UM)
H6. TEACHERS' TALENT MANAGEMENT AND PERSONAL 113

QUALITY ENSURE A BETTER TOMORROW IN
EDUCATION
Koh Aik Siong, Ahmad Zabidi Abdul Razak (UM)
H7. TAHAP KESIAPSIAGAAN GURU TERHADAP 114
PENDIGITALAN PENDIDIKAN
Maslinda Hani Zainal Abidin, Zuraidah Juliana Mohamad Yusoff,
Mustafa Che Omar (UNISZA)
H8. POST-PANDEMIC TEACHER EDUCATION IN MALAYSIA: 115
FOREVER CHANGED?
Nurfaradilla Mohamad Nasri, Khairul Azhar Jamaludin (UKM)
H9. TINGKAH LAKU PEMIKIRAN HOLISTIK SEBAGAI 116
PENGANTARA ANTARA PENGETAHUAN DAN AMALAN
PENGAJARAN KEMAHIRAN BERFIKIR ARAS TINGGI
DALAM KALANGAN GURU
Huda Afiqah Hashim, Rahimah Embong, Wan Mazwati Wan Yusoff,
Rapi’ah Jusoh (UNISZA, IIUM)
H10. EFIKASI KENDIRI, KESUNGGUHAN DAN KOMPETENSI 117
MENGAJAR: PEMBOLEH UBAH MANA YANG DOMINAN?
Rahimah Jamaluddin, Nur Sabrina Zakaria (UPM)
H11. PEMBINAAN KEMAHIRAN PENDIDIKAN ABAD KE 21 118
DALAM KALANGAN GURU: ANALISIS SISTEMATIK
KAJIAN LITERATUR
Ramlan Alwi bin Mahmud, Ahmad Zabidi bin Abdul Razak, Kenny
Cheah Soon Lee (UM)
H12. NURTURING LEARNER AUTONOMY ABILITIES ON 119
SUSTAINABILITY AWARENESS: REUSE, REDUCE,
RECYCLE THROUGH EDUCATION FOR SUSTAINABLE
DEVELOPMENT – A CASE STUDY
Rohaya Abdullah, Nur Jahan Ahmad (USM)
xiii
H13. PENDEKATAN MATERIALISME BARU DALAM 120
PENDIDIKAN KESAKSAMAAN GENDER MELALUI
PROGRAM ALL ABOUT GIRLS DALAM KALANGAN
PELAJAR DI LEMBAH KLANG
Syafiqah Abdul Rahim, Mohd Mahzan Awang (UKM)
I. Pendidikan Kerohanian
I1. EARLY CHILDHOOD TEACHERS EMOTIONAL LABOR IN 121
INDONESIA: A PHENOMENOLOGICAL STUDY
Akhmad Mukhlis (INDONESIA)
I2. ISU DAN MASALAH DALAM PENGURUSAN DAN 122
PELAKSANAAN PENDIDIKAN ISLAM DI MALAYSIA
Alif Nawi, Nuraini Abu Samah (UUM)
I3. CROSS SECTIONAL STUDIES ON RELIGIOUS 123

MODERATION MAINSTREAMING STRATEGIES AND
PRACTICES BETWEEN UNIVERSITIES IN INDONESIA
AND THE NETHERLANDS
Dewi Pramitha (INDONESIA)
I4. KESEDARAN IBUBAPA TERHADAP KETAGIHAN 124
PELAJAR DALAM PENGGUNAAN PERANTI
ELEKTRONIK
Fazlinda Ab Halim, Wan Hanim Nadrah Wan Muda, Lee Ming
Foong, Lai Chee Sern (UTHM)
I5. PRESERVATION OF NONVIOLENT DISCOURSES AS 125
RITUAL LANGUAGE TEACHING IN THE ISLAMIC
FRIDAY PREACHING TEXTS IN INDONESIA
Hammam (INDONESIA)
I6. ANALISIS KEPERLUAN PEMBANGUNAN TAKSONOMI 126
ÁQLIYYAH-NAFSIYYAH PEMBELAJARAN PENDIDIKAN
ISLAM PERINGKAT MENENGAH
Husnul Rita Aris, Saedah Siraj, Zaharah Hussin (UM)
I7. STRATEGI PENERAPAN EKSPLISIT NILAI MELAYU 127
ISLAM BERAJA (MIB) SEKOLAH MENENGAH NEGARA
BRUNEI DARUSSALAM: KAJIAN KES
Ismail bin Abas, Nur Hazimah binti Haji Marali (BRUNEI)
I8. THE COMPREHENSIVE STRATEGIES PREDICT 128

CONTENT DELIVERY QUALITY FOR UGANDAN
MUALLAF CURRICULUM (EXTRACTIONS FROM
EVALUATION OF ELEMENTARY ARABIC LEARNING
MODULE EALM)
Kirembwe Rashid Abdul Hamed*, Mohd Aderi Che Noh,
Hishomudin Ahmad, Sakinah Ahmad, Siti Rosilawati Ramlan,
Sarifah Nurhanum binti Syed Sahuri, Hayati Ismail, Noor Azizi
Ismail, Adibah binti Sulaiman @ Mohamad, Mardhiah Yahaya &
Mohammad Najib Jaffar (USIM)
xiv
I9. APLIKASI FUZZY DELPHI DALAM REKA BENTUK 129
ELEMEN DALAM KOMPONEN PEMILIHAN KAEDAH
PENGAJARAN DALAM PEMBANGUNAN MODEL
PENGAJARAN TAHFIZ (I-QTMAR)
Mardhiah Yahaya, Siti Rosilawati Ramlan, Sakinah Ahmad, Noor
Azizi Ismail, Mohd Aderi Che Noh (USIM)
I10. MEMPERKASA PENDIDIKAN ISLAM MELALUI 130
PENDEKATAN DIDIK HIBUR: PENGGUNAAN DRAMA
PENDEK SEBAGAI KAEDAH KREATIF DAN INOVATIF
DALAM PENGAJARAN DAN PEMBELAJARAN DI
SEKOLAH
Maziahtusima Ishak, Hayati Ismail, Sakinah Ahmad, Siti Rosilawati
Ramlan (USIM)
I11. KAEDAH AQLI DALAM KURIKULUM PENDIDIKAN 131
ISLAM DAN KAITANNYA DENGAN NAQLI
Mohd. Aderi Che Noh, Noor Azizi Ismail, Siti Rosilawati Ramlan,
Mardhiah Yahaya, Kirembwe Rashid Abdul Hamed, Sakinah
Ahmad, Hayati Ismail, Sarifah Nurhanum Syed Sahuri,
Maziahtusima Ishak, Adibah Sulaiman (USIM)
I12. KEKUATAN, CABARAN DAN KEPERLUAN DI SEKOLAH 132

AGAMA RAKYAT (SAR): KAJIAN KES DI DUA BUAH SAR
DI NEGERI KEDAH
Mohd Fairuz Jafar, Mohd Faiz Mohd Yaacob, Rosna Awang-Hashim
(UUM)
I13. KONSEP PENGURUSAN PENDIDIKAN ISLAM 133
BERTERASKAN PARADIGMA TAUHID
Mustafa Che Omar, Qurratu Aini Zulfikri, Rahimah Embong
(UNISZA)
I14. AKTIVITI PEDAGOGI BERASASKAN PEMIKIRAN 134
PENDIDIKAN AL-GHAZALI TERHADAP GURU
PRASEKOLAH: KONSENSUS PAKAR
Nik Muhamad Amal Mohd Asri, Mohd Nazri Abdul Rahman, Abdul
Muhsien Sulaiman (UM)
I15. THE RELATIONSHIP BETWEEN CHILDHOOD TRAUMA 135
AND MENTAL HEALTH PROBLEMS AMONG
UNIVERSITY STUDENTS IN KLANG VALLEY
Muhammad Iman Shamshul Kamal, Nursyuhaidah Mohd Kadri,
Azmawaty Mohamad Nor, Rozita Wahab, Amira Najiha Yahya
(UM)
I16. EVALUATE MORAL REASONING OF CHINA PRE- 136

SERVICE TEACHERS: A PILOT STUDY BY A TEACHING
INTERMEDIATE CONCEPT MEASURE
Tu Tao, Azni Yati Kamaruddin, Vishalache A/P Balakrishnan (UM)
xv
KATEGORI B: PRODUK INOVASI 137
A1. MAGFITECH: SMART WASTE BIN BASED ON 138
BIODEGRADABLE AGENT HERMETIA ILLUCENS
INTEGRATED LOADCELL SENSOR
Fina Kharisma Musallamah, Halimatus Sa’diyah, Yani
Fasichullisan’, Alfa’uzun Nisak, Siti Az-Zahra Kodariyah
(INDONESIA)
A2. OVERCOMING ADVERSITY IN STEM EDUCATION: THE 139
SCIENTIST-TEACHER-STUDENT PARTNERSHIP (STSP)
APPROACH IN INTEGRATED STEM INSTRUCTIONAL
PRACTICES
Hidayah Mohd Fadzil, Rohaida Mohd Saat, Mohamad Hisyam
Ismail, Muhamad Furkan Mat Salleh (UM)
A3. FDS (FIRE DETECTOR SYSTEM) AS A STEM-BASED 140
EDUKIT INNOVATION INTEGRATED WITH IOT TO
IMPROVE CREATIVE THINKING SKILLS
Syahrul Candra Ardani*, Dian Nugraheni, Ikliil Zhaafirahdiningko,
Hamidah Nigeria Abaca, Dani Krisna Mahardika (INDONESIA)
B. Pendidikan Inklusif
B1. THE NIGHT SCHOOL PROJECT - EMPOWERING 141
TEACHERS FOR INCLUSIVE EDUCATION
Hema Letchamanan*, Tasnim Jannat Nijhu, Ula Weiss, Cassandra
Anne Thasan, Hani Nuraini Binti Zaini (Taylor’s University)
B2. SUSTAINABLE MOBILE KIOSK FOR INCLUSIVE 142
ACCESSIBLE EDUCATION
Azlan Ariff Ali Ariff, Najwa Zulkifli, Nur Zalikha Othman,
Muhammad Zulfadhli Saifuddin, Izura Ibrahim (UiTM)
D. Pengaplikasian Teknologi Terkini

D1. THE FUTURE COLLABORATIVE INTELLIGENCE 143
SCHOOLS – BUILDING A RESILIENT
INDUSTRY 5.0 READY EDUCATION
Yew Chee, Chew, Cheryl Chew (INTI/Monash University)
D2. MASTERING CONTENT WITH MICROLEARNING: A 144

“GLIDE” OF BITE-SIZED STUDY MODULES
Jasmine Anak Jain, Mok Shu Jin, Jarell Liew Dae-Len, Danielle Chan
Li-Min (Taylor’s University)
D3. EXPLORING PRESERVICE-TEACHERS’ EXPERIENCE 145

WITH VIRTUAL REALITY ROLE-PLAYING MICRO-
TEACHING ACTIVITIES USING THE ENGAGE VR
PLATFORM
xvi
P. Thivilojana (Taylor’s University)
146
D4. SMART LOCKER SYSTEM FOR HOMELESS
Raja Kumar Murugesan, Afizan Azman, Siti Nur Dini Mahazan, Fam
Ying Sheng, Sharrvesh Raguraman (Taylor’s University)
D5. VIDEO PENDIDIKAN: SENI RAGAM HIAS 147

PENGANGKUTAN, ALAT PERMAINAN RAKYAT DAN
ALAT DOMESTIK
Annur Firzanah Fakhirah binti Mazli, Siti Zuraida Maaruf (UiTM)
D6. ZOO DIGITAL - PEMBELAJARAN MAYA DALAM 148
MENEROKA DUNIA MINECRAFT
Nurul Huda Rohezad, Nur Aina Hazwani Mohd Andri,Nur Anis
Aisyah Afiruddin, Siti Nur Balqis Adhiyah Abdul Rahman, Lee Xuan
Rou, Silvia Chee Huiqin & Mohd Nazri Abdul Rahman (UM)
D7. 149
MINECRAFT EDUCATION: MENGENAL WARNA
Nur Ain Najihah Binti Moktar, Putri Liyana Binti Suruji, Nur Athirah
Syamilah Binti Dahalim, Nurul Syazwani Binti Mohamad Faudel,
Mohd Nazri Bin Abdul Rahman (UM)
D8. TAMAN TEMA DIGITAL - PEMBELAJARAN KREATIF 150

DALAM MENEROKA DUNIA MINECRAFT
Nur Hazwani Abdul Rahim, Nurul Tasnim Mohd Rosdi,
Khairunnajwa Khairol Anuar, Syahmina Jaslan & Mohd Nazri Abdul
Rahman (UM)
D9. ADVENTURE THROUGH THE JUNGLE – PEMBELAJARAN 151

MAYA DALAM MENEROKA DUNIA MINECRAFT
Anis Amanina Binti Idris, Nurasmieda Balqis Binti Sadron, Nur

Farah Atiqqah Binti Zainuddin, Hamza Malik & Mohd Nazri Abdul
Rahman (UM)
D10. INOVASI BAHAN PENGAJARAN MINECRAFT: 152

KEJURUTERAAN DALAM PEMBANGUNAN
Hajjar Umniya Kareema Mohd Zailan, Nurul Izzati Ain Baharudin,
Nurul Izzati Mohd Nazaruddin, Siti NurShafiqah Rosi, Mohd Nazri
Abdul Rahman (UM)
E. Inovasi Dalam Pengajaran dan Pembelajaran
PENGGUNAAN ‘SHAPE GAME’: BAGI PEMBELAJARAN 153

E1.
MATEMATIK AWAL PRASEKOLAH
xvii
Kamariah Abu Bakar, Intan Nur Ain Isewan, Mas Atiqah Mohd
Tahir, Norhashimah Hassan, Nabihah Safuraa Zakaria (UKM)
PENGAJARAN DAN PEMBELAJARAN MELALUI 154

E2. PENEROKAAN SIFAT GEOMETRI 2-DIMENSI
MENGGUNAKAN MR-2D GEO KIT
Mohd Razip Bajuri (UM)
INOVASI PENGAJARAN DAN PEMBELAJARAN DALAM 155

E3.
INTERVENSI BUNYI PERTUTURAN KANAK-KANAK
Noormala A.A*, Rafiza A.R, Siti Hajar H. (UM)
DEVELOPING A MUSEUM MOBILE LEARNING 156

E4. APPLICATION (MMLA) IN ENRICHING UNIVERSITY
STUDENTS’ LEARNING PROCESS
Nur Nabila Binti Ab Sukor, Mohd Kharezan Bin Rahmat, Nur
Nabihah Mohamad Nizar, Badrul Bin Isa (UiTM)
INTEGRATION AND APPLICATION OF AUGMENTED 157
E5. REALITY TECHNOLOGY IN VISUAL ART EDUCATION
BASED ON FELDMAN MODEL OF CRITICISM
Syabil Naufal Yaacob, Siti Sarah Zulaikha Zahari, Azirah Taming,
Nur Nabihah Mohamad Nizar (UM)
E6. INNOVATION PRODUCT: KEREPEK PISANG RA.NGOUP 158
Norzakhir Bin Ahmad Azizan, Siti Zuraida Maaruf (UiTM)
E7. INNOVATION PRODUCT : BUDU CAP KETEREH

159
Nur Fatin Binti Mat Ripin, Siti Zuraida Binti Maaruf (UiTM)
E8. PRODUK INOVASI : PENUTUP MUKA HELLO DAISI 160

Alisya Nadzira Bt Badrul Nadzar, Siti Zuraida Maaruf (UiTM)
E9. VIDEO INOVASI : HANA SCARVES 161

Haizatul Anis binti Mohd Zamri, Siti Zuraida Maaruf (UiTM)
E10. MODUL BANDAR GEOMETRI (MBG) 162

Hafiz Idrus, Hutkemri Zulnaidi, Suzieleez Syrene Abdul Rahim
(UM)
MELESTARIKAN SENI ANYAMAN KAIN PERCA DALAM 163

E11.
KALANGAN KANAK-KANAK
xviii
Afaf Umairah Abd Aziz Lutfi, Aimi Mardiah Roslan, Fariza Safiah
Fareed, Nur Atiqah Mohamed, Sharifah Nurul Izzah Sayed Hassan,
Mohd Nazri Abdul Rahman (UM)
F. Pengurusan dan Kepimpinan Pendidikan

LED-MNP FRAMEWORK © [LEADERSHIP EFFICACY 164
F1. DEVELOPMENT FRAMEWORK OF MALAYSIAN NOVICE
PRINCIPAL]
Aziah Ismail, Nor Shafrin Ahmad, Al Amin Mydin, Jamalsafri
Saibon (USM)
F2. PEMBANGUNAN MODEL KEPIMPINAN PEMIMPIN 165

CEMERLANG KOLEJ VOKASIONAL MALAYSIA
Muhammad Faizal A. Ghani, Norhaidi Nordin & Mohd Asri Yusof
(UM)
F3. DEVELOPMENT OF A MALAYSIAN HIGH PERFORMING 166
LEADERSHIP MODEL FOR RELIGIOUS SECONDARY
SCHOOL LEADERS
Muhammad Faizal A. Ghani & Zunaidi Harun (UM)
G. Kelestarian Pendidikan Bahasa
PROJEK BACABACA - TEACHING CHILDREN READING 167

G1.
FOR SUSTAINABILITY
Hema Letchamanan, R Tharani Ramasamy (Taylor’s University)
ENHANCING CRITICAL ANALYSIS WRITING SKILLS 168

G2. WITH THE WRITTEN ARTICLE ANALYSIS TEMPLATE
(WAAT)
Roslina Abdul Aziz, Tuan Sarifah Aini Syed Ahmad, Norzie Diana
Baharum, Suryani Awang (UiTM)
H. Pendidikan Masa Depan

H1. LEARNING DIFFICULT CONTENT MADE EASY WITH 169
WALTER THE AI LEARNING BUDDY!
Vinothini Vasodavan, Yan Wenzhen, Zhang Yiyi & Zeng Hongmei
(Taylor’s University)
I. Pendidikan Kerohanian
I1. MODAL INSAN MADANI: PEMBANGUNAN KEMAHIRAN 170
INOVATIF DAN BERKOMUNIKASI BAKAL GURU STEM
MELALUI AKTIVITI KARNIVAL STEM
xix
Nurzatulshima Kamarudin, Siti Rahayu Abdul Ghaffar, Ashana
Saffie, Nurul Norzakiah Mohd. Nasir & Nur Hidayah Azizul (UPM)
KATEGORI C: VIDEO PENDIDIKAN

171
A1. ENGINEERING EDUCATION: PIEZOELECTRIC 172
HARVESTING ENERGY FOR GREEN LIFE
Syazwana Muhamad, Muhammad Amirul Adli Muhammad
Zulkarnain, Nur Anisha Mohd Isa, Muhammad Amirul Ariff Mahadi,
Nor Nazrina Mohamad Nazry (UM)
B. PENDIDIKAN INKLUSIF
B1. ADOPTING SELF- COMPASSION IN YOUR DAILY 173
LIFESTYLE FOR BETTER WELL-BEING
Hue Vern Chie, Azmawaty Mohamad Nor & Siaw Yan Li (UM)
B2. UNDERSTANDING YOUR MENTAL HEALTH: LET’S BE 174

THE AGENT OF CHANGE
Azmawaty Mohamad Nor, Mochamad Nursalim, Amira Najiha
Yahya, Nursyuhaidah Abdul Kadri & Rozita Wahab (UM)
B3. UNDERSTANDING MENTAL HEALTH RESILIENCE 175

AMONG YOUNG ADULTS IN MALAYSIA: A
MINDFULNESS BASED COGNITIVE BEHAVIORAL
THERAPY
Rineesha a/p Suthakaran, Azmawaty Mohamad Nor & Amira

Najiha Yahya (UM)
B4. DRUG ABUSE PREVENTION IN MALAYSIAN SCHOOLS 176
Venugadevi a/p Muruges, Azmawaty Mohamad Nor & Mohd Nazri

bin Abdul Rahman (UM)
C. PENTAKSIRAN DAN KURIKULUM

C1. LIFELONG LEARNING & SKILLS FOR THE FUTURE 177
Siti Hajar Halili (UM)
D. PENGAPLIKASIAN TEKNOLOGI TERKINI

D1. EduCATION TRANSFORMATION THROUGH 178
AUGMENTED REALITY TECHNOLOGY: BUILDING A
MORE INCLUSIVE AND INNOVATIVE FUTURE
xx
Halimatus Sa’diyah, Devi Mariya Sulfa, Rizal Muhaimin, Nathaniel
Jonathan F.D.L, Ajeng Daniarsih (INDONESIA)
D2. EXPLORING PRESERVICE-TEACHERS’ EXPERIENCE 179

WITH VIRTUAL REALITY ROLE-PLAYING MICRO-
TEACHING ACTIVITIES USING THE ENGAGE VR
PLATFORM
P.Thivilojana (Taylor’s University)

D3. VIDEO PENDIDIKAN SENI VISUAL :TAJUK 17- 180
DESIGNOMIC
Haizatul Anis binti Mohd Zamri, Siti Zuraida Maaruf (UiTM)
D4. MELESTARIKAN PERMAINAN CAPTEH DALAM 181

Nor Fadhilah Md Ayob, Nada Qaisara Dahlan, Nor Aimi Najiah
Tahzan, Subhashini Pugalenthy, Iman Fatini Azman & Mohd Nazri
Abdul Rahman (UM)
E. INOVASI DALAM PENGAJARAN DAN PEMBELAJARAN

E1. “HONEST IS BETTER”: A SHORT FILM AS AN EFFORT TO 182
IMPROVE THE CHARACTER THROUGH PROMOTING
INNOVATIVE APPROACH BY A TEACHER
Eva Maulidia, Ivandra Bagus Pranata, Ahada Dewi Ayu Yulianti,
Qurrota A’yuningtiyas, Dian Nugraheni (INDONESIA)
E2. VIDEO PENDIDIKAN SENI VISUAL: DESIGNOMIC, 183

TINGKATAN 1
Norzakhir Bin Ahmad Azizan, Prof. Madya TS. Dr. Siti Zuraida
Maaruf
E3. VIDEO PENDIDIKAN SENI VISUAL: SENI BATIK 184
TINGKATAN 5
Alisya Nadzira Bt Badrul Nadzar, Prof. Madya TS. Dr. Siti Zuraida
Maaruf
G. KELESTARIAN PENDIDIKAN BAHASA
G1. SUSTAINABLE DEVELOPMENT STARTS WITH “A, B, C”: 185
HOW DO THE ENGLISH LANGUAGE AND TECHNOLOGY
HELP?
Hafizah Nazirah Pirdaus, Naqib Al Hussaini Nor Anuar, Davina
Anne Rajah, Janice Lo Yueh Yea (UM)
H. PENDIDIKAN MASA DEPAN
H1. LIFELONG LEARNING & SKILLS FOR THE FUTURE 186
Siti Hajar Halili (UM)
xxi
H2. SERVICE LEARNING INTERNATIONAL-GLOBAL 187
PARTNERSHIP TOWARDS QUALITY EDUCATION
Vishalache Balakrishnan (UM)
I. PENDIDIKAN KEROHANIAN
I1. PERKASAKAN D.I.N.A.M.I.K KE ARAH INSAN HOLISTIK 188
Norsafatul Aznin binti A.Razak (UM)
I2. KEMBALI KE ASAL: PERMAINAN KELUARGA 189

NELAYAN MERUNGKAI KEAJAIBAN MEMANCING
DALAM BUDAYA KITA
Amirul Iman Firdaus Mohd Azmi, Praveen Kaur Jit Singh, Nur
Qisthina Diana ‘Afif, Nur Aisyah Dayana Mohd Fadil, Nurhazimah
Mohd Hidhir, Nurfaqihah Ibrahim, Mohd Nazri Abdul Rahman (UM)
I3. ORIGAMI: A JOURNEY OF CREATIVITY AND 190

PARENTAL BONDING!
Kuan Jinven, Angel Ng Yee Qi, Wen Yingzhi, Loong Zhing Zhia,
Shikie Kategawa, Mohd Nazri Abdul Rahman (UM)
I4. KOREAN TRADITIONAL PLAY JEGI CHAGI: FAMILY 191

ACTIVITIES DEVELOPING YOUNG CHILDREN’S GROSS
MOTOR SKILLS
Dagini Arunasalem, Minju Kim, Ng Yuan Ying, Sherleyna Law, Yap
Yee Han, Mohd Nazri Abdul Rahman (UM)
I5. AIMS AND THROW: FOSTERING HAND - EYE 192

COORDINATION
Foo Huei Len, Chan Cheng Yee, Lai Lee Earn, Low Xing Mei,
Melissa Bong Jun Hsia, Mohd Nazri Abdul Rahman (UM)
I6. MENYEMAI SENI WARISAN BUDAYA TRADISI BUNGA 193

MALAI DALAM KALANGAN KANAK-KANAK
Nur Fathimi Muhamad Nasir, Sarah Safiah Zainuri, Nur Irdina
Zamri, Wan Nor Amier Mohd Nasery, Nurul Anis Asyikin Ramli &
Mohd Nazri Abdul Rahman (UM)
I7. TANGLUNG: APRESIASI BUDAYA CINA MENERUSI 194

KURIKULUM PRASEKOLAH
Fatin Nur Najwa Abdul Razak, NurYamini Yusrah Ramli, Nur
Qazreen Azmeera Mohd Roslan, Nur Adriyana Khairuddin, Nur
Balqis A Rahman, Mohd Nazri Abdul Rahman (UM)
I8. TARIAN TRADISIONAL MALAYSIA: MENINGKATKAN 195

KEMAHIRAN SOSIAL KANAK-KANAK
xxii
Muhammad Aiman Malik Chan, Puteri Nurin Elisha Halim, Rifqah
Syamimi Ruhaimi, Nor Afiqah Amanina Ahmad Hisham, Yuarekkha
Subramaniam & Mohd Nazri Abdul Rahman (UM)
I9. MEMUPUK SENI TRADISI WARISAN LABU 196

SAYONG DALAM KALANGAN KANAK-KANAK
PRASEKOLAH
Nur Husna Izzati Mohd Musleh, Radziatul Adilah Mohamad Radzi,
Aiman Aiyanie Shahrul Rizal, Nur Hazirah Za’ba, Nurfaqihah
Ibrahim & Mohd Nazri Abdul Rahman (UM)
xxiii
KATEGORI A: KERTAS KERJA
Tema: TVET, STEM dan STREAM
BETWEEN GENDER AND ACADEMIC ACHIEVEMENT: CREATIVE THINKING

IN MATHEMATICS PROBLEM SOLVING AMONG JUNIOR HIGH SCHOOL
STUDENTS
Abdussakir1*
1
Universitas Islam Negeri Maulana Malik Ibrahim
Malang, Indonesia
*
sakir@mat.uin-malang.ac.id
Abstract: Creative thinking is an ability that students must have and knowing the level of
students' creative thinking is very necessary. Research on the level of students' creative thinking
in solving questions based on gender and academic ability simultaneously has not been carried
out. Existing research tends to look at differences in the level of students' creative thinking
based on gender alone or academic achievement only. This study aims to map differences in
the levels of creative thinking of male and female students with high, medium, and low
academic ability in solving open- ended questions. This research is qualitative research and
was conducted by involving junior high school students consisting of male and female students
with different academic abilities. The research instrument included two open-ended questions,
the think load command, and the interview format that had been validated before being used.
The results showed that the level of creative thinking of male and female students was not
directly proportional to the level of academic ability, although there was a tendency that the
higher the level of academic ability, the higher the level of creative thinking. Female students
with high and moderate academic ability are more creative than male students, but male
students with low academic ability are more creative than female students. The results also
showed that in groups of students with high and medium abilities, both male and female, all
dimensions of creative thinking emerged and were dominated by fluency and novelty aspects,
while groups of students with low abilities, both male and female, only brought up two
dimensions of creative thinking without aspects novelty. This study suggests the need for
further research by looking at other relevant factors, such as learning style, cognitive style, or
family background.
Keywords: Creative Thinking, Mathematics, Gender
1
THE EFFECT OF FOOD CARBON FOOTPRINT ACTIVITIES ON STUDENTS’

SUSTAINABLE DIET PRACTICE
Anizawati Zainal1*, Hidayah Mohd Fadzil1 & Edy Hafizan Mohd Shahali1
1
Department of Mathematics and Science,
Faculty of Education,
Universiti Malaya
*
anizawati80@gmail.com
Abstract: The concept of a sustainable diet has gained global attention with the increased of
climate change issues. A sustainable diet is a type of food pattern that can be practiced as a
climate mitigation strategy. Besides other mitigation strategies, human behavioral changes in
choosing a sustainable diet have the potential to fight climate change. The potential for
reducing carbon footprint by switching to a sustainable diet is substantial. This study aimed to
determine the impact of Food Carbon Footprint Activities on the sustainable diet practices of
secondary school students. This quantitative study uses a quasi-experimental design of pre-
post-tests. This study used probability sampling of a mutually exclusive subarea, involving
Form Four Biology students at a school within the administration of Hang Tuah Jaya Municipal
Council, Melaka. A total of 30 students in the treatment group were given an eight-week Food
Carbon Footprint Activities intervention, while 32 students in the control group used
conventional learning methods. The Food Carbon Footprint activities use a Problem-Based
Learning approach and integrate food carbon literacy in a balanced diet topic in Biology
subject. The researcher used SPSS 26.0 to analyze the collected data. The independent sample
t-test analysis of post-test scores showed that there was a significant difference between the
mean score of student's sustainable diet practices in the post-test for the treatment group
(M=3.88, SD=0.48) and the control (M=3.66, SD=0.26) and the value t (43.815) = 2.177, p <
0.05. The findings of this study suggest that the Food Carbon Footprint activities with a
problem-based learning approach give a positive impact on students’ sustainable diet practices
and can be used as a climate change mitigation strategy through formal education.
Keywords: Carbon footprint, sustainable diet, problem-based learning, practices
2
USE OF VIRTUAL MANIPULATIVES IN ADDITION OF

FRACTIONS AMONG YEAR FOUR STUDENTS
Chan Cheng Yow1 & Leong Kwan Eu1*

1
Universiti Malaya
*
rkleong@um.edu.my
Abstract: One of the challenging concepts that many primary school students deal with is
adding fractions. However, employing virtual manipulatives, the problem of adding fractions
in the classroom might be resolved. This study aimed to compare the use of virtual
manipulatives and traditional lecture-based in two groups of Year 4 students to examine the
effects of understanding the topic addition of fractions. Sixty-four students participated in this
study. This study occurred throughout a six-week time frame in a primary school in Temerloh,
Malaysia. A quasi-experimental non-equivalent pre-post test to compare the effects of the
control and experimental groups was implemented. The first finding showed that the
experimental group’s conceptual understanding of adding fractions was significantly better
after using virtual manipulatives during the intervention, t (62) = 11.682, p<0.005. Cohen’s
D demonstrated the effect size for comparison (d=2.06), showing a significant effect. The
second finding revealed that the conceptual understanding of adding fractions was significantly
better after the intervention with virtual manipulatives when controlling the pre-test score, F
(1, 61) = 9.475, p < .001, η2 = 0.134. This study showed that students in the experimental
group improved their conceptual understanding of adding fractions.
Keywords: Virtual manipulative, Quasi-experimental, Fractions, Year 4 Students, Conceptual

understanding of adding fraction
3
ATTITUDES OF EDUCATION UNDERGRADUATE STUDENTS’ TOWARD

MATHEMATICAL REASONING DURING THE PANDEMIC: THE MEDIATING
ROLE OF METACOGNITIVE AWARENESS
Chan Choon Tak1, Leong Kwan Eu1* & Hutkemri Zulnaidi1

1
Universiti Malaya
*
rkleong@um.edu.my
Abstract: This research aimed to examine the contribution of metacognitive awareness as a

moderator in the relationship between attitude and mathematical reasoning among education
undergraduates during the Covid-19 Pandemic. The analysis included 184 undergraduate
students in one public university around Klang Valley, Malaysia. The researcher distributes
mathematics reasoning assessment, metacognitive awareness, and attitude questionnaires to
collect research data. Statistical Package for the Social Sciences version 25 analyzes the
mediating influence of metacognitive awareness in the correlation between attitude and
mathematics reasoning. The findings revealed that undergraduate mathematics and science
education students had better mathematical reasoning abilities than undergraduates of non-
mathematics and science education. However, the result indicated that mathematics and science
education undergraduate students have high metacognitive awareness and utilize more
strategies in mathematics reasoning assessment. This research suggested that further analysis
can measure other populations, such as secondary school students’ metacognitive awareness
and attitude in mathematics reasoning.
Keywords: Attitude, Mathematics Reasoning, Metacognitive Awareness
4
INVESTIGATING STUDENTS' UNDERSTANDING OF DERIVATIVE PROBLEMS

INVOLVING CURVE PROPERTIES USING TEACHING EXPERIMENT
Chien Tiew Mee1, Leong Kwan Eu1* & Chua Kah Heng1
1
Universiti Malaya
*
rkleong@um.edu.my
Abstract: The traditional method of teaching and learning differentiation calculus often
involves lectures, and the lecturers usually provide definitions and theorems, followed by
worked examples and a set of problems for students to solve independently. The focus is mainly
on memorization and algorithmic procedures, rather than on understanding the concepts and
their applications. This approach often leads to a lack of students’ understanding of the topic.
Previous research demonstrates the effectiveness of teaching experiments for revealing
students' understanding, and the potential of technology to enhance mathematics learning and
deepen students' understanding of specific topics, such as differentiation. Based on the claim
mentioned above, this study is conducted to investigate pre-university students' understanding
of the derivative problems involving curve properties using the teaching experiment. The
teaching experiment is a research method used in mathematics education to investigate
student's mathematical understanding, and to design effective instructional practices. It
emphasizes the importance of student-centered instruction in the learning process. The data
were collected from video recording of the Desmos lessons, students’ interviews and students'
worksheets. The data collected was analysed using APOS theory. This study found that
students had a misunderstanding of the meaning of a positive value derivative function. They
mistook it as an increasing interval on derivative function, and also for negative value
derivative function and decreasing interval. Moreover, students had difficulties in matching the
linear graph with its derivative graph. Based on the result obtained from the first cycle of
teaching experiment, researchers refine and modify the instructional practices to be more
effective for the second cycle. In conclusion, the findings of this study highlight the usefulness
of the teaching experiment methodology in improving students' mathematical understanding
and design applicable instructional practices.
Keywords: APOS Theory, Desmos Platform, Differentiation Calculus, Teaching Experiment
5
PAVING WAYS FOR BETTER EMPLOYMENT: INSIGHTS FROM THE

ACADEMY IN FACTORY
Khairul Azhar Jamaludin1*, Mohd Mahzan Awang1, Melor Md Yunus1, Nurfaradilla

Mohamad Nasri1 & Harwati Hashim1
1
Faculty of Education
Universiti Kebangsaan Malaysia
*
khairuljamaludin@ukm.edu.my
Abstract: To aid in the production of skilled workers for our country, talent development and
educational attainment require specialised attention. Academy in Factory (AiF) was recently
introduced for this purpose. However, AiF faces a number of obstacles, and the current
literature in the Malaysian context is insufficient to map its effective implementation. Hence,
this study is expected to propose a curriculum framework that is responsive to the needs of the
current industry that is directly involved in this initiative. In general, the proposed framework
is developed on the basis of an in-depth literature review covering the underpinning theory or
model and guiding principles of learning factory, industry-based curriculum, employability, as
well as technical knowledge and skill development. The proposed framework is essential for
mapping the direction to improve the AiF's current practises.
Keywords: Academy in Factory, skilled workers, employability skills, industry-based

curriculum, technical knowledge, technical skills
6
STEAM-BASED FLIPPED LEARNING: IMPROVING STUDENTS'

UNDERSTANDING ON THE TOPIC OF THE COMPOSITION ON FUNCTION
DURING ONLINE MATHEMATICS LEARNING
Naufal Ishartono1,2*, Siti Hajar binti Halili1 & Rafiza binti Abdul Razak1
1
Universiti Malaya
2
Faculty of Teacher and Education Science
Universitas Muhammadiyah Surakarta, Surakarta, Indonesia
*
S2102309@siswa.um.edu.my
Abstract: The composition function is one of the essential mathematics topics for students to
learn, although there are still many difficulties in understanding this topic comprehensively,
especially in the conditions of online mathematics learning. Several previous studies have
examined efforts to increase students' understanding of the topic, but they are still limited to
implementing offline learning. Therefore, this study aims to increase students' understanding
of the topic of composition functions taught online using the integration of the STEAM
approach in the Flipped Learning model. This study employs quasi-experimental research with
a pretest-posttest control group design involving 120 students from two high schools in
Indonesia. By comparing the average difference between treatment class 1 (STEAM-based
Flipped Learning), treatment class 2 (conventional Flipped Learning), and control class based
on ANOVA analysis, it was found that there was a significant difference between treatment
class 1 and control class, but not between treatment class 2 and control class. In addition, the
posthoc analysis found that classes with the STEAM-based Flipped Learning model were more
effective than the other two classes in increasing students' understanding of the composition
functions taught online. The present study's findings are expected to provide insights into
alternative solutions for improving students' understanding of the composition functions taught
online.
Keywords: STEAM, Flipped Learning, Composition of a Function, ANOVA
7
EFFECT OF COOPERATIVE LEARNING WITH INTERNET RECIPROCAL

TEACHING STRATEGY ON ATTITUDE LEARNING STEM LITERACY
Nofouz Mafarja1*, Mimi Mohaffyza Mohamad1 & Hutkemri Zulnaidi2

1
Fakulti Pendidikan Teknikal dan Vokasional
Universiti Tun Hussein Onn Malaysia
2
Universiti Malaya
*
nofouz@uthm.edu.my
Abstract: Conceptual understanding is one of the most difficult issues in teaching physics.
This study investigates the effect of adopting cooperative learning and internet reciprocal
teaching on attitude toward learning STEM literacy (physics) in secondary school by
contrasting the cooperative method with the reciprocal teaching strategy. A quasi-experimental
research method was adopted. The data were analysed using SPSS software. Students in the
experimental class who were taught with the cooperative technique and the internet reciprocal
teaching strategy obtained higher grades than students in the control class who were taught
with the traditional method. After adjusting for physics word problem-solving pre-test scores
for attitude learning STEM literacy (physics), one-way MANCOVA results that the
cooperative method with the internet reciprocal teaching strategy has a significant effect at p <
.05 level. The findings reveal that the cooperative method (internet reciprocal teaching
strategy) significantly affects attitude learning STEM literacy to understanding physics
concepts and vocabulary for solving word problems in STEM and specially in physics
concepts. This study has implications for policymakers to encourage implementing the
integrated cooperative method with the internet reciprocal teaching strategy in schools. It also
has implications for teachers’ instructional practices in the classroom. Overall, this study
suggests that using cooperative learning with IRT can be an effective way to improve students'
attitudes towards learning STEM literacy (Physics). By promoting collaboration, critical
thinking, and engagement, this approach can help to prepare students for future careers in
STEM fields and promote a positive attitude towards learning science, technology,
engineering, and mathematics.
Keywords: Attitude STEM literacy, Cooperative Learning, Internet Reciprocal Teaching

strategy, STEM literacy, Physics Education
8
THE DIVERSITY IMPLEMENTATION OF HIGHER ORDER THINKING IN THE

FIELD OF EDUCATION
Norida Norbi1*, Sharipah Ruzaina Syed Aris1 & Nabilah Abdullah1

1
Universiti Teknologi MARA (UiTM)
*
norida77@gmail.com
Abstract: In today's world, research on Higher Order Thinking Skills (HOTS) is gaining
momentum as it is deemed crucial for global competitiveness in the industrial sector. The
implementation of diversity techniques for (HOTS) is essential to cater to students at various
levels of education, ranging from preschool to university. It is widely recognized that the
survival and endurance of HOTS as a core thinking culture is essential, and its diversity of
implementation techniques is vital to ensure it can thrive in different situations. The differences
in social environments and cognitive levels necessitate diversity in the implementation of
HOTS. According to a report by OECD (2018), Malaysia ranks 47th among the 78 countries
that have undergone PISA evaluations, indicating a need for improvement in educational
standards. In light of this, discovering how teachers implement HOTS in teaching and learning
is critical for preparing the younger generation for global competitiveness. This article not only
aims to explore the diversity of HOTS implementation in teaching and learning but also to
discuss its advantages and disadvantages to ensure its appropriate use. A thorough search for
relevant articles was undertaken using Systematic Reviews and Meta-Analyses (PRISMA)
2020 search, focusing on recent publications, including specific models or methodologies
employed in bigger studies that are pertinent to the topic under discussion. This article
emphasizes the importance of understanding the diversity of HOTS implementation techniques
in achieving world-class education standards, synthesizing their strengths and weaknesses, and
providing practical solutions to implement them effectively. By understanding these
techniques, teachers can better prepare students with creative and critical thinking skills,
ensuring HOTS grows as a culture of thinking among the younger generation.
Keywords: Diversity, Implementation, Higher Order Thinking
9
TRANSFORMATIVE LEARNING PROCESS IN THE SERVICE-LEARNING

APPROACH: TECHNICAL AND VOCATIONAL EDUCATION STUDENTS'
PERSPECTIVES
Nornazira Suhairom1* & Nurul Shafika Huda Zulaimi1

1
School of Education
Faculty of Social Sciences and Humanities
Universiti Teknologi Malaysia (UTM)
*
p-nazira@utm.my
Abstract: Transformative learning is an existential act involving students and significant

personal changes in the transformative process. Based on previous studies, transformative
learning in the context of Technical and Vocational Education and Training (TVET) is
synonymous with service-learning activities because students undergo transformative learning
through the service-learning approach. However, there is still a need to conduct a more
impactful study by emphasizing and applying a more sustainable transformative learning
process and incorporating the phases needed in the study. Therefore, this study aimed to
identify a transformative learning process that emphasizes the application of transformative
learning, transformative learning outcomes and self-reflection skills on student experiences in
the phases before, during and after conducting service learning. The study population involved
students in the teaching programs from the Bachelor of Technology and Education (Civil
Engineering), Bachelor of Technology and Education (Living Skills), Bachelor of Technology
and Education (Mechanical Engineering) and Bachelor of Technology and Education (Electric
& Electronics) in Universiti Teknologi Malaysia (UTM), Skudai. These students have
undergone service learning under the New Academia Learning Innovation (NALI) approach in
the teaching and learning of course program delivery. The study respondents comprised 108
alumni and 42 existing students selected using a cluster sampling technique. The survey
method using questionnaires was used as the instrument to collect quantitative data, which were
then analyzed using the Statistical Package for the Social Science (SPSS) software. Descriptive
values were obtained to identify students' perspectives on the transformative learning process
that emphasized the phases of transformative learning, learning outcomes, self-reflection,
differences and relationships between factors. The results of the study showed that students
agreed with all items in each construct investigated and indicated development in each phase
of transformative learning, learning outcomes and self-reflection with a high median value of
5.00. The Spearman Rho test further showed that the constructs for the learning phase, learning
outcomes and self-reflection had a significant relationship with r values ranging from -0.464
to 0.715 (p<0.01). Therefore, the findings could be used as a guide for students undergoing
transformative learning through service-learning projects at universities to achieve meaningful
learning, service, and experience.
Keywords: Service-Learning, Technical and Vocational, Transformative Learning
10
THE CONCEPT OF MADANI IN THE APPROACH OF SCIENCE, TECHNOLOGY,

ENGINEERING AND MATHEMATICS AS AN INTEGRATED DISCIPLINE: A
PERSPECTIVE FROM THE CONTEXT TO EDUCATIONAL PARADIGM
SHIFTING
Nor Syazwani Mohd Rasid1* & Mohd Razip Bajuri1

1
Universiti Malaya
*
Abstract: This article aims to formulate a Concept of Madani in the approach of Science,
Technology, Engineering, and Mathematics (STEM) as an integrated discipline from the
perspective of shifting educational paradigms. This formulation involves reviewing
Malaysian's current trends of educational phenomena through the document standard
curriculums and articles that have been written from the perspective of the Malaysian
Educational agenda. The purposes are to bring new perspectives to channel Malaysian students'
thinking into developing thinking skills rather than exams-oriented thinking. Questions
regarding how and what we should do were pinned in this formulation to channels and
strategies to develop and form students' thinking skills. Consequently, the main concept of
using STEM approaches for shifting students' paradigm is the concept of Madani in the
Approach of Science, Technology, Engineering, and Mathematics as An Integrated Discipline.
The concept consists of five principles. The first principle is the principle of forming a true
identity through the integration of STEM disciplines to be built, the second is the principle of
forming self-idealism, the third is the principle of the ability to self-motivator and mind-trigger,
the fourth is the principle of career value awareness, and the fifth is the principle of forming a
belief system in oneself through. These five principles conclude that the concept of Madani in
shifting students' paradigm should be believed as a concept that is able to shape to the
development of a knowledgeable society.
Keywords: Concept of Madani, Integrated discipline, Educational Paradigm Shifting
11
INVESTIGATING THE RELATIONSHIP BETWEEN DIGITAL LITERACY AND

ACADEMIC PERFORMANCE AMONG UNDERGRADUATE STUDENTS IN THE
TVET PROGRAM
Marlina Mohamad1* & Asiah Mohamad2

1
2
Universiti Teknologi MARA
*
marlina@uthm.edu.my
Abstract: This study aims to investigate the relationship between digital skills and academic
performance among undergraduate students in the TVET program. The study employs a survey
research design and includes a sample of undergraduate students in the TVET program from a
selected university in Malaysia. This study defines digital skills as the ability to use digital
technologies to communicate, access information, and perform tasks effectively. Academic
performance is the grades students earn in their previous exams. This study uses a survey
questionnaire to collect data on digital skills and academic performance from the student
database. The data collected from the surveys were analyzed using correlation analysis
statistical techniques. The findings indicate a significant relationship between digital skills and
academic performance among undergraduate students in the TVET program. The results
suggest that students with higher digital skills tend to have better academic performance in
their previous exams than those with lower digital skills. The study also explores the
implications of the findings for education and makes recommendations on universities can
improve digital skills among their students to enhance their academic performance. Overall,
this study makes a valuable contribution to our understanding of the relationship between
digital skills and academic performance among undergraduate students in the TVET program.
The findings have important implications for policy and practice in education, offering
guidance for future research in this area. By highlighting the significant impact of digital skills
on academic success, this study emphasizes the importance of incorporating digital literacy
training into the undergraduate TVET program curriculum. Moreover, it stresses the need for
higher education providers to prioritize digital skills development as an essential component of
preparing students for academic success and future career opportunities. Ultimately, this
study's insights can help educators and policymakers ensure that students are equipped with
the necessary digital competencies to thrive in today's fast-paced, technology-driven world.
Keywords: Digital Literacy, TVET Program
12
KEBERKESANAN KAEDAH 4STEP TERHADAP KEMAHIRAN

MENYELESAIKAN MASALAH FIZIK DALAM KALANGAN PELAJAR
TINGKATAN 4: SATU KAJIAN TINDAKAN
Mustafa Lutfi bin Sabar1, Mohd Nor Syahrir Abdullah1* & Chua Kah Heng1
1
Fakulti Pendidikan
Universiti Malaya
*
mnsyahrir@um.edu.my
Abstrak: Dalam pembelajaran Fizik, kemahiran menjawab soalan menyelesaikan masalah

memainkan peranan penting dalam pemahaman dan aplikasi konsep-konsep Fizik. Kemahiran
ini melibatkan pemahaman terhadap konsep-konsep asas Fizik, kemampuan menganalisis
masalah, serta keupayaan untuk mengaplikasikan konsep-konsep tersebut dalam
menyelesaikan masalah yang berkaitan. Hasil pemerhatian mendapati, pelajar-pelajar ini tidak
menjawab soalan penyelesaian masalah secara sistematik menyebabkan mereka sering
merasakan soalan ini susah dan tidak mampu menjawab. Meskipun mereka sudah memahami
konsep Fizik yang berkaitan, tetapi disebabkan cara mereka menjawab soalan ini dengan tidak
sistematik, mereka tidak dapat mengaplikasikan konsep dan formula yang dipelajari bagi
menyelesaikan masalah tersebut. Oleh itu, kajian tindakan ini dijalankan bagi mengatasi
masalah kesukaran pelajar dalam menjawab soalan penyelesaian masalah bagi mata pelajaran
Fizik dengan menggunakan kaedah 4Step. Kajian ini melibatkan 11 orang pelajar. Kaedah
intervensi yang digunakan ialah dengan menggunakan Kaedah 4Step kepada pelajar. Modul
4Step ini bertindak sebagai panduan cara menjawab soalan penyelesaian masalah secara lebih
sistematik agar pelajar mampu menjawab soalan-soalan penyelesaian masalah dengan mudah.
Dapatan daripada kajian tindakan ini menunjukkan pelajar sudah mampu menjawab soalan-
soalan penyelesaian masalah tanpa sebarang kesulitan melainkan beberapa kelompok kecil
pelajar yang perlukan sedikit bimbingan lanjutan dengan melakukan kelas tambahan bertumpu.
Sebagai tindakan susulan, agar pelajar- pelajar ini dapat terus mahir menjawab soalan-soalan
penyelesaian masalah, latih tubi atau lembaran kerja berbentuk penyelesaian masalah wajar
dilazimkan sewaktu PdPC yang akan datang.
Kata kunci: Kaedah 4Step, Kemahiran Menyelesaikan Masalah, Fizik
13
THE INFLUENCE OF METACOGNITION AND MOTIVATION ON PRE-SERVICE

SCIENCE TEACHERS’ 21ST-CENTURY COMPETENCIES
Siti Fairuz Dalim1*, Mohd Nor Syahrir Abdullah1 & Rose Amnah Abd. Rauf1
1
Universiti Malaya
*
Abstract: The Fourth Industrial Revolution has led to an increasingly complex and
unpredictable environment where technology and vast amounts of information have diversified
the needs of emerging job markets. Moreover, educational reforms have significantly
transformed the science educational landscape globally. To meet these challenges, equipping
future generations with 21st-century competencies has become a critical concern. These
competencies encompass a range of cognitive, interpersonal, and intrapersonal skills, including
critical and creative thinking, communication and collaboration, and digital literacy. However,
graduates' proficiency levels in these competencies remain unsatisfactory, posing a growing
concern. One of the major challenges is teachers' lack of knowledge, skills, and attitudes
regarding these competencies, which limits their ability to impart them during the teaching and
learning process. Thus, it is crucial to prepare future science teachers with the necessary
knowledge, skills, and attitudes to effectively equip their students with the competencies
required for the 21st-century workplace. Studies suggest that metacognition and motivation
play significant roles in fostering 21st-century competencies. Metacognition, which refers to
the act of "thinking about thinking," supports the development of these competencies by
allowing individuals to monitor and control their own learning, which is a crucial aspect of
being a self-directed learner. On the other hand, motivation is closely linked to the ability to
persist in the face of the challenges of the 21st century. This is an important skill in the 21st
century, where individuals are expected to be resilient and adaptable in the face of rapidly
changing circumstances. Highly motivated individuals tend to be more engaged in their
learning, have better self-regulation skills, and are more likely to succeed academically. This
paper explores 21st-century competencies, metacognition, and motivation and how these
variables influence the acquisition of 21st-century competencies.
Keywords: 21st-Century Competencies, Metacognition, Motivation, Pre-Service Teachers,
Science Education
14
PENGARUH EFIKASI KENDIRI DAN SIKAP PELAJAR TERHADAP PEMIKIRAN

GEOMETRI PELAJAR TINGKATAN 4 SEKOLAH MENENGAH SAINS
TERENGGANU
Siti Hajar Aishah Ramli1*, Leong Kwan Eu1 & Hutkemri Zulnaidi1
1
Fakulti Pendidikan
Universiti Malaya
*
Abstrak: Selaras dengan kepentingan geometri dalam pendidikan matematik di sekolah dan
dalam kehidupan seharian, aspek yang berkaitan dengan pemikiran geometri kepada pelajar
seharusnya dititikberatkan dan dilaksanakan dengan berkesan. Justeru kajian ini bertujuan
menghuraikan secara mendalam berkaitan pengaruh efikasi kendiri dan sikap terhadap
pemikiran geometri pelajar sekolah menengah sains di Terengganu berdasarkan tahap-tahap
pemikiran geometri Van Hiele. Teori dan model berasaskan efikasi kendiri, sikap dan
pemikiran geometri dijadikan rujukan dalam membangunkan persekitaran pembelajaran yang
meningkatkan pemikiran geometri para pelajar. Reka bentuk kajian kuantitatif sepenuhnnya
dengan reka bentuk kajian kausal korelasi digunakan dalam kajian ini bagi melihat hubungan
di antara pemboleh ubah-pemboleh ubah yang terlibat. Sampel bagi kajian ini melibatkan 599
responden yang terdiri daripada para pelajar tingkatan 4 di sekolah menengah sains di negeri
Terengganu. Sampel yang digunakan dalam kajian ialah pensampelan kebarangkalian rawak.
Soal selidik dengan menggunakan instrumen Sources of Mathematics Self-Efficacy Scale
(SMSE), Utley Geometry Attitude Scale (UGAS) dan Ujian Geometri Van Hiele (UVGH)
diberikan kepada pelajar. Kajian rintis dijalankan bagi menentukan nilai pekali alpha Cronbach
bagi menguji kesahan dan kebolehpercayaan instrumen kajian. Sebagai kesimpulan,
pelaksanaan persekitaran pembelajaran yang menjurus kepada pemikiran geometri pelajar
boleh dijadikan rujukan dalam mempelbagaikan pengajaran dan pembelajaran geometri dalam
kalangan pelajar.
Kata kunci: Efikasi Kendiri, Sikap, Pemikiran Geometri
15
STEM AWARENESS AMONG SECONDARY SCHOOL COUNSELLORS ON

FOURTH INDUSTRIAL REVOLUTION IN PREPARING STUDENTS’ FUTURE
SKILLS
Subash Balan1*, Zaida Nor Zainudin1 & Habibah Ab Jalil1

1
Faculty of Educational Studies,
Universiti Putra Malaysia
*
subas.balan@gmail.com
Abstract: The digital transformation of modern organizations requires students to develop

future skills, but insufficient understanding and guidance of STEM awareness among
counsellors make them less effective. Secondary school counsellors play an important role in
helping students build future abilities and prepare them for career requirements and need to
improve their knowledge and exposure to future skills. Objective: This study measured
secondary school counsellors STEM awareness to deal with the 4th industrial revolution and
career transformation in preparing students’ future skills. Method: This study utilized a mixed-
method research design. The qualitative part utilized simple random sampling with 244
secondary school counsellors, and the quantitative part utilized a purposive sampling method
that utilized semi-structured interviews among 8 secondary school counsellors through 20-
minute interview. Finding: Secondary school counsellors have areas of strength for STEM
education awareness. Conclusion: This exploration explores the potential of IR4.0 in educating
and learning, and the impact it can have on future ranges of abilities. It also suggests that the
use of significant methodology can be used to achieve better preparation of school counsellors
to prepare students future skills knowledge.
Keywords: Career Transformation, Future Skills, Industrial Revolution 4.0, School
Counsellors, STEM Awareness
16
PEMBANGUNAN KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT) MURID

MELALUI KEMAHIRAN MENYELESAIKAN MASALAH DALAM MATEMATIK
Mohd Faisal Mahmad1, Yee Mei Heong1*, Tee Tze Kiong1, Kok Boon Ching2,
Pramudiyanto3 & Syifaul Fuada4
1
Fakulti Pendidikan Teknik dan Vokasional,
2
Fakulti Kejuruteraan Elektrik dan Elektronik,
3
Fakultas Teknik, Universitas Negeri Yogyakarta,
Yogyakarta, Indonesia
Program Studi Sistem Telekomunikasi, Universitas Pendidikan Indonesia,
Bandung, Indonesia
*
mhyee@uthm.edu.my
Abstrak: Matematik memainkan peranan yang besar dalam situasi dunia sebenar. Ia juga
merupakan alat penting untuk mata pelajaran lain untuk mendidik murid tentang persekitaran
mereka supaya mereka boleh berfikir dengan baik dalam apa sahaja situasi. Menggalakkan
murid dalam KBAT telah menjadi objektif utama untuk beberapa program pendidikan. Oleh
itu, untuk menyerlahkan KBAT dalam kalangan murid, guru harus membuat perubahan dalam
strategi dan pendekatan pengajaran. Masalah KBAT dalam pembelajaran matematik baru-baru
ini menjadi trend. Kebolehan menyelesaikan masalah merupakan salah satu kompetensi yang
diperlukan oleh murid. Pengajaran matematik bukan sekadar menyampaikan pengetahuan
matematik, tetapi juga mengaplikasikan pengetahuan murid untuk menggunakan maklumat
untuk menyelesaikan masalah. Kesannya akan membentuk dan mengembangkan kebolehan
murid untuk berfikir aras tinggi dalam masalah harian mereka. Oleh itu, keupayaan
menyelesaikan masalah bagi murid adalah salah satu tugas penting dalam pengajaran secara
am dan pengajaran matematik khususnya di sekolah rendah. Kajian ini bertujuan untuk
memberi gambaran keseluruhan literatur untuk membangunkan KBAT melalui kemahiran
menyelesaikan masalah dalam matematik.
Kata kunci: Kemahiran Berfikir Aras Tinggi, Kemahiran Menyelesaikan Masalah,
Pengajaran, Matematik
17
Tema: Pendidikan Inklusif
TEACHER'S PERCEPTION ON THE INTEGRATION OF ABORIGINAL AND

BORNEO TRADITIONAL CRAFTS IN TEACHING MALAYSIAN TRADITIONAL
CRAFT TOPIC IN VISUAL ARTS EDUCATION
Akmal binti Ahamed Kamal1*, Siti Zuraida Maaruf1 & Mohd Khairezan Rahmat1
1
Faculty of Education, Universiti Teknologi MARA
*
akmal@uitm.edu.my
Abstract: This research attempts to develop a suitable Multicultural Pedagogical Module for
teaching Visual Arts Education (VAE) to upper-secondary students. It focuses on the teachers'
acceptance of multicultural education and develops a multicultural pedagogical module. This
research will involve respondents from visual art education secondary teachers, and a survey
has been used to achieve the objectives. The findings indicate that the module has a high
potential to become a new pedagogical approach that is responsive to multicultural education
while enhancing communication skills between the teacher and students in diverse classroom
settings.
Keywords: Teacher’s Perception, Traditional Craft, Visual Arts Education, Aboriginal,
Borneo
18
MALAYSIAN TEACHERS’ VIEWS ON ROBOT-MEDIATED INTERVENTION TO

TRAIN AUTISM SPECTRUM DISORDER (ASD) CHILDREN
Faizanah Abdul Alim Sidique1*, Madihah Khalid1, Aishah Hanim Abd Karim1, Shahrul Naim
Sidek2, Hazlina Md Yusof2, Ahmad Aidil Arafat Dzulkarnain3
1
Faculty of Education, International Islamic University Malaysia (Gombak Campus),
2
Faculty of Engineering, International Islamic University Malaysia (Gombak Campus),
3
Faculty of Allied Health Sciences, International Islamic University Malaysia (Kuantan
Campus)
*s.faizanah1974@gmail.com
Abstract: This study explored the perception of teachers and therapists at an Autism Center
about the potential use of humanoid robots as an assistive tool in educating Autism Spectrum
Disorder (ASD) children. 7 participants with extensive experience handling early intervention
programs for ASD children were selected via purposive sampling. Thematic analysis of the
interviews identified four main themes: (1) Teachers have knowledge about robots, (2) Robots
increase children's engagement, (3) Roles of robots in autism intervention, and (4) Children
need to build social skills to interact with humans. Almost all participants in the focus-group
interview had observed a robot-mediated intervention involving interactions between ASD
children and a humanoid robot. It was observed that most of the children at the center liked
interacting with the robot, suggesting that the use of robots could benefit ASD children.
However, these interactions must be monitored and limited to a certain period to avoid over-
dependence on robot use.
Keywords: ASD Children, Intervention, Humanoid Robot, Emotional Regulation
19
STUDENTS LEARNING EXPERIENCES IN HOMESCHOOL CENTRES
Shahida Johari1*, Mahani binti Mokhtar1

1
School of Education, Faculty of Social Sciences and Humanities,
Universiti Teknologi Malaysia
*johari.s@graduate.utm.my
Abstract: Alternatives to traditional schooling include homeschooling. There has been little
study done on homeschooling centres in Malaysia, even though it has been done to both support
and criticize the idea and practice of homeschooling in general. This study aims to investigate
how students learn in homeschool centres by identifying the factors that led parents to
homeschool and enroll their kids there, as well as the challenges that they, their kids, and the
teachers faced. This study's research methodology, a qualitative case study, was carried out in
three centres in Johor Bahru, Malaysia. Purposive sampling was used to choose participants
for semi-structured online interviews with 4 parents, 6 students, and 4 teachers. The study
schedule, worksheet, and photographs that were part of the documents gathered from two
homeschooling centres were used to support the interview data. The first study goal revealed
two significant themes: life circumstances and personal beliefs were the main influences on
parents' decision to homeschool their children. Students' learning experiences at the
Homeschool Centre are focused on three primary themes: the curriculum and activities run by
the Centre, the setting of the Centre, and the difficulties that the students themselves face there.
While there were two categories of challenges that parents and teachers at the Homeschool
Centre encountered, internal and external. The study's implications for parents include the
realization that since homeschooled children spend most of their time at home, just depending
on homeschool centres won't guarantee their academic success while they are homeschooled.
Regarding the students, they are more inclined to interact with the community outside of
Homeschool Centres and more conscious of the value of independent study. Teachers are more
willing to express their worries about improving the Homeschool Centre system. They are also
aware that the Homeschool Centre provides an option for students with special needs.
Keywords: Experiences, Homeschooling Centres, Parents, Students, Teachers
20
FACTORS INFLUENCING THE TEACHING PRACTICES OF IN-SERVICE

TEACHERS IN INCLUSIVE EDUCATION: A SYSTEMATIC REVIEW
Miaomiao Wu1*, Dorothy DeWitt1, Nor Nazrina Mohamad Nazry1, Norlidah Alias1
1
Universiti Malaya
*S2026817@siswa.um.edu.my
Abstract: Inclusive education is a new trend in the education system and its development is
being refined in countries worldwide. This study provided a systematic review of the factors
that influence the teaching practices of in-service teachers in inclusive education. This study
was analyzed using a PRISMA-based systematic analysis approach by searching two
databases, Scopus and Web of Science, for relevant literature from 2014 to 2023. Twenty-
seven articles were finally selected for inclusion in the study. The results showed that factors
influencing the teaching practices of in-service teachers in inclusive education include teachers'
self-efficacy, teachers' attitudes towards inclusive education and teachers' teaching strategies.
Also, the existing literature has revealed a need for more training for teachers in inclusive
education. To sum up, it is believed that there is more room to improve the professional
development of in-service teachers in inclusive education.
Keywords: Inclusive Education, In-Service Teachers, Teaching Practices, Self-Efficacy，
Attitudes, Strategies, Professional Development
21
TAHAP PENGETAHUAN GURU MATA PELAJARAN PENDIDIKAN ISLAM

TERHADAP PENGAJARAN KELAS INKLUSIF SEKOLAH RENDAH
Suzana binti Harun1*, Zaharah binti Hussin1, Abdul Muhsien bin Sulaiman1
1
Fakulti Pendidikan
Universiti Malaya
*suzana77.harun@gmail.com
Abstrak: Murid berkeperluan khas mempunyai hak yang setaraf dengan murid tipikal untuk
bersosialisasi dan belajar. Program Pendidikan Inklusif (PPI) memberi peluang kepada murid
berkeperluan khas (MBK) belajar bersama dan memupuk interaksi dengan murid tipikal.
Dalam bidang pendidikan, guru memainkan peranan penting dalam menjayakan sesuatu
inisiatif yang dirancang oleh Kementerian Pendidikan Malaysia (KPM). Kesediaan guru
terutamanya dari segi tahap pengetahuan semestinya menjejaskan keberhasilan pelaksanaan
PPI. Kajian ini berfokus kepada tahap pengetahuan guru terhadap pelaksanaan pengajaran
kelas inklusif murid berkeperluan khas dalam aliran perdana sekolah rendah. Kajian ini
menggunakan kaedah kuantitatif berbentuk tinjauan dengan mengedarkan instrumen soal
selidik yang telah diuji kebolehpercayaannya. Sampel kajian terdiri daripada 367 orang guru
mata pelajaran Pendidikan Islam dari negeri Pahang, Melaka, Negeri Sembilan, Johor dan
Selangor. Analisis deskriptif digunakan untuk menguji persoalan kajian menggunakan perisian
“Statistical Package of the Sosial Sciences” (SPSS). Dapatan kajian menunjukkan bahawa
tahap pengetahuan guru mata pelajaran Pendidikan Islam adalah berada pada tahap sederhana.
Kajian ini dapat memberikan gambaran tentang tahap pengetahuan guru dalam pengajaran
MBK dan boleh membuat penambahbaikan bagi mengatasi masalah tersebut. Dapatan
menunjukkan bahawa sampel kurang pendedahan dalam Program Pendidikan Inklusif kerana
terdapat sebilangan sekolah sahaja yang menjalankan inklusif penuh. Kesimpulannya, pelbagai
kursus, latihan dan bengkel yang bersesuaian boleh diadakan dalam meningkatkan tahap
pengetahuan guru untuk mengajar MBK di sekolah.
Kata kunci: Kelas Inklusif, Guru Mata Pelajaran Pendidikan Islam, Murid Berkeperluan Khas
22
Tema: Pentaksiran dan Kurikulum
OPTIMALIZATION OF TEACHING SKILLS PRACTICE LEARNING IN

IMPLEMENTING THE TEACHING ASSISTANCE PROGRAM INDONESIAN’S
KURIKULUM MERDEKA
Abdul Bashith1*
1
Malang, Indonesia
*abbash98@pips.uin-malang.ac.id
Abstract: The Teaching Assistance Program in the Kurikulum Merdeka is an important part
of the Tri Dharma Higher Education. Graduates of higher education are required to be
qualified with a variety of professional, language, and intercultural skills. On the other hand,
higher education is expected to be able to develop cooperation with other institutions related
to developing the competencies and skills of its students. Teaching assistance activities as a
manifestation of the reality of the implementation of the Kurikulum Merdeka can run well if
they are prepared optimally. Practical learning of teaching skills (PKM) as a provision for the
implementation of teaching assistance programs must receive primary attention in achieving
its success. This study examines the implementation of PKM learning, starting from
presenting the design of the lesson plan, demonstrating the process, identifying problems, and
presenting the results of PKM learning. The results of the study make it clear that the PKM
learning planning design is absolutely necessary as a reference for the implementation of the
learning process. The problems in PKM learning are more related to the readiness of tools
and completeness of documents in the implementation of learning in the Kurikulum Merdeka.
The PKM learning assessment shows good results and is an indicator of the success of the
teaching assistance program in the Kurikulum Merdeka.
Keywords: Learning, Practical Teaching Skills, Teaching Assistance Program, Kurikulum

Merdeka
23
KRONOLOGI PERKEMBANGAN KURIKULUM MATEMATIK SEKOLAH

MENENGAH DI MALAYSIA DAN KOREA SELATAN
Abdul Halim Abdullah1*

1
School of Education
Faculty of Social Sciences and Humanities
*p-halim@utm.my
Abstrak: Berdasarkan laporan pentaksiran antarabangsa Trends in International Mathematics

and Science Study (TIMSS) dan Programme for International Student Assessment (PISA), skor
matematik antara murid Malaysia dan Korea Selatan menunjukkan perbezaan yang sangat
ketara. Pencapaian cemerlang murid Korea Selatan menunjukkan bahawa sistem pendidikan
negara tersebut telah berjaya dalam memupuk perkembangan akademik dalam kalangan murid
sehingga mereka berjaya dari aspek kognitif khususnya dalam subjek matematik. Berdasarkan
kajian terdahulu, struktur kurikulum sesebuah negara menentukan kualiti sesebuah sistem
pendidikan dalam menghasilkan murid yang berkualiti. Dalam usaha untuk memahami faktor
yang membawa kepada perbezaan tahap pencapaian matematik murid Malaysia dan Korea
Selatan dalam TIMSS dan PISA, kajian ini dijalankan bagi mengkaji kurikulum matematik
sekolah menengah rendah di Malaysia dan Korea Selatan. Pelbagai jenis data dikumpulkan
bagi mencapai objektif tersebut. Data empirikal daripada artikel jurnal, dokumen rasmi
kerajaan, dan buku teks matematik digunakan untuk membandingkan kurikulum matematik di
kedua-dua negara. Perbincangan dapatan kajian meliputi kronologi perkembangan kurikulum
matematik di kedua-dua negara sehingga ke hari ini. Penyelidik juga membincangkan
persamaan dan perbezaan antara kurikulum matematik di Malaysia dan Korea Selatan.
Kata kunci: Kurikulum Matematik, Malaysia, Korea Selatan, Pendidikan Matematik
24
PENINGKATAN KEMAMPUAN KOGNITIF SISWA SEKOLAH DASAR MELALUI

MODEL PEMBELAJARAN PERMAINAN BOLA TANGKAP
Bintoro Widodo1*
1
Malang, Indonesia
*bintoro_w76@pgmi.uin-malang.ac.id
Abstrak: Pendidikan sekolah dasar sebagai jenjang paling dasar pada pendidikan formal
mempunyai peran besar bagi keberlangsungan proses pendidikan di jenjang sekolah
selanjutnya. Salah satu tujuan pendidikan dasar adalah membentuk dan meningkatkan
perkembangan gerak melalui pembelajaran Pendidikan Jasmani. Tujuan Pendidikan Jasmani
tidak hanya mengembangkan ranah jasmani, tetapi juga mengembangkan aspek kognitif siswa,
kebugaran jasmani, keterampilan berpikir kritis, stabilitas emosional, keterampilan sosial,
penalaran dan tindakan moral melalui kegiatan aktivitas jasmani dan olahraga. Pada dasarnya
penelitian ini bertujuan untuk meningkatkan perkembangan kognitif siswa melalui sebuah
model pembelajaran yang berbentuk sebuah permainan yang bernama permainan bola tangkap.
Permainan bola tangkap ini menyesuaikan dengan kondisi dan karakter siswa sekolah dasar.
Permainan ini juga memberikan akses pada kemampuan gerak siswa yaitu ketrampilan gerak
motorik, seperti ketrampilan gerak lokomotor dan ketrampilan gerak manipulatif. Penelitian
ini membuktikan bagaimana perkembangan kognitif siswa yang dikembangkan melalui sebuah
permainan bola tangkap. Permainan ini memiliki unsur kerjasama kelompok dalam
memecahkan suatu permasalahan dalam menyelesaikan suatu tantangan. Dari hasil penelitian
yang dilakukan terhadap siswa kelas IV Sekolah Dasar didapatkan hasil, bahwa ada
peningkatan kemampuan kognitif siswa melalui model pembelajaran permainan bola tangkap
ini. Peningkatan perkembangan kognitif siswa diperoleh dari hasil pengamatan guru dan hasil
wawancara berupa instrumen yang diisi oleh siswa. Peninkatan kognitif siswa terbentuk dari
hasil pola berfikir dalam kelompok serta berfikir dalam menghadapi usaha dalam
menyelesaikan permainan tersebut berupa terciptanya strategi bermain dan terwujudnya
kerjasama dalam satu tim. Penelitian ini bisa diberikan kepada kelas 3,4,5 dan 6 siswa sekolah
dasar. Karena dalam permainan ini membutuhkan ketrampilan melempar bola dan menankap
bola, serta di imbangi dengan pola gerak lari dan berpindah.
Keywords: Permainan Bola tangkap, Perkembangan kognitif, Model pembelajaran
25
THE IMPLEMENTATION OF INTERCULTURAL SENSITIVITY SCALE (ISS) AS

INSTRUMENT TO MEASURE INTERCULTURAL SENSITIVITY OF
UNIVERSITY STUDENTS
Diana Trisnawati1*, Azni Yati binti Kamaruddin1, Abd Razak bin Zakaria1
1
Universiti Malaya
Abstract: According to the United Nations' Sustainable Development Goals, also knowns as
the Global Goals, which were adopted by the United Nations in 2015, there are 17 goals as
indicators, including global partnership, peace, and prosperity. Intercultural sensitivity can be
essential to face global partnerships through education, particularly in universities. University
students have to prepare their future to be individuals who have global perspectives and get
better careers across countries. Therefore, several instruments were developed to measure the
level of intercultural sensitivity, such as The Intercultural Development Inventory, the
Intercultural Sensitivity Index, the Adapted Intercultural Sensitivity Index, The Munroe
Multicultural Attitude Scale Questionnaire, Intercultural Sensitivity Inventory, and
Intercultural Sensitivity Scale. This systematical literature review aimed to determine the
implementation of the Intercultural Sensitivity Scale (ISS) in measuring the intercultural
sensitivity level of university students and how it correlates between the ISS and other cultural
measurements. The PRISMA checklist has been selected as a methodology to review articles
published from 2013-2023. The results revealed that ISS is highly effective in measuring
intercultural sensitivity among university students. However, several cultural measurements
are also used to support researchers in measuring intercultural sensitivity, such as Cultural
Adaptation Scale, Oxford Quick Placement Test, Intercultural Effectiveness Scale, and English
Classroom Anxiety Scale. In sum, the ISS is indeed effective; however previous studies
combined the ISS with other measurements in measuring students' intercultural sensitivity.
Keywords: Intercultural Sensitivity Scale (ISS), instrument, university students, and cultural
scales
26
PEMBANGUNAN MODUL PENGAJARAN DAN PEMBELAJARAN PENDIDIKAN

SENI: TINJAUAN KOMPREHENSIF
Fauziah Mohammad1*, Che Aleha Ladin1 & Mohd Shahril Nizam Shaharom1
1
Fakulti Pendidikan,
Universiti Malaya
*fauziahmohammad.fm@gmail.com
Abstrak: Artikel ini menyediakan analisis terperinci tentang pembangunan modul pengajaran
dan pembelajaran dalam Pendidikan Seni. Ia membincangkan pelbagai teori yang menyokong
pembangunan modul, seperti konstruktivisme, behaviorisme, dan teori pembelajaran sosial,
serta meneroka bagaimana teori ini boleh digunakan dalam Pendidikan Seni. Artikel ini juga
membincangkan kepentingan menggunakan strategi penilaian yang berkesan dalam modul
Pendidikan Seni, termasuklah penilaian formatif, sumatif dan kendiri. Selain itu, penggunaan
teknologi dalam Pendidikan Seni dan bagaimana ia boleh disepadukan ke dalam pembangunan
modul untuk meningkatkan hasil pembelajaran turut diperhalusi. Artikel diakhiri dengan
menekankan kepentingan pembangunan profesional yang berterusan untuk para pendidik
dalam bidang seni khususnya dalam pembangunan modul.
Kata kunci: Pendidikan Seni, Modul Pengajaran dan Pembelajaran, Pembangunan Modul,
Hasil Pembelajaran, Teori Pendidikan, Kesahan dan Kebolehpercayaan, Strategi Penilaian,
Integrasi Teknologi, Pembangunan Profesional
27
DEVELOPMENT OF E-MODULE OF INTERCULTURAL COMPETENCE

COURSE FOR TOURISM MANAGEMENT PROGRAM IN VOCATIONAL
COLLEGE, CHINA
Guo Jihong1 & Lai Chee Sern2,3*

1
TusStar, No. 210 Ping'an Avenue, Jinshui District, Zhengzhou City,
Henan Province, China
2
Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia
3
Malaysia Research Institute for Vocational Education and Training (MyRIVET)
*lcsern@uthm.edu.my
Abstract: Acquiring the intercultural competence is important especially for students who
enrolled in Tourism Management Program. However, there are not many learning materials
available that enable learners to acquire the intercultural competence effectively. Therefore,
this research aimed to design and develop an e-module of Intercultural Competence Courses
for Tourism Management Program at Henan Vocational College of Economics and Trade,
based on the instructional design model - ADDIE. The developed e-module was evaluated in
terms of content, interactivity, and applicability using quantitative approach. In specific, the
self-developed questionnaires were distributed to 127 students of Henan Vocational College of
Economics and Trade who were required to complete the questionnaire after using the e-
module. The results of the study revealed that the e-module is suitable to serve as a learning
aid for the students due to its good quality of content, and high level of interactivity as well as
applicability.
Keywords: E-module, Intercultural Competence, ADDIE
28
EDUCATIONAL THOUGHT AND MANAGEMENT MODEL: NU AND

MUHAMMADIYAH
Nur Ali1* & Triyo Supriyatno1

1
Malang, Indonesia
*nurali@uin-malang.ac.id
Abstract: This article is more concerned with how NU and Muhammadiyah build a thought
and realize good management in the world of education both for deepening of religious studies
and adjustments to the curriculum that is built or formed in such a way by the government. So
far, NU continues to strive to improve performance to participate in efforts to expand and
equalize opportunities for quality education expansion and equalization of opportunities to
obtain quality education for all Indonesian people towards the creation of high quality
Indonesia with high quality. NU also strives to improve academic and professional abilities as
well as improve the welfare of education personnel so that education personnel so that they can
function optimally in terms of improving character and akhlakul karimah. In addition, NU is
seriously activities to empower educational institutions both school and out of school as the
center of acculturation values, attitudes and abilities. No less important Muhammadiyah, this
organization is also trying to make a contribution to the nation and state, especially in providing
inspiration and realization in the form of management that is adapted to the needs of
government and society. This can be proven by their curriculum that participates in support the
government's efforts in advancing education.
Keywords: NU; Muhammadiyah; Islamic Education Management; acculturation values
29
DEVELOPMENT OF AN INTERACTIVE E-MODULE FOR THE TOPIC OF

AMPLIFIER CIRCUITS BASED ON KOLB'S LEARNING STYLE
Nur Hidayah Binti Mohd Radzir1 & Lee Ming Foong1*

1
*mflee@uthm.edu.my
Abstract: The inadequacy of teaching and learning aids for Amplifier Circuit topic is one of
the problems faced by vocational college students in the Basic Theory of Electronics and
Circuit (ATEL) courses. This has effect of lowering the level of students' understanding
because they do not have enough learning materials and do not know the right way to learn.
Thus, Kolb's learning-based interactive e-module on the topic of amplifier circuit was
developed to solve this problem. This e-module was developed based on Sidek’s Module
Construction Model which consists of three phases, namely discussion phases, development
phases and evaluation phases. This interactive e-module was successfully developed and
presented through Anyflip's online platform. This e-module has been evaluated by three experts
in electrical and electronic discipline. In general, 90 percent experts agree that Kolb Learning-
based interactive e-modules are suitable for learning amplifier circuit topic among the
vocational college students. In conclusion, vocational college teachers are encouraged to use
this e-module as a learning tool, especially for the purpose of self-study for electronic learners
while learning the amplifier circuits topic.
Keywords: Kolb Learning Style, Interactive Learning Module, Amplifier Circuits
30
KNOWLEDGE CONSTRUCTION OF CLASSROOM-BASED ASSESSMENT

PRACTICES AMONG MALAYSIAN PRIMARY SCHOOL TEACHERS
Malini Devi Paramesvaran1*, Lim Jia Wei1, Madhyazhagan Ganesan1

1
Faculty of Education, Universiti Malaya
*maliniparamesvaran@gmail.com
Abstract: Classroom-based assessment is a two-way process in which both teacher and

students interact to promote greater learning. Despite several workshops and trainings, teachers
seem to struggle to implement CBA during lessons due to their lack of understanding and
knowledge of CBA. Aforementioned research has provided evidence that there is a need to
explore teachers’ knowledge construction of CBA to identify the gap of knowledge of CBA,
not only to understand what they know about CBA and what they need to know more about,
but by understanding how teachers construct their knowledge of CBA, policy makers will be
able to recognise the strengths and weaknesses of the current way teachers are supported
through the CBA initiative. This study is significant to explore as teachers’ knowledge
construction of CBA shapes how they implement CBA in their classrooms. With
close reference to the Teacher Assessment Literacy framework and Matsuo’s Experiential
Learning Theory, this study aims to explore teachers’ experiences on how they construct their
knowledge of CBA and the facilitators that influence their learning. The five facilitators
proposed by Matsuo includes seeking challenging tasks, critical reflection, enjoyment of work,
learning goals and developmental network and how each facilitator contributes to individual
teacher’s knowledge construction of CBA will be thoroughly explored. The essence of teachers’
knowledge construction of CBA will be obtained through a phenomenological case-study
approach with six primary school English teachers as participants of this study. Data will be
collected via classroom observations, interview sessions and documents. The findings that will
be deduced inductively through the Interpretive Phenomenological Analysis will enable
policy makers to make sound decision in terms of trainings and workshops needed to equip
teachers with the necessary knowledge of CBA.
Keywords: Classroom-Based Assessment, Essence, Experience, Knowledge Construction
31
PEMBANGUNAN INSTRUMEN PENGUKURAN RESILIENSI DIGITAL GURU

MEMACU KE ARAH KELESTARIAN KUALITI PEMBELAJARAN
Marini Kasim1* & Tengku Faekah Tengku Ariffin1

1
School of Education, Universiti Utara Malaysia
*marini@uum.edu.my
Abstrak: Di dalam era digital dan revolusi industri 4.0 (IR), bidang pendidikan tidak
ketinggalan dalam mengalami transformasi ke arah andragogi dan pedagogi secara digital.
Guru adalah pemangkin utama dalam sistem pendidikan, oleh itu para guru harus mempunyai
resiliensi digital walaupun berhadapan dengan cabaran, tekanan dan permintaan yang rencam
dari profesion keguruan agar terus mampu untuk menyumbang kepada agenda memartabatkan
kecemerlangan pendidikan negara. Kajian ini bertujuan untuk mengenalpasti dimensi-dimensi
yang menyumbang kepada pembentukan resiliensi digital guru dan seterusnya membangunkan
kerangka resiliensi digital guru (RDG) yang unik dan sesuai dengan acuan tempatan. Kaedah
kajian mixed method digunakan dengan menggabungkan pendekatan kuantitatif dan kualitatif
dalam proses pengumpulan, analisis dan interpretasi data. Rekabentuk kajian yang digunakan
ialah Explanatory Design: Participant Selection Model. Proses merangkumi 3 fasa utama iaitu
fasa 1: analisis keperluan, fasa 2: reka bentuk dan pembangunan kerangka RDG dan fasa 3:
penilaian kerangka RDG. Instrumen yang dibangunkan telah diedarkan kepada 200 orang guru
sekolah menengah di utara Semenanjung Malaysia iaitu Kedah, Perlis dan Pulau Pinang.
Kebolehpercayaan dan kesahan data dianalisis menggunakan perisian SPSS. Hasil analisis
menunjukkan kesemua pembolehubah mempunyai nilai alpha Cronbach yang tinggi iaitu
melebihi 0.70. Oleh itu instrumen yang dibangunkan adalah mempunyai kesahan yang baik
dan kebolehpercayaan yang tinggi bagi mengukur resiliensi digital guru.
Kata kunci: Faktor Pelindung, Pengukuran, Resiliensi, Resiliensi Digital
32
BIBLIOMETRIC ANALYSIS OF TEACHER READINESS FROM 2010 TO 2021
Mat Rasid Ishak1*, Harris Shah Abdul Hamid1 & Hidayah Mohd Fadzil1
1
Abstract: This bibliometric study uses “descriptive mapping” to understand the evolution of
research in teacher readiness. This study aims to report the size of document measurements,
growth trajectories, and geographical distribution of teacher readiness research, identify high-
impact documents and understand critical themes in the field. Many mapping studies are done
in other areas but not in teacher readiness. Not much was undertaken in teacher readiness
research, especially involving simultaneous analysis of two databases, Scopus and Web of
Science. The authors identified 38 reviewed articles published in 34 Scopus-indexed journals,
while 12 papers were reviewed and published in 12 Web of Science Indexed journals between
2010 to 2021. The authors used Ms. Excel software, Scopus, and WoS analysis tools to analyze
the data set. The result found that the knowledge base of teachers’ readiness has grown
dramatically since 2019-2021, especially for developing countries such as Malaysia. This study
also identifies two main themes in a teacher’s readiness study: the development of readiness
instruments and the measurement of readiness. Our findings indicate an educational shift from
“quantitative studies” to “instrument development studies.” The authors conclude that this
descriptive mapping of teachers’ readiness offers a new and valuable methodology to unravel
teacher readiness development.
Keywords: Bibliometric Study, Educational Assessment, Readiness, Readiness Development,

Teacher’s Readiness
33
PENTAKSIRAN DIGITAL DALAM KALANGAN PENSYARAH: SATU TINJAUAN

AWAL
Mohd Isha Awang1, Muhammad Noor Abdul Aziz1, Muhammad Dzahir Kasa1 & Yahya
Don1
1
*isha@uum.edu.my
Abstrak: Pentaksiran pembelajaran secara digital adalah suatu perkara yang sering
dibincangkan kini. Situasi ini mula diberikan tumpuan sejak bermulanya wabak pendamik
Covid-19. Proses Penilaian membantu dalam menentukan keberkesanan kebolehan pengajaran
guru serta pencapaian murid. Pengetahuan, kebolehan dan amalan pentaksiran digital
sesungguhnya diperlukan oleh seorang pendidik. Objektif kajian ini adalah untuk mendapatkan
gambaran tentang tahap pengetahuan dalam kalangan pensyarah tentang aspek pentaksiran
digital. Kajian awal secara tinjauan ini akan menggunakan instrumen soal selidik Digital
Assessment Literacy Questionnaire (DALQ) dengan melibatkan 120 sampel kajian. Kajian
mendapati bahawa tahap pengetahuan kemahiran digital dalam kalangan pensyarah masih
perlu ditingkat. Kajian ini memberikan implikasi kepada keperluan peningkatan kepada latihan
yang lebih berkesan dalam melaksanakan pentaksiran secara digital dan seterusnya
menentukan keberkesanan dalam pengajaran dan pembelajaran.
Kata kunci: Kemahiran, Pentaksiran digital, Pengajaran, Pembelajaran
34
PROFIL TAHAP KEPERIHATINAN GURU MATEMATIK SEKOLAH

MENENGAH TERHADAP KURIKULUM MATEMATIK DALAM MENCAPAI
HASRAT PENDIDIKAN 4.0
Muzirah Musa1*& Nur Hidayati Zulkipli2

1
Pusat Pengajian Ilmu Pendidikan, Universiti Sains Malaysia
2
Pusat Pengajian Sains Matematik, Universiti Sains Malaysia
*muzirah@usm.edu.my
Abstrak: Kajian ini bertujuan untuk menghasilkan profil tahap keprihatinan guru matematik
sekolah menengah terhadap Kurikulum Matematik (Kurikulum Standard Sekolah Menengah,
KSSM) berdasarkan peringkat keprihatinan (Tahap 0 hingga 6), jawatan dan pengalaman
mengajar. Selain itu, tinjauan pengetahuan dan kesedaran guru terhadap Revolusi Industri 4.0
(RI 4.0) dan Pendidikan 4.0 turut dilaksanakan. Kajian ini menggunakan Model Penerimaan
Berasaskan Keprihatinan (MPBK) sebagai kerangka kerja teori untuk menjelaskan
keprihatinan guru sekolah menengah terhadap perlaksanaan KSSM Matematik dan
keupayaannya dalam mencapai hasrat Pendidikan 4.0. Data dikumpul melalui Soal Selidik
Tahap Keprihatinan (SoCQ). Sampel kajian terdiri daripada 177 orang guru matematik sekolah
menengah di seluruh Malaysia. Analisis deskriptif dan ujian ANOVA satu hala dijalankan
dengan bantuan perisisan SPSS dan excel. Dapatan kajian menunjukkan terdapat perbezaan
min pengetahuan terhadap RI 4.0 berdasarkan jawatan dan tidak terdapat perbezaan min
pengetahuan terhadap RI 4.0 berdasarkan pengalaman mengajar. Dapatan berkenaan kesedaran
terhadap Pendidikan 4.0 pula menunjukkan tidak terdapat perbezaan min berdasarkan jawatan
dan pengalaman guru. Manakala, profil Umum Peringkat Keprihatinan Tiada Berkaitan (Tahap
0-Kesedaran), Peringkat Keprihatinan Diri (Tahap 1-Maklumat dan Tahap 2-Peribadi),
Peringkat Keprihatinan Tugas (Tahap 3-Pengurusan) dan Keprihatinan Impak (Tahap 6-Fokus
Semula) guru adalah tinggi. Namun, dapatan menunjukkan tahap keprihatinan rendah bagi
Peringkat Keprihatinan Impak (Tahap 4-Kesan dan Tahap 5-Kerjasama) mencerminkan
keprihatinan kesan pelaksanaan KSSM terhadap murid tidak tinggi, dan guru juga kurang
bekerjasama atau berkongsi maklumat dalam melaksanakan KSSM. Sehubungan itu, semangat
guru dan sokongan yang berterusan perlu supaya pelaksanaan KSSM dapat dioptimumkan dan
memberi impak yang lebih baik kepada murid.
Kata kunci: KSSM, Kurikulum Matematik, Pendidikan 4.0, Revolusi Industri 4.0, Tahap
Keprihatinan
35
MENEROKA IKLIM SEKOLAH DALAM PEMBENTUKAN AKHLAK ATLET

PELAJAR DI SEBUAH SEKOLAH SUKAN DI JOHOR
Siti Hajar Rahman1, Norlizah Che Hassan1* & Fathiyah Fakharuddin1

1
Fakulti Pengajian Pendidikan, Universiti Putra Malaysia
*norlizah@upm.edu.my
Abstrak: Teori pembelajaran sosial menekankan bahawa perilaku manusia dipengaruhi oleh
persekitaran. Persekitaran sosial yang merujuk kepada iklim sekolah merupakan salah satu
faktor yang boleh menjadi penyumbang kepada perkembangan moral dan disiplin pelajar. Isu
kebejatan akhlak dalam kalangan remaja bukanlah satu isu yang asing pada hari ini, atlet pelajar
dalam konteks kajian ini berusia dalam lingkungan 13-17 tahun, maka mereka juga mempunyai
potensi untuk terlibat dengan masalah kebejatan akhlak. Oleh yang demikian, satu kajian perlu
dilakukan untuk meneroka iklim sekolah dan pengaruhnya dalam pembentukan akhlak positif
kepada pelajar. Oleh itu, kajian ini dijalankan untuk meneroka iklim sekolah menerusi dua
persoalan utama: Bagaimana pelajar menjalani iklim sekolah di Sekolah Sukan Negeri Johor?
dan apakah pengaruh penghayatan iklim Sekolah Sukan Negeri Johor kepada pembentukan
akhlak atlet pelajar? Kajian ini dijalankan menggunakan kaedah penyelidikan kualitatif
berunsurkan kajian kes. Sejumlah 10 orang informan yang terdiri daripada atlet pelajar, guru
dan pengetua telah terlibat dalam kajian ini. Data dikumpulkan menerusi temubual semi
struktur mendalam serta triangulasi data disokong melalui pemerhatian turut serta, analisis
dokumen serta catatan nota lapangan. Dapatan kajian menunjukkan terdapat dua tema yang
terbentuk dalam penerokaan iklim sekolah iaitu memperkasakan amalan harian dan
mengamalkan budaya sihat yang positif. Amalan harian diperkasakan melalui penerapan
amalan kerohanian, kecergasan fizikal, menekankan keseimbangan akademik, sukan dan
akhlak serta disiplin pelajar. Manakala amalan budaya sihat dan positif pula, diperincikan
kepada bimbingan dan panduan, unsur suri teladan, pematuhan peraturan, pementoran,
mengambil kira kesediaan pelajar, keluarga sebagai inspirasi dan juga sokongan rakan-rakan.
Hasil kajian juga mendapati, terdapat dua tema utama yang terbentuk hasil daripada pengaruh
iklim sekolah terhadap atlet pelajar iaitu menjadikan Sekolah Sukan Negeri Johor menjadi
sekolah pilihan kerana terdapat elemen memantapkan pembelajaran berunsurkan kerohanian
dan juga melahirkan pelajar ideal dengan membentuk akhlak dan atlet pelajar, melahirkan
pelajar yang mementingkan kebajikan bersama, pelajar berdikari, pelajar berkepimpinan,
membentuk habit yang baik dalam diri pelajar dan seterusnya menghasilkan pelajar yang
mempunyai masa hadapan yang cerah. Implikasi daripada kajian ini boleh dijadikan panduan
dan dorongan kepada pengetua dan guru supaya dapat membudayakan elemen positif menerusi
iklim sekolah berdasarkan prinsip yang berpaksikan kepatuhan kepada tuhan sebagai asas
dalam membina persekitaran sekolah yang kondusif dalam pelbagai aspek.
Kata kunci: Iklim Sekolah, Atlet Pelajar, Akhlak
36
DEVELOPMENT OF INTEGRATING MODULE USING PEERAGOGY LEARNING

STRATEGY AND KOLB EXPERIENTIAL LEARNING CYCLE
Nurul Hedzlina Azhni binti Othman1* & Yee Mei Heong1

1
*db190129@student.uthm.edu.my
Abstract: Learning approach and learning style is one of the vital elements need in ensuring
and helps learning process become more effective. Knowing ones learning approach and style
will help teachers and students to explore and discover their highest potential to learn and
processing knowledge. Students were lacking understanding of the learning styles causing
them to have problems to apply appropriate and effective learning styles in their study. This
study is focusing on developing a self-instruction integrating module using Peeragogy learning
strategy and Kolb experiential learning cycle as guidance for the students to execute self-
instruction learning effectively. To ensure this module has suitable format, content and usable
for technical students, three experts involved in the module validation process with technical
and vocational, pedagogy and module development background of expertise. Sidek model is
used to develop the module and data collected through online survey and analyzed using
percentage. Feedback study was executed involving the five lecturers and 60 students form
FPTV, UTHM. Finding shows that this module has suitable format design, content and high
percentage of usability. Majority respondents agree that this module helps them to execute self
–instruction learning. It helps the students to understand Peeragogy learning strategy and Kolb
experiential learning cycle better and can be use as reference sources.
Keywords: Kolb Experiential Learning Cycle, Learning Strategy, Self-Instruction
37
FORMATIVE FEEDBACK PRACTICES IN MALAYSIAN ESL WRITING

CLASSROOM
Nur Riza Alias1* & Zuwati Hasim1

1
*nurriza86@gmail.com
Abstract: Formative feedback practices by teachers are pivotal in enhancing students' learning,
especially in formative classroom-based classrooms. Such feedback allows students to identify
their weaknesses, act on teachers' suggestions, and ultimately, will foster self-regulated
learning. This is particularly crucial in learning and developing writing skills, where students
rely on teachers’ feedback to improve their performance. With the advent of formative
feedback that promotes closing the learning gap, teachers' practices should evolve to foster
students’ progression. However, research regarding Malaysian ESL teachers' adaptation of
formative feedback practices in the writing classroom is still scarce. This study examines the
current feedback practices in the teaching of writing, since the implementation of formative
assessment and the introduction of the new English curriculum, CEFR. It delves into the nature
of feedback provided by teachers where the aim is to investigate whether elements of formative
feedback are effectively incorporated. For this purpose, content analysis was carried out in
reference to selected studies on the writing feedback in Malaysia. The findings revealed the
nature of writing feedback in practice and there is a disconnection between the teachers’
practices and formative feedback principles. This disparity has the potential to undermine the
effectiveness of feedback, thereby limiting its impact on student learning. The paper concludes
with recommendations to reconcile this gap, aiming to enhance the efficacy of formative
feedback in writing classrooms, which could lead to more significant improvements in student
performance.
Keywords: Formative Feedback, Writing Feedback, ESL Writing
38
RATER SEVERITY IN EVALUATING CONSTRUCTS FOR MEASURING

TEACHER LITERACY IN IMPLEMENTING AUTHENTIC ASSESSMENT
Nurulhuda Hassan1*, Mohd Nazri Abd Rahman1 & Bambang Sumintono2

1
2
Faculty of Education, Universitas Islam Internasional Indonesia, Indonesia
*nuhaone@gmail.com
Abstract: In the Many-Facet Rasch Model (MFRM), rater severity refers to the tendency of a
specific rater or judge to consistently assign lower or higher ratings compared to other raters
when evaluating the same set of items or constructs. In the context of rater severity, the MFRM
can help identify and quantify the impact of rater variability on overall evaluation scores. It can
differentiate between raters who consistently assign lower ratings (severe raters) and those who
give higher ratings (lenient raters) compared to the average. This information is crucial for
ensuring fairness and reliability in performance assessments. However, the raters have different
characteristics that can influence their severity level when evaluating the ratees. This study
investigates the effect of job position and year of services on rater severity when evaluating
items and constructs for measuring teacher literacy in implementing Authentic Assessment
(AA) using MFRM. The instrument consists of 107 items built based on four main constructs;
knowledge in AA, skills in AA, attitude towards AA, and professional development in AA.
This study used a quantitative multi-rater approach using a set of questionnaires distributed to
26 raters to assess 107 items based on four constructs. Raters' severity levels form three
categories based on the logit measure value. There are no significant mean differences between
the rating based on job positions held by the raters. Similarly, there is no significant mean
difference between the rating based on the year of services commenced by raters.
Keywords: Authentic Assessment, Literacy, Many Facet Rasch Model, Multi-rater, Rater
Severity
39
KAEDAH PROSES MELUKIS UNTUK MENINGKATKAN KEMAHIRAN

PELAJAR SENI VISUAL TINGKATAN ENAM SMK PITAS SESI 2022-2023
Rohasmezan bin Hashim1*

1
Sekolah Menengah Kebangsaan Pitas, Daerah Pitas, Sabah
*rohasmezanhashim@gmail.com
Abstrak: Kajian tindakan ini bertujuan untuk menyelesaikan dan meningkatkan kemahiran
melukis 27 orang pelajar tingkatan enam atas SMK Pitas yang sedang belajar dalam Semester
2. Fokus utama dalam kajian ini adalah proses menghasilkan lukisan perlu mengikut urutan
proses melukis agar lukisan yang dihasilkan menjadi berstruktur dan mempunyai tona
pencahayaan yang dapat menimbulkan bentuk dan ruang. Kaedah proses melukis yang
dilaksanakan mempunyai empat peringkat iaitu peringkat pertama, melukis struktur asas objek.
Peringkat kedua, melukis perincian bentuk objek. Peringkat ketiga, melukis jalinan pada setiap
permukaan. Akhir sekali, peringkat keempat, menghasilkan perbezaan tona pada setiap
permukaan bagi mewujudkan bentuk tiga dimensi dan pencahayaan serta membuat kemasan
pada lukisan. Kajian ini melalui enam sesi pengajaran dan pembelajaran iaitu ujian 1,
bimbingan 1, ujian 2, bimbingan 2, ujian 3 dan bimbingan 3. Dapatan kajian mendapati
kemahiran penggunaan media dan teknik meningkat dengan menaikkan jumlah dan peratusan
pelajar yang berada dalam tahap baik. Penilaian kemahiran penggunaan penggunaan media dan
teknik serta kemahiran penghayatan sifat objek dan hubungan, jumlah dan peratusan pelajar
yang berada di tahap lemah dapat dikurangkan. Implikasi kajian dapat meningkatkan
kemahiran pelajar dan membiasakan mereka melukis mengikut urutan proses melukis bagi
menghasilkan lukisan.
Kata kunci: Seni Visual, Lukisan Pengkaryaan, Kaedah Proses Melukis, Kemahiran Asas
Lukisan
40
EXAMINING THE IMPACT OF TEACHERS’ GRADING PRACTICES TOWARDS

CLASSROOM-BASED ASSESSMENT AMONG SECONDARY SCHOOL
TEACHERS
Shahazwan bin Mat Yusoff1*

1
*shahazan92@gmail.com
Abstract: Within the Malaysian educational landscape, the grading practices and classroom-
based assessment (CBA) strategies adopted by secondary school teachers have become a
crucial area of investigation, as they may significantly impact students' academic achievements
and overall learning experiences. The primary aim of this study is to explore the relationship
between teachers' grading practices (TGP) and CBA practices among secondary school
teachers in Selangor, Malaysia. TGP encompasses five dimensions: Importance, Student Effort,
Student Ability, Usefulness, and Teachers' Grading Habits. A quantitative research design,
specifically a survey-based approach, was employed in this study. The instrument was
developed and validated through face and content validity, a pilot study, and Exploratory Factor
Analysis (EFA). The quantitative data were primarily analyzed using Partial Least Square
Structural Equation Modeling (PLS-SEM) and Multivariate Analysis of Variance (MANOVA).
A total of 338 teachers from 27 secondary schools in the region participated in the study,
completing a 5-point Likert-scale questionnaire. Covariance-based structural equation
modeling (SEM) was used for data analysis. The results indicated that among the five
dimensions of TGP, Student Effort and Teachers' Grading Habits were found to be significant,
while the remaining dimensions were not. Furthermore, the MANOVA findings revealed that
differences in most TGP variables emerged based on factors such as gender, subject taught,
and years of teaching experience. This study offers insights into grading practices, informing
targeted interventions and professional development for improved student learning and
experiences.
Keywords: Teachers’ Grading Practices, Classroom-based Assessment, Assessment Practices
41
PERSEPSI GURU TERHADAP KEPERLUAN PEMBANGUNAN PERMAINAN

MUDAH ALIH BAHASA ARAB UNTUK SEKOLAH RENDAH DI MALAYSIA
DALAM KURIKULUM STANDARD SEKOLAH RENDAH (KSSR)
Siti Rosilawati Ramlan*1, Maziahtusima Ishak1, Sakinah Ahmad1, Ghazali Zainuddin2, Noor
Azli Mohamed Masrop3, Muhammad Sabri Sahrir4, & Naqibah Mansor2
1
Fakulti Pengajian Bahasa Utama, Universiti Sains Islam Malaysia
2
Fakulti Pengajian Peradaban Islam, Universiti Islam Selangor
3
Fakulti Multimedia Kreatif dan Komputeran, Universiti Islam Selangor
4
Kulliyyah Pendidikan, Universiti Islam Antarabangsa Malaysia
* rosilawati@usim.edu.my
Abstrak: Ledakan teknologi pada zaman kini seperti cendawan tumbuh selepas hujan.
Penggunaannya yang meluas di pelbagai jenis sektor memberikan manfaat dan kemudahan
kepada semua termasuklah dunia pendidikan. Aplikasi permainan mudah alih merupakan
antara medium pembelajaran yang digunakan. Kajian ini bertujuan meninjau keperluan
pembangunan permainan mudah alih bahasa Arab untuk sekolah rendah di Malaysia
berdasarkan persepsi guru yang bersesuaian dengan Kurikulum Standard Sekolah Rendah.
Kajian ini telah dilaksanakan menggunakan kaedah kuantitatif melibatkan kaedah tinjauan
menerusi instrumen soal selidik kepada guru. Sampel terdiri daripada 364 orang guru bahasa
Arab peringkat sekolah rendah dari seluruh Malaysia. Kajian menggunakan program SPSS
versi 25 untuk menganalisis data yang diperoleh. Kajian ini telah menghasilkan beberapa
penemuan penting terhadap keperluan mewujudkan permainan mudah alih yang melibatkan
bahasa Arab. Kajian ini juga mempersembahkan beberapa elemen penting yang disusun
mengikut keutamaan dalam membangunkan permainan mudah alih sesuai dengan tahap
pengetahuan pelajar. Elemen-elemen ini akan membantu pembangun kandungan digital dalam
mereka bentuk permainan mudah alih yang berkualiti dan menepati citarasa penguna yang
terdiri daripada pelajar dan guru.
Kata kunci: Analisis Keperluan, Pembangunan Permainan Mudah Alih, Bahasa Arab, Sekolah
Rendah, KSSR
42
KEPERLUAN PEMBANGUNAN DAN KEBOLEHGUNAAN MODEL PEDAGOGI

TERBEZA DALAM KALANGAN GURU DI MALAYSIA
Zurina Mustaffa (PhD)1*, Zaharah Hussin (PhD)2, Abdul Muhsien Sulaiman (PhD)2
Abdul Hadi Sulaiman1, Zuraini Yaakub1, Aisah Hasmam (PhD)1
1
Jabatan Pendidikan Islam dan Moral, Institut Pendidikan Guru Kampus Raja Melewar
2
Fakulti Pendidikan, Universiti Malaya
* zurina.mustaffa@ipgm.edu.my
Abstrak: Pelbagai pendekatan pengajaran yang telah diguna pakai oleh guru pada masa kini.
Namun, berdasarkan peredaran dan keperluan pendidikan semasa telah mendorong guru-guru
masa kini untuk mempelbagaikan kaedah pengajaran bagi memenuhi keperluan pelajar.
Bahkan keperluan kepelbagaian metodologi amat diperlukan apabila pelajar berada di dalam
kelas yang bercampur dan tiada lagi pengasingan kelas seperti kelas pandai, sederhana dan
lemah. Rentetan daripada hal itu, Kementerian Pendidikan Malaysia telah membina
pendekatan pengajaran yang baharu untuk kepelbagaian pelajar iaitu pendekatan Pedagogi
Terbeza. Oleh itu, pengkaji telah mengambil inisiatif dengan membangunkan Model Pedagogi
Terbeza untuk digunakan oleh guru sebagai panduan dalam pengajaran dan pembelajaran.
Tujuan kajian ini dijalankan adalah untuk melihat tahap keperluan pembangunan Model
Pedagogi Terbeza dalam kalangan guru dan melihat kebolehgunaan Model Pedagogi Terbeza
dalam kalangan guru. Pengkaji menggunakan kaedah kuantitatif yang melibatkan set inventori
soal selidik yang diberikan kepada 361 orang guru di Zon Selatan, Malaysia. Soal selidik ini
telah diubah suai dan telah mendapat nilai kesahan dan kebolehpercayaan dengan nilai
Cronbach alpha 0.96. Pengkaji juga menggunakan kaedah kualitatif yang melibatkan temu bual
separa struktur dengan melibatkan 5 orang guru. Protokol temu bual yang digunakan juga telah
mendapat kesahan daripada 4 orang pakar bahasa, kandungan dan metodologi. Dapatan kajian
menunjukkan terdapat keperluan pembangunan Model Pedagogi Terbeza yang tinggi dan
dapatan temu bual daripada 5 orang guru juga menunjukkan Model Pedagogi ini dapat
digunakan dalam pengajaran dan pembelajaran di bilik darjah. Implikasi kajian menunjukkan
Model Pedagogi Terbeza perlu dibangunkan dan hasil daripada penggunaan model ini
menunjukkan guru dapat membantu murid yang pandai, sederhana dan lemah yang belajar
bersama-sama di bilik darjah. Sehubungan dengan itu, kajian ini sangat memberi manfaat
kepada Kemeneterian Pendidikan Malaysia, Jabatan Pendidikan negeri dan Pejabat pendidikan
daerah. Di samping itu, model ini juga memberi impak yang besar kepada pemegang taruh
seperti Pensyarah di Institut Pendidikan Guru, Pengetua, Guru Besar, Jurulatih Utama, guru
dan pelajar-pelajar kerana ia boleh dijadikan garis panduan di dalam pelaksanaan Pedagogi
Terbeza.
Kata kunci: Keperluan, Pembangunan, Kebolehgunaan, Model Pedagogi Terbeza
43
RESISTENSI GURU TERHADAP PERUBAHAN KURIKULUM:

STUDI KASUS GURU MADRASAH IBTIDAIYAH DI INDONESIA
Wahidmurni1*
1
Malang, Indonesia
*wahidmurni@pips.uin-malang.ac.id
Abstrak: Perubahan kurikulum pendidikan berpengaruh besar terhadap pencapaian tujuan

pendidikan, dan guru merupakan komponen kunci dalam upaya implementasi perubahan
kurikulum. Tujuan penelitian ini adalah untuk menganalisis resistensi guru atas perubahan
kurikulum yang terjadi di Indonesia, yang mencakup: penyusunan perangkat pembelajaran,
pelaksanaan pembelajaran, dan evaluasi pembelajaran. Penelitian menggunakan pendekatan
kualitatif dengan rancangan studi kasus, dan data dikumpulkan dengan menggunakan
wawancara melalui focus group discussion dan kuesioner online kepada 20 orang guru
madrasah ibtidaiyah/sekolah dasar Islam, studi dokumen perencanaan pembelajaran. Data
dianalisis dengan menggunakan pola data condensation, data display dan conclusions drawing.
Teknik pengujian keabsahan temuan penelitian dilakukan dengan trianggulasi sumber data.
Hasil penelitian menunjukkan bahwa resistensi guru terhadap perubahan kurikulum dalam
katagori sedang, hal ini disebabkan guru memandang biasa saja dalam penyusunan perangkat
pembelajaran, namun kesulitan dalam memastikan ketepatan dalam mengembangkan indikator
pencapaian kompetensi; guru belum berpengalaman dalam menerapkan Project Based
Learning (PjBL) dan Problem Based Learning (PBL) dalam kegiatan pembelajaran; dan guru
kesulitan dalam mengembangkan soal berorientasi Higher Order Thinking Skills (HOTS).
Untuk itu peran Lembaga Pendidikan dan Tenaga Kependidikan (LPTK) dan lembaga
pelatihan peningkatan kompetensi pedagogik dan profesional guru perlu ditingkatkan.
Kata kunci: Resistensi Guru, Perubahan Kurikulum; Resistensi Guru Terhadap Perubahan
Kurikulum
44
Tema: Pengaplikasian Teknologi Terkini
THE USE OF SOCIAL MEDIA AMONG TEACHERS & STUDENTS:

IMPLICATIONS ON LEARNING & FACILITATION
W Omar Ali Saifuddin Wan Ismail1, Faiz Najmuddin Abd Halim1, Muhammad Azam Daud1,
Muhamad Fadzlan Salim1, Muhammad Hafidzurrahman Mohd Saufi1 & Ab Aziz bin
Sulaiman1*
1
Faculty of Islamic Contemporary Studies, Universiti Sultan Zainal Abidin
*abaziz @unisza.edu.my
Abstract: Social media is a group of internet-based applications built on the ideology and
technology of Web 2.0. Some social media platforms include Facebook, Instagram, WhatsApp,
Telegram, YouTube, and the latest addition, TikTok. In 21st-century learning, teachers often
use social media as a teaching aid in learning and facilitation (PdPc) either in class or online.
Students also utilize social media to help them to find related information about their certain
subjects. This study used quantitative methods to identify the implications of social media use
among teachers and students on learning and facilitation. Sixty-one (61) teachers and sixty (60)
students as respondents have answered the research questions carried out online as a study
instrument for data collection. Respondents are randomly selected to answer the survey
questionnaire. The data obtained through the Google Form survey is transferred into a table for
analysis and interpretation of the study findings. The study's findings show that using social
media has an impact as a school learning medium. The study found that social media enables
individuals to quickly and efficiently search for new information and reference materials,
enhances collaboration and social interaction among teachers, students, and peers and
facilitates the distribution and sharing of information more easily. In a conclusion, assess
students' skills virtually without needing face-to-face evaluations and boost the enthusiasm and
motivation of teachers and students. This article can improve teachers and students in the
learning and facilitation process, achieve the effectiveness of learning at school, and obtain
formal education through distance learning programs.
Keywords: Social Media, Learning And Facilitation, Teaching And Learning, Technology
Tools
45
PEMBANGUNAN APLIKASI AUGMENTED REALITY PENERAPAN

NILAI-NILAI MURNI BERTERASKAN CERITA BAWANG PUTIH
BAWANG MERAH
Azita Ali1* & Hanis Hidayah Binti Abdul Malik1

1
Fakulti Pendidikan Teknikal dan Vokasional, Universiti Tun Hussein Onn Malaysia
*azita@uthm.edu.my
Abstrak: Aplikasi untuk penerapan nilai-nilai murni menggunakan Augmented Reality (AR)
adalah pembelajaran yang berasaskan aplikasi android iaitu sebagai medium utama untuk
menyampaikan aktiviti PdP yang disediakan oleh guru kepada murid. Pembangunan Aplikasi
ini adalah bagi tujuan menerapkan nilai murni hormat menghormati, ketaatan dan kesabaran
menerusi kisah Bawang Putih Bawang Merah. Objektif dari kajian tersebut adalah
merekabentuk, membangunkan serta menilai kebolehfungsian pembangunan Augmented
Reality Penerapan Nilai-nilai Murni berteraskan Cerita Bawang Putih Bawang Merah. Model
reka bentuk kajian adalah berdasarkan model reka bentuk Waterfall di mana lima fasa yang
terlibat iaitu fasa analisis keperluan dan definisi, fasa reka bentuk, fasa pembangunan, fasa
pengujian dan fasa penyelenggaraan. Dalam fasa analisis dan perancangan, terdapat beberapa
kaedah yang telah dilakukan dalam pencarian fakta dan maklumat yang diperlukan. Antara
kaedah yang digunakan adalah dengan mendapatkan maklumat menerusi jurnal dokumentasi.
Fasa reka bentuk adalah dimana proses untuk membangunkan serta menentukan corak atau
fungsi yang perlu ada dalam video animasi. Fasa seterusnya adalah fasa pembangunan dimana
pembangunan aplikasi video animasi 3D Augmented Reality Penerapan Nilai-Nilai Murni
Berteraskan Cerita Bawang Putih Bawang Merah yang mengandungi elemen multimedia yang
direka bentuk dan ingin dipapar dalam aplikasi ini. Fasa pengujian merupakan fasa terakhir
dan menjadi penentu kepada simulasi yang dihasilkan sama ada mencapai objektif yang telah
digariskan ataupun tidak. Pada fasa ini penilaian dan pengesahan pakar telah dilakukan untuk
memastikan reka bentuk dan keboleh fungsi pembangunan Augmented Reality adalah
mencapai objektif kajian yang telah digariskan. Responden kajian merupakan tiga orang pakar
yang terdiri daripada pensyarah di Fakulti Pendidikan Teknikal dan Vokasional (UTHM) dan
dua guru mata pelajaran Bahasa Melayu di Sekolah Tahfiz At Taj Academy. Dapatan kajian
daripada penilaian tiga orang pakar menunjukkan keseluruhan pakar bersetuju pembelajaran
berasaskan aplikasi android bagi topik nilai murni ini memerlukan ketiga-tiga reka bentuk iaitu
reka bentuk informasi, interaksi dan persembahan. Projek ini diharapkan dapat digunakan
sepenuhnya oleh murid serta tenaga pengajar.
Kata kunci: Augmented Reality, Bawang Putih Bawang Merah, Nilai-Nilai Murni
46
KEFAHAMAN GURU MENGAPLIKASIKAN PENDEKATAN PEMBELAJARAN

TERADUN DALAM PENGAJARAN DAN PEMBELAJARAN PENDIDIKAN SENI
VISUAL: SATU KAJIAN KES DI DAERAH TAMBUNAN SABAH
Che Aleha Ladin1* & Beatsie Eth Gominik1

1
*chealeha@um.edu.my
Abstrak: Cabaran pembelajaran abad ke-21 (PAK21) perlu menyediakan murid yang
berakhlak dan berkemahiran digital seperti dituntut dalam Revolusi Industri 4.0 pada dan
masyarakat 5.0. Bagi menghadapi tuntutan pendidikan era globalisasi ini, guru seharusnya
berpengetahuan dan memanfaatkan perkembangan teknologi maklumat dan komunikasi (TMK)
dalam proses pengajaran dan pembelajaran (PdP) dengan menggunakan kepelbagaian media.
Kajian ini bertujuan meneroka kefahaman guru dan amalan mereka melaksanakan
pembelajaran teradun (Blended Learning) dalam pengajaran dan pembelajaran Pendidikan
Seni Visual (PSV). Kajian kes secara kualitatif melibatkan seramai 4 orang guru Pendidikan
Seni Visual di sekolah rendah daerah Tambunan Sabah telah dipilih sebagai peserta kajian ini.
Data dikumpul menggunakan kaedah temu bual, pemerhatian dan analisa dokumen. Data
dianalisis secara tematik. Dapatan kajian menujukkan penggunaan teknologi dalam abad 21
menjadi keperluan dalam menjalankan satu pengajaran dan pembelajaran yang menarik dan
berkesan. Guru memahami tentang konsep pembelajaran teradun yang mana pelaksanaannya
memerlukan peralatan teknologi, liputan rangkaian internet dan penggunaan pelantar yang
sesuai. Kefahaman tersebut dipamerkan melalui amalan pelaksanaannya yang
menggabungkan pendekatan secara konvensional dan moden, boleh dilaksanakan secara
bersemuka, secara dalam talian, dan menggunakan teknologi dalam dan luar bilik darjah.
Kajian ini memberi manfaat kepada guru dan murid supaya dapat mengaplikasian
pembelajaran teradun kerana ianya membawa impak positif dalam proses (PdP) agar lebih
berkesan dan menarik.
Kata kunci: Guru, Pendidikan Seni Visual, Pembelajaran Teradun, Pengajaran Dan
Pembelajaran
47
AUGMENTED REALITY: GARIS PANDUAN REKA BENTUK DAN

PEMBANGUNAN BERASASKAN TEORI PENGAJARAN
Farah Mohamad Zain1*, Mohd Faiz Mohd Yaakob1, Faizahani Ab. Rahman1 & Siti Noor
Ismail1
1
*mz.farah@uum.edu.my
Abstrak: Penggunaan teknologi untuk menyokong pembelajaran dan mengintegrasikannya ke

dalam pengajaran tradisional telah menjadi tumpuan pendidik dalam mereka bentuk
pembelajaran dan antaranya ialah augmented reality. Aplikasi augmented reality yang sedia
ada memfokuskan kepada hasil penggunaannya terhadap pencapaian dan persepsi pelajar tanpa
mengambil kira elemen-elemen yang perlu ada termasuklah teori pengajaran dan prinsip reka
bentuk dalam menghasilkan augmented reality yang berkualiti. Augmented reality yang direka
bentuk dengan baik berpotensi untuk menggalak, merangsang, memotivasi dan meningkatkan
penglibatan pelajar. Oleh itu, objektif kertas kerja ini adalah untuk (a) membangunkan garis
panduan reka bentuk dan pembangunan augmented reality, (b) mengenal pasti kebolehgunaan
garis panduan ini dalam mereka bentuk dan membangunkan augmented reality. Seramai 35
orang pelajar Diploma Pascasiswazah Pendidikan yang mengikuti kursus SGDT4013
Teknologi dan Inovasi dalam Pendidikan terlibat dalam membangunkan augmented reality
berasaskan garis panduan ini. Instrumen yang digunakan dalam kajian ini ialah garis panduan
reka bentuk dan pembangunan augmented reality dan soal selidik kebolehgunaan garis panduan.
Dapatan kajian menunjukkan nilai interpretasi Kebolehgunaan yang tinggi dengan nilai min
4.16 (SP=0.696). Oleh itu, garis panduan ini boleh digunakan sebagai panduan dan rujukan
kepada guru, pensyarah, pereka bentuk pengajaran dan pereka bentuk aplikasi dengan
mengambil kira teori pengajaran dan prinsip reka bentuk yang bersesuaian iaitu Adegan
Pengajaran Gagne dan Prinsip Multimedia Mayer.
Kata kunci: Adegan Pengajaran Gagne, Augmented Reality, Garis Panduan, Prinsip
Multimedia Mayer
48
EVALUATING MOBILE APPS FEATURES FOR LEARNING ENGLISH

SPEAKING SKILLS
Harwati Hashim1* & Khairunissa Hasnan1

1
Faculty of Education, Universiti Kebangsaan Malaysia
*harwati@ukm.edu.my
Abstract: The demand for mobile apps, especially for second and foreign language learning,
has been rapidly growing with the gradual introduction of mobile technology into learning and
the evolutionary growth of mobile technology. The widespread utilization of mobile phones
have massively affected learning methods. Nonetheless, exploration towards utilizing the
mobile application in cultivating English language learning specifically, English speaking,
persists limited. Concurrently, speaking is seen as one of the most challenging aspects among
second language learners despite the advancement of universal learning. This paper
investigates and evaluates features of three selected mobile apps for English-speaking learning.
This study employed qualitative content analysis to analyse three chosen English-speaking
learning apps- Duolingo, ELSA, and Speak English Conversation. The findings focus on the
quality app features of these apps include categories of curriculum, pedagogy, and app design.
These findings will potentially lead some directions to educators, teachers, learners, and app
makers when selecting a well-designed app.
Keywords: Mobile Apps, Speaking Skills, English Speaking App, App Features
49
CHALLENGES OF IMPLEMENTING ONLINE LEARNING AMONG TEACHERS
Hasnah Mohamed1*
1
School of Education, Faculty of Social Sciences and Humanities,
*hasnah-m@utm.my
Abstract: Due to Covid 19 and MCO situations, all teachers are using variety of methods to
conduct teaching and learning online. The physical classroom is not applicable at the moment
as all citizen of Malaysia are required to stay at home. Hence, online learning plays a vital role
in the country’s education system currently by letting the students to learn from wherever they
are. Therefore, this study was conducted among teachers to identify the type of online learning
they are using, advantages, disadvantages and challenges of implementing online learning. The
data were collected through online questionnaire where ten English Language teachers have
answered it. The results obtained from the questionnaire revealed that online learning is
applicable, practical, promotes fun learning, learner centered learning and accessible to
materials despite some challenges.
Keywords: Online Learning, Covid 19, English Language
50
PELAKSANAAN PENGAJARAN DIGITAL DALAM KALANGAN GURU

PENDIDIKAN MORAL SEKOLAH MENENGAH LUAR BANDAR SEMASA
PANDEMIK
Oziah Rudin1* & Azni Yati Kamaruddin1

1
*oziahrudin80@gmail.com
Abstrak: Penularan COVID-19 sejak awal tahun 2020 telah menuntun kerajaan untuk
merangka strategi komprehensif demi kelestarian pendidikan pelajar seperti penerapan
teknologi digital dalam pengajaran dan pembelajaran (PdP). Ini meliputi pelbagai peringkat
pendidikan bagi menggantikan kaedah penyampaian konvensional. Oleh itu, kajian ini
dijalankan untuk mengenal pasti masalah dan kesan pelaksanaan pengajaran igital dalam
kalangan guru Pendidikan Moral sekolah menengah luar bandar. Pendekatan kualitatif
digunakan melalui kaedah temu bual separa berstruktur dan analisis dokumen sebagai
instrumen kajian. Seramai tiga (3) orang guru Pendidikan Moral sekolah menengah luar bandar
dari daerah Lahad Datu, Sabah terlibat dalam kajian ini. Data-data hasil temu bual yang
diperolehi dianalisis mengunakan perisian ATLAS.ti 8. Manakala data daripada dokumen
dianalisis secara manual bagi menjawab persoalan kajian. Hasil dapatan kajian menunjukkan
bahawa aspek kemahiran teknologi, kemudahan teknologi dan persekitaran pembelajaran dan
pengajaran merupakan masalah utama yang dihadapi oleh guru di kawasan luar bandar. Namun
demikian, pengajaran secara digital turut memberi kesan positif dan kesan negatif untuk
diperbaiki pada masa hadapan bagi kelangsungan pengajaran dan pembelajaran secara digital
terutama di sekolah luar bandar. Justeru, hasil kajian ini mungkin berpotensi untuk dijadikan
sebagai panduan kepada guru, penggubal dasar dan pihak berkepentingan untuk lebih
memahami, menilai semula dan menambah baik sistem pendidikan sedia ada. Ini bagi
memastikan tahap literasi digital guru dan pelajar di kawasan luar bandar dapat ditingkatkan
seiring dengan kerancakkan pembangunan negara.
Kata kunci: Pandemik COVID-19, Pengajaran Digital, Teknologi Digital, Guru Pendidikan
Moral, Luar Bandar
51
KESAN PENGGUNAAN FLIPPED CLASSROOM MENERUSI PEMBELAJARAN

BERASASKAN PROJEK BAGI MATAPELAJARAN FIZIK
Megat Aman Zahiri B Megat Zakaria1* & Saliza binti Mat Isa2
1
Sekolah Pendidikan, Fakulti Sains Sosial dan Kemanusiaan, Universiti Teknologi Malaysia
1
SMK St George, Taiping
*megataman@utm.my
Abstrak: Kajian ini bertujuan untuk meninjau kesan penggunaan Flipped Classroom menerusi
Pembelajaran Berasaskan Projek bagi mata pelajaran Fizik. Kaedah persampelan bertujuan
telah digunakan dalam kajian ini untuk memilih murid sebagai responden. Instrumen kajian ini
ialah Ujian Pra dan Ujian Pasca untuk melihat tahap pencapaian murid. Selain itu, soal selidik
persepsi penerimaan digunakan untuk melihat tahap persepsi penerimaan murid dan soal
selidik tahap penglibatan untuk mengukur tahap penglibatan murid. Rekabentuk Pra
Eksperimen Satu Kumpulan Ujian Pra – Ujian Pasca telah digunakan dalam kajian ini.
Responden terdiri daripada 30 orang murid Sekolah Menengah yang terlibat dalam kajian ini.
Metadologi kajian ini adalah kuantitatif dengan kaedah analisis data secara deskriptif dan
inferensi. Hasil dapatan kajian melalui analisis inferensi menunjukkan bahawa terdapat
perbezaan yang signifikan bagi min markah di antara Ujian Pra dan Ujian Pasca murid. Ini
membuktikan bahawa murid gemar dengan pendekatan Flipped Classroom dalam
pembelajaran dan pengajaran.
Kata kunci: Kelas Flip,Pembelajaran Berasaskan Projek, Pengajaran dan Pembelajaran Fizik
52
DIGITAL TECHNOLOGY USE AMONG PRESCHOOLERS IN MALAYSIA
Rozita Wahab1*, Nursyuhaidah Mohd Kadri1, Azmawaty Mohamad Noor1 & Amira Najiha
Yahya1
1
*rozita_wahab@um.edu.my
Abstract: Digital technology has become increasingly prevalent in society, with people of all
ages engaging with various digital devices on a daily basis. Preschoolers, in particular, have
been exposed to digital technology from a young age. The utilization of digital technology by
preschoolers in Malaysia has generated both positive and negative impacts on their
development. This study aims to identify the landscape of digital technology use among
preschoolers in Malaysia. This study included 425 pre-schoolers aged five – six years old. A
set of questionnaires was used to collect information related to digital technology use and the
background profiles of preschoolers and parents. Findings showed that the majority (82.6
percent) of the preschoolers used digital technology devices for more than two hours daily,
which exceeded the recommended screen time. In addition, one of three preschool children had
a high level of digital technology dependency. Excessive use of digital devices among young
children has been linked to various problems, including obesity, poor sleep, behavioral issues,
and lack of attention. Understanding the extent and effects of digital technology use among
preschoolers in Malaysia is crucial for policymakers, educators, and parents. It is essential to
assess the prevalence and patterns of digital technology use among preschoolers in Malaysia
to inform appropriate recommendations for screen time limits, content selection, and strategies
for managing digital technology use in this age group.
Keywords: Digital Technology Use, Digital Technology Dependency, Preschool, Young

Children
53
PENGGUNAAN VIDEO ANIMASI BAGI TAJUK ABSTARK DALAM SAINS

RENDAH BERDASARKAN TEORI KONSTRUKTIVISME
Shaharuddin Md Salleh1* & Abdul Muiz Hussin2

1
Sekolah Pendidikan, Fakulti Sains Sosial dan Kemanusiaan, Universiti Teknologi Malaysia
2
SK Seri Binjai
*p-shah@utm.my
Abstrak: Subjek sains merupakan subjek wajib dalam kurikulum sekolah rendah. Berdasarkan
laporan TIMSS (Trend in Mathematics Science Study) menunjukkan negara kita masih
dibawah purata antarabangsa walaupun terdapat peningkatan dari tahun ke tahun. Ini
menunjukkan bahawa penguasaan sains dan matematik masih kurang memuaskan. Bagi
pembelajaran sains rendah didapati pelajar kurang minat dengan sains kerana isi kandungan
yang abstrak. Oleh itu, kajian ini adalah membangunkan video animasi dan melihat kesan
penggunaannya terhadap kefahaman pelajar selepas sesi pembelajaran. Pembangunan video
animasi ini berpandukan kepada model ADDIE berserta sokongan dari teori konstruktivisme
serta pedekatan pembelajaran berpandukan penemuan. Reka bentuk kajian adalah berdasarkan
quasi experimental one group pretest posttest. Responden kajian ini adalah terdiri dari 30 orang
palajar tahap dua di sebuah sekolah di Gelang Patah. Instrument kajian adalah menggunakan
borang soal selidik menggunakan sekala likert 5 tahap serta soalan temubual berstruktur.
Analisis data menggunakan Statistical Package for Science Study (SPSS). Hasil analisa nilai
min ujian pra adalah pada 57.67 manakala nilai min ujian pos adalah pada 78.97. Hasil kajian
ini mendapati tahap kefahaman pelajar adalah tinggi, dimana kebanyakan responden
menyatakan bahawa video animasi mambantu kefahaman mereka bagi tajuk-tajuk sains yang
abstark. Walaupun keputusan mungkin terlalu asas, tetapi video tidak mungkin memudaratkan
dan ia terbukti meningkatkan pembelajaran pelajar.
Kata kunci: Video animasi, Sains rendah
54
IMPLEMENTATION OF AUGMENTED REALITY ON SPORTS ANATOMY

COURSE
Muhammad Chairad1*, Budi Valianto1, & Imran Akhmad1

1
Faculty of Sports Science, Universitas Negeri Medan
*chairad@unimed.ac.id
Abstract: The purpose of this study is to see how the results of the implementation of
Augmented Reality in the Sports Anatomy course. The implementation of technology in
learning today is very important. This is due to the times that continue to lead to technology.
One of the latest technologies that can be used in learning is Augmented Reality. By
implementing Augmented Reality in learning, it can not only make learning more interesting
and interactive, but also help students visualize concepts and relationships between body
structures and sports activities. This research was conducted using a qualitative descriptive
research method. This method was chosen because the researcher wanted to see the process
and results of implementing Augmented Reality. The subjects in this study were students of
Physical Education, Health and Recreation, Faculty of Sports Science, State University of
Medan. Data collection techniques were carried out through questionnaires, observation,
interviews and documentation. The results obtained from the implementation of this research
found that lecturers and students felt helped in discussing the material in the Sports Anatomy
course. Learning in class becomes livelier with positive reactions from students who are very
happy with the help of Augmented Reality. Students become more able to see directly visually
the bones referred to in the Sports Anatomy course, and students no longer experience mistakes
in pronouncing the names of bones, especially in Latin. In addition, the lecturer also
acknowledged that by using Augmented Reality, Sports Anatomy material can be conveyed
well to students. The conclusions obtained from the research results explain that Augmented
Reality is very helpful in the learning process of the Sports Anatomy course, and it is highly
recommended to use it in the Sports Anatomy course.
Keywords: Implementation, Augmented Reality, Sports Anatomy
55
NORMA PENGGUNAAN BUKU TEKS DIGITAL
Suhami Ahmad1*, Simah Mamat2, Nur Nabihah Mohamad Nizar2 & Nor Asiah Ismail3
1
Bahagian Sumber dan Teknologi Pendidikan, Kementerian Pendidikan Malaysia
2
3
Institut Pendidikan Guru, Kampus Tengku Ampuan Afzan
*suhami@moe.edu.my
Abstrak: Industri penerbitan dalam bidang pendidikan sentiasa berkembang dan berubah.
sehingga munculnya penerbitan digital, termasuk buku elektronik (e-buku) yang menjadi suatu
norma dalam kalangan murid dan pendidik serta ahli akademik. Pandemik Covid-19 telah
membuka ruang kepada pengguna untuk menggunakan buku teks digital yang dapat diakses
melalui pelantar DELIMa, Kementerian Pendidikan Malaysia (KPM). Kepentingan pendidikan
digital dalam arus Revolusi Industri 4.0 (IR 4.0) mampu membantu meningkatkan daya
persediaan melalui kecerdasan buatan, pendedahan realiti dan praktikal kepada generasi
pemimpin masa hadapan negara dalam pelbagai sudut sektor dan industri. Menyedari
kepentingan Teknologi Maklumat dan Komunikasi (TMK) terhadap masyarakat pihak
kerajaan telah melaksanakan dua dasar iaitu Dasar Industri Kreatif Negara (DIKN) dan Pelan
Pembangunan Pendidikan Malaysia (2013-2025). Di bawah dasar ini, pemain dalam industri
penyiaran dan penerbitan di Malaysia digalakkan untuk membangunkan negara industri kreatif
bagi meningkatkan Keluaran Dalam Negara Kasar (KDNK). Keperluan membangunkan
konsep buku teks digital yang standard adalah wajar supaya Pengajaran dan Pembelajaran (PdP)
akan lebih efektif dan berinteraktif bagi mendepani revolusi ini. Melalui kesedaran ini, KPM
perlu mengambil inisiatif untuk membantu penyampaian pengajaran yang menggunakan
teknologi masa kini dengan menghasilkan buku teks digital. Melalui temu bual mendalam
bersama beberapa orang guru dan murid untuk membawa hala tuju organisasi ke arah
penerbitan buku digital interaktif. Hasil kajian mendapati bahawa buku teks secara bercetak
masih lagi relevan penggunaannya, namun lebih menaraik sekiranya dibantu dengan buku teks
digital. Buku digital ini akan berjaya dilaksanakan sepenuhnya dengan sokongan semua pihak
bagi memacu kejayaan anak bangsa ke arah pasaran global.
Kata kunci: Buku Teks Digital, Interaktif, Kecerdasan Buatan, Pendedahan Realiti
56
BUSY BOOK THEMATIC: A LEARNING MEDIA FOR IBTIDAIYAH MADRASAH

STUDENTS
Maryam Faizah1 & Wahyu Henky Irawan1

1
Universitas Islam Negeri Maulana Malik Ibrahim,
Malang, Indonesia
*hengky@mat.uin-malang.ac.id
Abstract: The "BOOMAT" (Busy Book Thematic) learning media is designed to be engaging
and incorporates simple games, resulting in an active and enjoyable learning experience for
students. The purpose of this study is to develop an attractive and user-friendly busy book
thematic for the learning process, and to validate its effectiveness. The research followed a
research and development approach, using the ADDIE development model (Analysis, Design,
Development, Implementation, and Evaluation). The study sample consisted of 30 students
from Class II at MIN 2 Kota Malang. Data was collected through questionnaires, observations,
and documentation. The validation results of the media product indicate high validity, with the
material validator scoring 93%, the media design validator scoring 99%, the language validator
scoring 84.6%, and the learning expert validator scoring 85.3%. This media includes various
components that are easily accessible and user-friendly, resulting in a highly positive student
response of 86.2%. Overall, using a busy book thematic can enhance the learning process,
providing visual and tactile support, and creating a supportive and low-pressure environment
for students in their learning process.
Keywords: Learning Media; Busy Book Thematic, ADDIE Model
57
PENERIMAAN DAN PERANAN TEKNOLOGI MAKLUMAT DAN KOMUNIKASI

DALAM PENGAJARAN DAN PEMBELAJARAN GURU PENDIDIKAN ISLAM
Wan Ismail, W.A.1 , Nur Iyliani, K.1, & Roslan, A.R.1

1
Center of Education, Faculty of Islamic Contemporary Studies, Universiti Sultan Zainal
Abidin
*wismail@unisza.edu.my
Abstrak: Kajian ini dijalankan adalah untuk menguji perhubungan yang wujud antara tahap
penerimaan dan peranan Teknologi Maklumat dan Komunikasi Guru Pendidikan Islam yang
diaplikasikan dalam aktiviti pengajaran dan pembelajaran mereka. Sampel kajian ini
melibatkan 230 orang Guru Pendidikan Islam yang juga bekas pelajar Program Pensiswazahan
Guru di Universiti Sultan Zainal Abidin. Pengumpulan data menggunakan borang soal selidik
telah digunakan untuk menguji perhubungan yang wujud mengenai tahap penerimaan dan
peranan Teknologi Maklumat dan Komunikasi yang diaplikasikan dalam aktiviti pengajaran
dan pembelajaran responden yang terlibat. Data yang diperoleh dianalisis dengan
menggunakan Statistical Package for Social Science v.22 for Windows (SPSS) untuk
mendapatkan tahap korelasi perhubungan. Kebolehpercayaan item soal selidik iaitu .87 telah
diperoleh berdasarkan satu kajian rintis yang diadakan sebelum kajian sebenar. Hasil analisis
secara inferensi telah menunjukkan tahap perhubungan yang SEDERHANA KUAT antara
tahap penerimaan dan peranan Teknologi Maklumat dan Komunikasi dalam kalangan
responden yang terbabit dengan kajian ini.
Kata kunci: Teknologi Maklumat dan Komunikasi, Pengajaran dan Pembelajaran, Guru
Pendidikan Islam, Program Pensiswazahan Guru.
58
Tema: Inovasi Dalam Pengajaran dan Pembelajaran
MUSICAL CREATIVITY AND ENGAGEMENT IN MUSIC EDUCATION:

EXPLORING INNOVATIVE TEACHING MATERIALS FOR PRIMARY SCHOOL
Juriani Jamaludin1, Harrinni Md Noor2*

1
College of Creative Arts, Universiti Teknologi MARA,
40450 Shah Alam, Selangor, Malaysia
2
Faculty of Education, Universiti Teknologi MARA,
42300 Puncak Alam, Selangor, Malaysia
*harrinni@uitm.edu.my
Abstract: It is the aspiration of 21st century education to produce knowledgeable, innovative,

and creative human capital who are competitive in the work environment. In music, conceptual
elements such as melody, harmony and rhythm can help enhance creative thinking and improve
thinking skills. In this study, innovative educational materials for music education were
developed to be used among primary school music teachers. The music teaching approaches
adopted in the educational materials were grounded in the methods suggested by Kodaly, Orff
and Dalcroze. Every unit in the educational materials includes creative musical activities that
enhances pupils’ creative thinking skills. These innovative teaching educational materials were
formulated based on the topics and activities in the curriculum modules provided by the
Malaysian Ministry of Education. The components include musical experience, music
composition, and music appreciation. They were also designed based on constructivist learning
theory that gives students a sense of ownership of ideas, creative thinking, and a sense of
participation in musical activities. These materials also promote social and communication
skills by creating a classroom environment that emphasizes collaboration and exchange of
ideas between teachers and students during musical activities. Since the ultimate objective is
for pupils to be creative and innovative, these materials have incorporated elements of
creativity and innovation in music learning. The materials were tested among 60 Year 2 pupils.
Findings showed that students who actively participated in the innovative musical activities
were able to learn how to articulate their ideas clearly as well as collaborate on tasks effectively
by sharing in group activities. Pupils were also able to generate spontaneous ideas and solve
problems through social interaction among peers. It is hoped that ideas generated from this
research can help music educators to develop quality teaching materials for a more creative
and innovative music education in future.
Keywords: Creativity, Engagement, Innovative Teaching, Music Education, Teaching

Materials
59
HUBUNGAN ANTARA TAHAP KOMUNIKASI, KESEDIAAN DAN MOTIVASI

PELAJAR SEMASA PEMBELAJARAN DALAM TALIAN
Nizamudin Razali1*, Nur Alia Shahira Ahmad Shaufi1, Faizal Amin Nur Yunus1, Mohd Erfy
Ismail1 & Suhaizal Hashim1
1
*nizamuddin@uthm.edu.my
Abstrak: Kaedah pembelajaran secara dalam talian sudah pun menjadi satu keperluan untuk
menggantikan pembelajaran secara bersemuka bagi mengelakkan penangguhan sesi
pembelajaran serta memastikan pembelajaran dapat disampaikan dengan lancar.
Walaubagaimana pun, terdapat kekangan yang dihadapi oleh pensyarah dan pelajar sepanjang
berlakunya perlaksanaan pembelajaran secara dalam talian terutama dalam aspek komunikasi,
motivasi dan kesediaan pelajar. Kajian ini bertujuan untuk mengenalpasti hubungan antara
tahap komunikasi, kesediaan dan motivasi pelajar semasa pembelajaran dalam talian. Reka
bentuk kajian kuantitatif secara tinjauan menggunakan instrumen borang soal selidik berskala
likert 5 mata digunakan untuk mendapatkan data. Sampel kajian terdiri daripada 148 orang
pelajar tahun 1 sehingga tahun 4 program penyejukan dan penyamanan udara di Fakulti
Pendidikan Teknikal dan Vokasional UTHM Johor. Analisis deskriptif digunakan untuk
mendapatkan nilai min dan sisihan piawai bagi mengenalpasti tahap komunikasi, tahap
kesediaan dan tahap motivasi pelajar, manakala ujian korelasi pearson digunakan untuk
mengkaji hubungan antara ketiga-tiga pembolehubah tersebut. Hasil kajian menunjukkan tahap
komunikasi antara pelajar dengan pensyarah adalah positif iaitu pada tahap yang tinggi.
Dapatan terhadap tahap kesediaan pelajar semasa pembelajaran dalam talian juga menunjukkan
pada tahap yang tinggi. Seterusnya, dapatan terhadap tahap motivasi pelajar semasa
pembelajaran juga pada tahap yang tinggi. Selain itu, hasil ujian korelasi pearson mendapati
tiada hubungan yang signifikan antara tahap komunikasi dengan tahap kesediaan, namun
terdapat hubungan yang signifikan antara tahap komunikasi dengan tahap motivasi serta tahap
kesediaan dengan tahap motivasi namun hubungan tersebut pada tahap yang sangat lemah.
Kesimpulannya, pelajar program penyejukan dan penyamanan udara FPTV mempunyai tahap
komunikasi yang tinggi antara pensyarah malah turut mempunyai tahap motivasi yang tinggi
tetapi kurang bersedia terhadap pembelajaran dalam talian.
Kata kunci: Komunikasi, Kesediaan, Motivasi, Pembelajaran Dalam Talian
60
TAHAP PENGETAHUAN, KEMUDAHAN INFRASTRUKTUR DAN KEMAHIRAN

GURU TERHADAP PDPC BERASASKAN GOOGLE CLASSROOM
Noorazman Bin Abd.Samad1*, Mohd Hazrol Ashraf Bin Md Aris1

Affero Ismail1, Mohd Hatta Mohamed Ali @ Md Hani1 & Shahnin Abdullah1
1
*noorazman@uthm.edu.my
Abstrak: Dalam proses pembelajaran dan pengajaran, penggunaan pelbagai media adalah
penting untuk merangsang pemikiran pelajar. ICT merupakan media penting untuk membantu
guru memantapkan pengajaran dan pembelajaran berbantukan Google Classroom. Google
Classroom merupakan suatu aplikasi ICT yang digunakan dalam e-pembelajaran. Kajian ini
bertujuan untuk mengenal pasti tahap pengetahuan dan kemahiran berkaitan Google Classroom
dalam kalangan guru-guru sekolah rendah selain menilai tahap infrastruktur. Kajian berbentuk
tinjauan ini menggunakan kaedah soal selidik sebagai instrumen kajian. Satu set soal selidik
yang mengandungi 30 soalan disediakan merangkumi tiga aspek utama iaitu aspek
pengetahuan VLE dan kemahiran TMK (ICT) guru serta kemudahan infrastruktur TMK (ICT)
di sekolah rendah. Responden kajian terdiri daripada 51 orang guru di lima buah sekolah dipilih
secara rawak. Data dianalisis dalam bentuk deskriptif yang meliputi analisis min dan sisihan
piawai menggunakan perisian Statistic Package For The Social Science 22 (SPSS 22). Dapatan
kajian menunjukkan bahawa aspek pengetahuan berada di tahap rendah (min 2.03) manakala
aspek kemahiran infrastruktur berada di tahap sederhana dimana masing-masing mencatatkan
min 2.43 dan 2.81 . Analisis hubungan menunjukkan terdapat hubungan yang signifikan antara
jantina dengan aspek pengetahuan dimana t=0.642 dan p=0.529 menunjukkan kumpulan lelaki
secara signifikan memperoleh skor inferensi yang lebih tinggi. Terdapat juga hubungan yang
signifikan antara jantina dengan aspek kemahiran dimana t=-1.172 dan p=0.256 menunjukkan
kumpulan lelaki secara signifikan memperoleh skor inferensi yang lebih tinggi.
Kesimpulannya, analisis ini menunjukkan bahawa guru perlu mempertingkat pengetahuan dan
kemahiran dalam PdPc guru berasaskan Google Classroom di sekolah.
Kata kunci: Teknologi Maklumat dan Komunikasi, Virtual Learning Environment, Google
Classroom, Pengetahuan, Kemahiran, Kemudahan Infrastruktur
61
AN EXPERIENTIAL LEARNING APPROACH TO DEVELOP GRADUATE

ATTRIBUTES
Nur Jahan Ahmad1*, Shaista Shirazi2, Neni Hermita3 & Corrienna Abdul Talib4
1
School of Educational Studies, Universiti Sains Malaysia,
11800 USM, Penang, Malaysia
2
School of Interdisciplinary Studies, University of Glasgow,
Dumfries DG1 4ZL, Scotland
3
Fakultas Pendidikan dan Ilmu Pendidikan, Universitas Riau,
Pekanbaru, Riau 28293, Indonesia
4
Faculty of Social Science and Humanities, Universiti Teknologi Malaysia
81310 Skudai, Johor
*jahan@usm.my
Abstract: The aim of this project was to evaluate the effectiveness of an experiential learning
design approach in developing graduate attribute characteristics of student teachers in STEM
subjects at a university in the northern state of Malaysia. This project involved a collaborative
design tool with three universities which are located in Scotland, southern state of Malaysia,
and in Indonesia to assist university students in developing the humanistic skills. This study
was a quantitative research design with purposive sampling among third-year university
students taking a science teaching method course. The graduate attributes used were
communication, confidence, and critical thinking, and these skills were incorporated into
lectures, tutorials, assignments and presentations. Paired-sample t-tests were conducted to
assess the impact of the experiential learning approach on the three graduate attributes
mentioned above. The results indicate that there were statistically significant differences in the
graduate traits of communication, confidence, and critical thinking. This study has provided an
assessment tool that can be used in teaching and learning to develop graduate attributes needed
for employment after graduation. The implication of the study is that some of the HEBAT
elements addressed by the university can be integrated into the academic environment and not
just extracurricular activities as is usually done.
Keywords: Communication, Confidence, Critical Thinking, Graduate Attributes
62
ENHANCING CLASSROOM LEARNING: EXPLORING THE SYNERGY OF

MICROLEARNING AND THE COMMUNITY OF INQUIRY
Nurul Fitriah Alias1* & Rafiza Abdul Razak1

1
Abstract: Microlearning has emerged as a promising approach to enhance learning

experiences, providing learners with bite-sized, targeted content that can be consumed in short
periods of time. However, the effective implementation of microlearning in the classroom
requires a deeper understanding of the underlying pedagogical frameworks. This conceptual
paper explores the integration of microlearning with the theory of Community of Inquiry,
aiming to leverage the benefits of both approaches. By examining the principles and elements
of the Community of Inquiry theory, this study investigates how microlearning can be
effectively incorporated within a collaborative and interactive learning environment. The paper
highlights the potential of microlearning to foster cognitive presence, social presence, and
teaching presence, contributing to the development of a vibrant learning community.
Additionally, it explores the role of technological tools and instructional strategies in
supporting the integration of microlearning and the Community of Inquiry framework. The
findings of this conceptual analysis provide insights into the synergistic relationship between
microlearning and the theory of Community of Inquiry, offering educators a foundation to
design and implement effective microlearning experiences within their classrooms.
Keywords: Microlearning, Community Of Inquiry, Pedagogical Frameworks, Cognitive

Presence, Social Presence, Teaching Presence
63
TAHAP PENGETAHUAN, EFIKASI KENDIRI, SIKAP DAN PELAKSANAAN

PENGAJARAN BERASASKAN PROJEK DALAM KALANGAN GURU FIZIK
Lokman Hakim Muhammed1, 2, Mohd Nor Syahrir Abdullah1*& Chua Kah Heng1
1
2
IPG Kampus Pendidikan Teknik, Kompleks Pendidikan Nilai
*mnsyahrir@um.edu.my
Abstrak: Pembelajaran Berasaskan Projek (PBP) merupakan salah satu strategi pengajaran
yang dicadangkan oleh Kementerian Pendidikan Malaysia (KPM) kerana ia merupakan salah
satu pendekatan pembelajaran dan pemudahcaraan (PdPc) yang menekankan kemahiran abad
ke-21. Kajian-kajian lalu telah membuktikan keberkesanan PBP di dalam bilik darjah terutama
dalam mata pelajaran sains seperti fizik, kimia dan biologi. Namun begitu, kebanyakan kajian
yang dilakukan terutama dalam mata pelajaran fizik cuma menjadikan murid sebagai
responden. Justeru kajian ini dilaksanakan bagi bertujuan untuk mengenalpasti tahap
pengetahuan, efikasi kendiri, sikap dan pelaksanaan PBP di dalam bilik darjah dalam kalangan
guru fizik. Kajian ini menggunakan kaedah deskriptif bagi mengenalpasti tahap pengetahuan,
efikasi kendiri, sikap dan pelaksanaan PBP di dalam kalangan guru fizik. Berdasarkan kajian
yang dijalankan terhadap 350 guru fizik di Malaysia, tahap pengetahuan guru fizik terhadap
PBP adalah pada tahap sederhana manakala efikasi kendiri, tahap sikap dan tahap pelaksanaan
PBP di dalam bilik darjah adalah tinggi. Berdasarkan hasil kajian ini, beberapa cadangan telah
diutarakan seperti kerjasama antara pihak KPM dan universiti awam sebagai persediaan untuk
bakal-bakal guru menguasai kaedah pelaksanaan pendekatan PBP di dalam bilik darjah dan
pembangunan modul PBP yang selaras yang dapat menjimatkan masa. Selain itu, pihak sekolah
juga dicadangkan agar menggalakan serta membenarkan guru fizik menghadiri kursus yang
berkaitan PBP.
Kata kunci: Efikasi Kendiri, Guru Fizik, Pengetahuan, Sikap, Pengajaran Berasaskan Projek
64
DOCUMENTING TEACHING ANECDOTES FOR REFLECTIVE TEACHING: THE

CASE WITH POSTGRADUATE STUDENTS EXPLORING TEACHING
PORTFOLIO
Muhammad Noor Abdul Aziz1*, Noor Aida Mahmor1 & Nurahimah Mohd Yusoff1
1
*matno@uum.edu.my
Abstract: The use of teaching portfolios to document, assess, and improve teaching
effectiveness is encouraged in Malaysia. However, postgraduate student teachers struggle to
develop an effective teaching portfolio due to difficulties in reflecting on their teaching
experiences, selecting relevant evidence, and identifying areas for improvement. This study
used a case study methodology to explore the struggles faced by 12 postgraduate student
teachers in developing their teaching portfolios and propose ways to make the portfolio more
effective. The struggles faced by postgraduate student teachers in developing their teaching
portfolio include difficulty in reflecting on their practice, concerns about the privacy of sharing
the portfolio, and language and content understanding barriers. To make the portfolio more
effective, the study suggests designing a collaborative portfolio and demonstrating diversity
and inclusion. Developing a portfolio, engaging in self-reflection, and maintaining an open and
curious mindset are crucial for postgraduate students to identify areas for improvement and
enhance their effectiveness as educators. Overall, the study highlights the importance of
teaching portfolios in enhancing the quality of teaching and learning and provides valuable
insights for postgraduate student teachers in Malaysia and beyond.
Keywords: Teaching Portfolio, Postgraduate Student Teachers, Case Study, Reflective

Teaching
65
TEKNIK PENGAJARAN MENERUSI PETA PEMIKIRAN I-THINK

DENGAN MENGGUNAKAN APLIKASI QUIZIZZ DALAM PDPR
Roslan Ab Rahman1*, Roselizam Daud1 & Wan Ismail Wan Abdullah1

1
Pusat Pengajian Pendidikan, Fakulti Pengajian Kontemporari Islam,
Universiti Sultan Zainal Abidin
*roslanabr@unisza.edu.my
Abstrak: Ez i-Think merupakan satu teknik pengajaran yang menggabungkan peta pemikiran
i-Think dengan aplikasi Quizizz dan Google Classroom. Pembelajaran Abad ke 21 amat
menekankan teknik pengajaran dan pembelajaran yang menggunakan teknologi digital. Selaras
dengan hasrat Pelan Pembangunan Pendidikan Malaysia dalam Gelombang ketiga iaitu
meningkatkan inovasi dalam kalangan guru, maka ez i-Think menjadi idea kepada penggunaan
peta pemikiran i-Think dalam pengajaran dan pembelajaran secara online maupun offline.
Reka bentuk kajian ini menggunakan pendekatan kuantitatif jenis kaedah tinjauan. Data
dianalisis daripada sampel soal selidik yang diadaptasi daripada Davis. Sampel kajian terdiri
daripada 41 orang murid Tingkatan Dua di SM Sains Sultan Mahmud yang dipilih secara rawak
daripada jumlah populasi seramai 112 orang. Analisis deskriptif yang digunakan ialah peratus,
min dan sisihan piawai. Manakala analisis inferensi menggunakan ujian-T. Dapatan kajian
menunjukkan bahawa tahap kebolehgunaan dan kemudahgunaan terhadap pelaksanaan ez i-
Think adalah berada di tahap yang tinggi. Kajian ini juga mendapati tidak wujud perbezaan
yang signifikan dalam kebolehgunaan dan kemudahgunaan dari aspek jantina. Hasil kajian ini
dapat menjadi panduan kepada pihak sekolah dan KPM untuk meningkatkan penggunaan peta
pemikiran i-Think agar seiring dengan hasrat Pelan Pembangunan Pendidikan Malaysia 2013-
2025.
Kata kunci: Peta Pemikiran I-Think, Kebolehgunaan Dan Kemudahgunaan Aplikasi Quizizz,
Tema: Teknik Pengajaran, Pembelajaran Abad Ke-21, Teknologi Pengajaran Dan
Pembelajaran
66
DIFFERENTIATED LEARNING TO IMPROVE STUDENTS' CREATIVE

THINKING ABILITY
Samsul Susilawati1*
1
Universitas Islam Negeri Maulana Malik Ibrahim, Malang
*susilawati@pips.uin-malang.ac.id
Abstract: Learning should be carried out interactively, inspiring, challenging, motivating, fun
and meaningful, as well as accommodating the development of students' creativity, talents and
potential. Students can develop physically and psychologically according to their stages. This
is in accordance with the concept of differentiated learning. Differentiated learning is an
attempt to harmonize the learning process in meeting the learning needs of each learner.
However, the implementation of differentiated learning, especially in social studies learning,
is still limited. For this reason, researchers are interested in conducting a literature review
related to this, both in terms of content, process, product and learning environment. Writing
this literature review aims to (1) describe the application of differentiated learning, (2) the
principles and characteristics of implementing differentiated learning, and (3) analyze
opportunities for implementing differentiated learning in social studies learning. This literature
review was obtained from scientific research articles from the 2010-2023 range using Google
Scholar and obtained 50 articles with the keyword differentiated learning. From 50 articles,
identification, screening, and eligibility were carried out, then 15 articles were obtained that
were in accordance with the objectives of the literature review. Based on the results of the
analysis of the literature review, it can be concluded that (1) the differentiated approach can be
integrated with several learning models such as Problem Based Learning (PBL), Project Based
Learning (PjBL) and the Blended Learning's Station Rotation model which is adapted to
students' learning styles; (2) differentiated learning is more interesting and can improve
students' creative thinking; (3) differentiated learning can be used in social studies learning
because it can accommodate student learning needs that are tailored to students' interests,
learning styles, profiles and learning readiness.
Keywords: Differentiated Learning, Creative Thinking
67
DEVELOPMENT OF A WRITING ARABIC LETTERS APPLICATION USING

GAMIFICATION-BASED SMART QUR’AN TO SUPPORT THE ABILITY OF
STUDENT WRITING SKILLS
Shofiyah Al Idrus1*, Rafiza Binti Abdul Razak1 & Norharyanti Binti Mohsin1
1
Abstract: The era of globalization has made character education an essential goal for each
person, especially in early childhood, because subsequently in order to become a civilized
human being demanded by society, nation, and state. Character education in both official and
informal educational institutions is expected to be a solution for moral improvements.
Religious character is required as a foundation for a child's character, as a representation of
faith in God Almighty. Schools that have become deficient in the growth of moral principles
are said to be unable of carrying out character education optimally. The attempt to assist the
optimization of character education is supported by the informal sector, specifically Taman
Pendidikan Al - Quran (TPQ) (Al- Qur’an Learning Center), which focuses on student
achievement in properly reading and writing the Qur'an. There are still certain challenges in
optimizing the reading and writing of the Qur'an in TPQ, especially when writing the letter Al
- Qu'ran (writing the conjunction of Al-Quran letters). Students have frequent mistakes in
writing letter conjunction because of a lack of understanding and limited media
demonstrations of writing letters conjunction. This has caused students not to be able to
perform a lot of exercises or only do little exercises on the letter conjunction, and students
tended to only write the initial letter (Hijaiyah) without connecting with other letters. Moreover,
an additional obstacle that happens as an outcome of a lack of media for learning is a do not
possess of knowledge of writing errors made by students. Therefore, learning media is
an important component for students to explore the combination of Arabic letters (Hijaiyah
letters), understand the combination of Arabic letters (Hijaiyah letters) as material for
writing connecting/conjunction letters, demonstrate writing connecting/conjunction letters,
and identifying mistakes made in writing connecting/conjunction letters. The learning media
will be provided in order to assist students improve their reading and writing skills. The
Learning Media that can provide a simple experience for learning Arabic letters (Hijaiyah
letters), connecting Arabic letters (Hijaiyah letters), and writing conjunction of Arabic letters
(Hijaiyah conjunction letters) needs to be developed. Mobile media will be developed as a kind
of learning process with flexibility aims. The application and utilization of media
are accomplished through product development plans and the assistance of TPQ students.
The application will have three features: teaching Arabic letters (Hijaiyah letters), Arabic
letters conjunction (Hijaiyah letters conjunction), and fragmenting letters (Hijaiyah letters
fragmenting). In a fractured letters feature, sound and text will be used as a type of automatic
correction to improve student writing results.
Keywords: Writing Arabic, Gamification, Smart Qur’an, Writing Skill
68
PERCEPTION OF CULINARY ARTS EDUCATORS' READINESS TO

IMPLEMENT BLENDED LEARNING IN THE TEACHING AND LEARNING
PROCESS
Suhaizal Hashim1*, Nur Shafiqa Fatehah Zaini1, Siti Hajar Zakariah1 & Noor Hidayah Che
Lah2
1
Faculty of Technical and Vocational Education,
2
Faculty of Art, Computing and Creative Industries
Universiti Pendidikan Sultan Idris
*suhaizal@uthm.edu.my
Abstract: Blended learning is a technique that combines in-person instruction with online
learning. As a result, the students' futures become a yardstick for the teachers' knowledge
during a lesson. Thus, this study aims to investigate the perception of culinary arts educators'
readiness to implement blended learning in teaching and learning processes. The research was
conducted using a quantitative survey method, and the participants were 63 culinary arts
educators from various institutions in Johor, Malaysia. This study's design is a descriptive
survey that employs a quantitative strategy via a questionnaire as a research tool. Statistical
Packages for Social Science version 25 was used to analyze the data in both a descriptive and
inferential manner. The mean, standard deviations, and Paired Sample T-Test coefficient tests
were used to report the study's findings. The survey instrument used in this study was adapted
from previous research and was focused on four main dimensions of readiness to implement
blended learning: technology, classroom, teaching personnel and student. The findings of this
study suggest that culinary arts educators have a positive perception of their readiness to
implement blended learning in their teaching and learning processes and to use face-to-face
and online blended learning. Additionally, the study found that there is a significant difference
between the perception of the readiness of teaching staff in the field of culinary arts when
implementing face-to-face and online blended learning. The implications of this study suggest
that institutions should focus on providing more support and resources for educators to improve
their organizational readiness for blended learning implementation. Moreover, institutions
should consider providing professional development opportunities to help educators gain the
necessary skills and knowledge to effectively implement blended learning in their teaching and
learning processes.
Keywords: Culinary Arts Educators', Face-To-Face Blended Learning, Online Blended

Learning
69
TEKNIK PENGAJARAN MENERUSI PETA PEMIKIRAN I-THINK

DENGAN MENGGUNAKAN APLIKASI QUIZIZZ DALAM PDPR
Wan Masitah Wan Majid1*, Farah Mohamad Zain1 & Siti Noor Ismail1
1
Pusat Pengajian Pendidikan,
Universiti Utara Malaysia
*wan_masitah_wan@ahsgs.uum.edu.my
Abstrak: Pada masa kini, gamified flipped classroom (GFC) adalah antara strategi pengajaran
yang rancak diperkatakan oleh para pendidik. Pelaksanaan proses pengajaran dan
pembelajaran melalui gabungan teknik gamifikasi dengan flipped classroom memberi kesan
positif kepada pendidik dan juga pelajar. Kajian ini mengkaji kesan strategi GFC terhadap
penglibatan 32 pelajar jurusan Perakaunan daripada Kolej Matrikulasi Perlis dalam subjek
Perakaunan AA015. Kajian ini menggunakan kaedah kuantitatif menerusi soal selidik. Hasil
dapatan kajian melalui analisis data yang menggunakan perisian SPSS versi 27 menunjukkan
strategi GFC dapat meningkatkan penglibatan mereka dalam aktiviti pembelajaran di dalam
kelas (min=4.274; sp=0.487). Konstruk penglibatan tingkah laku mendapat min paling tinggi
(min=4.421;sp=0.533) diikuti dengan penglibatan kognitif (min=4.396; sp=0.530)
dan penglibatan afektif (min=4.005; sp=0.730). Kajian ini diharap dapat menjadi panduan
kepada pensyarah Perakaunan program matrikulasi dalam mempelbagaikan strategi
pengajaran agar dapat meningkatkan penglibatan pelajar dan secara tidak langsung
meningkatkan motivasi pelajar berminat subjek Perakaunan dan mendapat keputusan yang
cemerlang dalam Peperiksaan Semester Program Matrikulasi (PSPM). Di samping itu juga,
penyelidik mencadangkan agar kajian lanjutan dijalankan agar memperoleh hasil kajian yang
lebih holistik dan boleh digeneralisasikan kepada semua kolej matrikulasi dan dalam subjek
lain.
Kata kunci: Gamified; Flipped Classroom; Penglibatan
70
TEACHING AND LEARNING METHODS TO IMPROVE STUDENTS'

PERFORMANCE THROUGH THE USE OF TECHNOLOGY
Wan Omar Ali Saifuddin Wan Ismail1*, Anis Syakirah Anuar1, Nur Hawa Nabilah Aziz1,
Hajar Najwa Mahadi1, Raja Suhailili Raja Ismail1 & Wan Farah Wani Wan Fakhruddin1
1
Faculty of Islamic Contemporary Studies,
*woasaifuddin@unisza.edu.my
Abstract: Teaching and Learning (T&L) methods in today's education system involve the use
of technology. This aligns with the development of 21st-century learning (PAK 21), which
emphasizes the use of technology in daily classroom teaching and learning sessions. Learning
will be more meaningful and have a positive impact on student performance. Based on this
article aims to examine the methods of learning and teaching using technology to enhance
students' performance. The study examines; i. the extent to which students are aware of the
importance of technology in the education system; ii. the study identifies the technological
tools teachers use in teaching and learning; and iii. the study evaluates the implications of using
technology on students' performance. Data collection for this study was carried out through a
questionnaire survey via Google Forms, and the survey results were generated in Statistical
Package for Social Science (SPSS). The study's findings revealed that students know the
importance of using technology in learning. The study also identified the technological tools
used in teaching and learning. Moreover, the study demonstrated that students recognise that
using technology can help improve their academic performance. The development and
advancement of technology in the education system are crucial in producing knowledgeable
and IT-savvy students, thereby contributing to the progress of the education system in the
country, which is on par with developed nations.
Keywords: Teaching And Learning, Technology Tools, Application Of Technology, Student

Performance
71
USING FILM TO TEACH LEADERSHIP IN EDUCATIONAL ADMINISTRATION
Wan Suraya Wan Nik1*, Nursyahidah Khalid2, & Wan Zuraidah Wan Nik3
1
Department Foundation of Education, Faculty of Education,
Al-Madinah International University
2
Department of Psychology & Counseling, Kulliyyah of Education,
International Islamic University Malaysia
3
Department of Social Foundation & Educational Leadership,
Kulliyyah of Education, International Islamic University Malaysia
*wan.suraya@mediu.edu.my
Abstract: This study aims to critically analyse the use of film to teach leadership in educational
administration. This study is not a mere article review or critique exercise but a necessity to
continue and progress proactively in today’s modern and dynamic world of education. For
educators, it will assist them in interpreting the content usefulness of incorporating film into
their teaching repertoire. In this study, the researcher used a qualitative analytical approach
through documentary analysis. The sample size involves 17 articles revolving around the topic
under study. The results yielded that Movies - a relatively convenient and inexpensive, yet
effective tool - provide an excellent vehicle for educational purposes. It is pedagogically
unique because of the use of feature films as part of or wholly the element of instruction. The
films allow students to explore the interaction between art and the subject matter, and make
them cognizant of the cinema’s and/or the movie’s ability to reflect and affect our perceptions
of the characteristics of leadership and many other components in Educational Administration.
The dare would be to make feature films and movies part of or have it work as an
interdisciplinary course in order to have a win-win situation for both the educators and the
students.
Keywords: Feature Films, Interaction, Movies, Pedagogically Unique, Resources
72
Tema: Pengurusan dan Kepimpinan Pendidikan
STRATEGI MELESTARIKAN KESEJAHTERAAN TEMPAT KERJA DARI

PERSPEKTIF PENGETUA NOVIS
Aziah Ismail1* & Nor Sahfrin Ahmad1

1
Pusat Pengajian Ilmu Pendidikan,
Universiti Sains Malaysia
*aziah@usm.my
Abstrak: Kesejahteraan di tempat kerja semakin menjadi topik lazim difokuskan dan
dibincangkan dalam penyelidikan tentang organisasi. Lazimnya kewujudan kesejahteraan di
tempat kerja dikaitkan dengan kemahiran pemimpin dalam mewujudkan persekitaran kerja
yang kondusif yang dapat memenuhi keperluan pekerja dari aspek fisiologi juga psikologi
mereka. Kertas kerja ini membincangkan tentang strategi-strategi yang dilaksanakan oleh
pengetua novis di Malaysia. Kajian ini adalah kajian fenomenologi yang menggunakan teknik
temubual untuk mengumpulkan data daripada seramai 21 orang responden. Dapatan
menunjukkan beberapa strategi yang telah diambil oleh responden dalam mewujudkan tempat
kerja yang sejahtera meliputi strategi personal seperti rapport yang baik, ketampakan, suasana
kekeluargaan dan strategi professional seperti pelan strategik yang mantap, kejelasan tugas dan
tanggungjawab dan kepimpinan instruksional. Berdasarkan dapatan kajian, dapat dirumuskan
bahawa dalam membentuk tempat kerja yang sejahtera, pemimpin perlu memainkan peranan
yang proaktif secara personal dan professional sebagai menghargai orang bawahan mereka
sebagai rakan kolaborasi dalam proses kepimpinan mereka.
Kata kunci: Kesejahteraan Tempat Kerja; Pengetua Novis; Strategi Personal; Strategi
Profesional
73
EXPLORING ITEMS FOR MEASURING INSTRUCTIONAL LEADERSHIP

PRACTISES AMONG HEADMASTERS IN PUBLIC PRIMARY SCHOOLS: AN
EXPLORATORY FACTOR ANALYSIS PROCEDURE
Azzarina Anor Basah1 & Ahmad Zabidi Abdul Razak1*

1
Universiti Malaya
*zabidi@um.edu.my
Abstract: As stated in most of the instructional leadership literature, school leadership affects
teacher learning. The concept of instructional leadership has evolved through school
effectiveness around the 1980s and considers school leaders important in promoting teacher
knowledge to student learning. However, instructional leadership cannot be implemented to
the maximum due to constraints of practising the function of instructional leadership, lack of
practice and unpreparedness in carrying out their role as instructional leaders. This study aims
to validate an instructional leadership instrument utilising exploratory factor analysis (EFA).
The questionnaire used in this study was modified from Hallinger & Murphy's (1985) study.
There were 137 teachers from public primary schools who replied, representing all subjects
and levels. Respondents at schools were chosen based on clustered random sampling. The
results of the EFA indicated three components of instructional leadership: 1) defines the
mission, 2) manages the instructional program, and 3) promotes the school climate. Clearly,
the three components explained 66.164% of the total variance explained. Note that Bartletts'
Test of Sphericity is highly significant (sig. 000), and the sampling adequacy (Kaiser-Meyer-
Olkin (KMO)=0.934) is excellent. Other than that, the three components have Cronbach's
Alpha values greater than 0.7, significant addition to measuring instructional leadership,
particularly in the Malaysian context. The EFA results generated a configuration that extracts
three components, which may be measured by 42 items established in this research, indicating
that the elements apply to this study.
Keywords: Instructional Leadership, School Mission, Instructional Programme, School

Climate
74
APLIKASI PENDEKATAN INTERPRETIVE STRUCTURAL MODELLING

DALAM PEMBANGUNAN MODEL KECENDERUNGAN BERSARA AWAL
DALAM KALANGAN GURU DI MALAYSIA
Mohd Nazri Abdul Rahman1*, Zawawi Ismail1, Aminuddin Awang2, Muhammad

Ridzuan Idris3, Norazan Md. Nor3, Fouzi Singon2, Husaina Banu Kenayathulla1,
Muhammad Asyraf Mansor@Noordin4, Simah Mamat1 & Komalah Apu1
1
2
Kesatuan Perkhidmatan Perguruan Kebangsaan Semenanjung Malaysia
3
Institut Pendidikan Guru Kampus Kota Bahru, Kelantan
4
Pusat Jalinan Masyarakat Universiti Malaya (UMCares)
*mohdnazri_ar@um.edu.my
Abstrak: Kesatuan Perkhidmatan Perguruan Kebangsaan Semenanjung Malaysia (NUTP),

menyatakan bahawa anggaran guru yang menghantar permohonan bersara awal adalah
melebihi 10,000 setiap tahun. Laporan menunjukkan trend guru bersara awal semakin
meningkat pada setiap tahun. Pada tahun 2016 seramai 2591 orang guru, menunjukkan
peningkatan pada tahun 2021 dimana permohonan persaraan awal mencecah 4360 orang guru
iaitu 1.06% daripada jumlah keseluruhan guru di Malaysia. Sehubungan dengan itu, kajian ini
bertujuan untuk menghasilkan Model Kecenderungan Bersara Awal dalam kalangan guru di
Malaysia sebagai alternatif untuk merangka pelan tindakan dan cadangan penambahbaikan
menangani kecenderungan guru bersara awal. Kajian ini mengaplikasi pendekatan Interpretive
Structural Modeling (ISM) sebagai satu kaedah penyelidikan untuk membangunkan model dan
memetakan hubungan antara elemen yang terlibat. Kajian ini merungkai satu sistem yang
kompleks ke dalam beberapa sub-sistem menggunakan pengalaman praktikal dan pengetahuan
panel pakar yang terlibat dalam bidang pendidikan di Malaysia. Kajian ini melibatkan 25 orang
panel terdiri daripada lapan orang guru yang telah menghantar permohonan bersara awal; dua
orang guru yang telah bersara awal lebih lima tahun; tiga orang guru yang telah bersara awal
kurang daripada dua tahun; ,dua orang guru sekolah rendah dan sekolah menengah; dua orang
wakil NUTP, tiga orang pegawai KPM, dua orang Guru Besar dan tiga orang pengetua
mengambil bahagian dalam pembangunan Model Berhierarki ISM. Kumpulan pakar tersebut
mencapai kesepakatan terhadap enam elemen utama kecenderungan bersara awal dalam
kalangan guru iaitu (1) Kesihatan; (2) Minat; (3) Kewangan; (4) Beban tugas; (5) Peribadi dan
(6) Pentadbiran Sekolah. Dapatan mencadangkan pembangunan pelan tindakan dan
penambahbaikan perlu diberikan kepada proses pemilihan guru (Pengekalan Minat Kerjaya
Guru) serta kesihatan dan beban tugas guru. Implikasi kajian menunjukkan bahawa kerangka
pelan tindakan mendepani kecenderungan bersara awal perlu memberi nilai tambah kepada
tahap kebajikan dan kesejahteraan hidup guru di Malaysia.
Kata kunci: Guru Bersara Awal, Profesionalisme Guru, Latihan Keguruan, Interpretive
Structural Modeling
75
STRENGTHENING STRATEGIC THINKING AND DECISION MAKING

COMPETENCY IN VUCA ENVIRONMENT: THE MODERATING ROLE OF
STAKEHOLDER NETWORKING
Hanis Sofia binti Mohd Norzalan1*, Darwina binti Ahmad Arshad1 & Nurul Sharniza binti
Husin1
1
College of Business,
*hanis_sofia_m@uum.edu.my
Abstract: A volatile educational environment has challenged our competency of school leaders.
Previous outbreak has opened more eyes and minds for school leaders to start thinking
strategically and come out with a good decision making within limited time and resources.
Besides, within this critical time, school leaders need more support especially from school
stakeholders. The objective of this study is to investigate the influence of strategic thinking
among school leaders towards their decision making competency and to examine the
moderating effects of stakeholders networking towards relationship of strategic thinking and
decision making competency. A survey will be conducted among 275 school leaders in
Malaysia and the participants are selected among the first batch of NPQEL 2.0 program. This
study will be using SPSS and SMART PLS version 4.0 to analyze the data. Study believes
strategic thinking has a significant impact towards decision making competency among school
leaders in Malaysia that could help them to produce a good decision making. Moreover, the
networking between school leaders and stakeholders shown to have a significant moderating
effect towards the relationship of thinking and decision making. The findings of this study will
benefit educational sector especially in training center of school leaders in Malaysia which also
known as Aminuddin Baki Institute (IAB) to have an insight on the potency of the latest
syllabus conducted in the program.
Keywords: Decision Making Competency, Strategic Thinking, Stakeholders Networking
76
STRATEGI KEPEMIMPINAN PESANTREN DALAM MENGEMBANGKAN

EDUPRENEUR
Muhamad Amin Nur1*

1
Malang, Indonesia
*aminnur@pai.uin-malang.ac.id
Abstrak: Selama ini pesantren identik dengan pendidikan keagamaan yang jauh dari kegiatan-
kegiatan perekonomian, sehingga lulusan pesantren dipersepsikan tidak memiliki kemapanan
secara ekonomi. Penelitian ini ingin mengungkap; (1) bentuk strategi yang dilakukan oleh
kepemimpinan pesantren Sidogiri dalam mengembangkan edupreneur, (2) faktor-faktor yang
mendukung keberhasilan edupreneur di Pesantren, (3) Dampak positif sosial ekonomi dari
pengembangan edupreneur di Pesantren. Penelitian ini menggunakan pendekatan kualitatif
dengan jenis studi kasus pada Pondok Pesantren Sidogiri Pasuruan. Data dikumpulkan melalui
wawancara, observasi dan dokumentasi. Analisa data menggunakan teori Miles dan Hubermen
yang dimulai dari sejak pengumpulan data, reduksi data, paparan data pengambilan
kesimpulan. Temuan penelitian ini: (1) terdapat tiga bentuk strategi yang dilakukan oleh
kepemimpinan Pesantren dalam mengembangkan edupreneur, yaitu: pemberdayaan SDM,
networking, soliditas internal. (2) terdapat dua faktor yang mempengaruhi kepemimpinan
pesantren dalam mengembangkan edupreneur, yaitu; faktor internal berupa trust
kepemimpinan, modal sosial kiai dan kharismatik. Sedangkan faktor eksternal, berupa
loyalitas bawahan dan kultur masyarakat. (3) implikasi dari pengembangan edupreneur di
Pesantren ada tiga macam, yaitu: kemandirian ekonomi dalam pembiayaan pesantren,
terbukanya lapangan pekerjaan, meningkatkan kesejahtraan masyarakat utamanya sekitar
pesantren. Kesimpulan penelitian ini menunjukkan bahwa pengembangan ekonomi pesantren
menjadi salah satu faktor penting dalam pengembangan ekonomi masyarakat.
Kata Kunci: Strategi Kepemimpinan, Pesantren, Edupreneur
77
PENDEKATAN "THREE SIGHTS" DALAM SUPERVISI AKADEMIK UNTUK

PENGEMBANGAN PROFESIONALISME GURU PADA SEKOLAH
MENENGAH ATAS DI MALANG RAYA
Indah Aminatuz Zuhriyah1*, Sutiah1, Hidayat2, Baharuddin1

1
Universitas Islam Negeri Maulana Malik Ibrahim Malang
2
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
Email: zuhriyah@pgmi.uin-malang.ac.id, sutiah@pai.uin-malang.ac.id,
hidayat@uinjambi.ac.id, baharuddin@pai.uin-malang.ac.id
Abstrak: Pengembangan profesionalisme guru telah menjadi isu krusial di tengah pesatnya
kemajuan teknologi bahkan kecanggihannya dapat menggantikan peran manusia yang juga
bisa mengambil alih peran guru. Menyikapi hal tersebut, satuan pendidikan menengah atas di
Indonesia telah mengembangkan pendekatan “three sights” dalam pelaksanaan supervisi
akademik. Untuk menganalisis keefektifan pendekatan ini dalam tahapan pengembangan
profesionalisme guru, artikel ini mengfokuskan kajian pada sistem pembinaan guru dan
kualitas pendidikan dengan konsentrasi pada dua lembaga pendidikan menengah unggulan di
Indonesia: Sekolah Menengah Atas Negeri (SMAN) 3 Kota Malang dan Madrasah Aliyah
Negeri (MAN) 1 Kota Batu. Studi ini menemukan bahwa pendekatan “three sights”
melibatkan Kepala Sekolah, Wakil Kepala Sekolah, dan guru-guru senior serta guru-guru
muda dalam proses kegiatan supervisi akademik. Melalui pendekatan ini, kegiatan
supervisi akademik telah bergeser dari pengembangan profesionalisme guru semata
ke pengembangan karier guru. Artikel ini menyajikan pendekatan “three sights”
sebagai panduan praktis dan ideal diimplementasikan sejak awal sebagai guru
muda/pemula serta pendekatan supervisi akademik untuk pengembangan profesionalisme
guru yang efektif dan kesempatan untuk mengembangkan diri secara berkelanjutan.
Kata Kunci: Pendekatan three sights, supervisi akademik, profesionalisme guru,

sekolah menengah atas
78
DATA-DRIVEN GUT FEELING? A CONCEPT PAPER OF SITUATIONAL

AWARENESS FOR EFFECTIVE EDUCATIONAL LEADERSHIP IN A VUCA
ENVIRONMENT
Farah Liyana Mohamad Halil1, Nor Azni Abdul Aziz1* & Aminuddin Hassan1
1
Faculty of Educational Studies,
Universiti Putra Malaysia
*nor.azni@upm.edu.my
Abstract: Effective leaders in education have key characteristics and skills that enable them to
navigate the current environment, which is known as volatile, uncertain, complex, and
ambiguous, or aptly, VUCA. A number of literature discussed effective leadership skills such
as adaptability, resilience, collaboration, innovation, and strategic thinking. However, one
critical skill that is equally important to becoming an effective leader in education has need to
be explored in depth, namely Situational Awareness (SA). SA refers to the ability of leaders to
understand and interpret the context, dynamics, and challenges they face in their own settings.
While this concept is recognised as one of the critical skills in fields such as aviation, the
military, and healthcare, little attention has been paid to the application of SA in the field of
educational leadership. Therefore, this concept paper will explore the concept of SA and how
it can help educational leaders to become effective leaders and decision-makers in dynamic
and unpredictable situations, i.e., in the VUCA environment. By exploring the relationship
between situational awareness and effective educational leadership, this study aims to provide
insights into how educational leaders can develop and improve their situational awareness to
better cope with the challenges and opportunities in the VUCA world.
Keywords: Educational Leadership, Situational Awareness, VUCA Environment
79
KEBOLEHGUNAAN DAN KESAN MODUL KAUNSELING UNTUK

MENGURANGKAN KEBIMBANGAN KOMUNIKASI PELAJAR IPT
Nor Hernamawarni Binti Abdul Majid1*, Nor Sahfrin Ahmad1 & Rahimi binti Che Aman1
1
*norhernamawarni@usm.my
Abstrak: Kebimbangan komunikasi dapat menghalang kemahiran komunikasi dalam

kalangan mahasiswa bagi menempuh alam pekerjaan. Kebimbangan komunikasi memberi
kesan ketara kepada interpersonal komunikasi pelajar dari aspek keupayaan dan kesan
kebolehpasaran kerjaya pada masa hadapan. Oleh itu, kertas kerja ini bertujuan untuk menilai
kebolehgunaan dan kesan modul Kaunseling Brief dan Kognitif Tingkah Laku (KBKT) yang
telah dibangunkan untuk mengurangkan masalah kebimbangan komunikasi pelajar Institusi
Pengajian Tinggi (IPT). Kajian ini menggunakan kaedah gabungan pendekatan kuantitatif dan
kualitatif. Seramai 11 orang kaunselor dari 5 IPT telah dipilih untuk ditemubual dengan
menggunakan teknik analisis tematik manakala 30 pelajar IPT telah terlibat dengan reka bentuk
kuasi eksperimen pra dan pasca- ujian bagi menguji keberkesanan modul KBKT. Instrumen
Personel Report Communication Apprehension (PRCA-24 digunakan untuk mengukur
perubahan kebimbangan komunikasi dalam 4 situasi iaitu perbincangan kumpulan, komunikasi
berdua, mesyuarat dan pengucapan awam. Data kajian dianalisis menggunakan perisian SPSS
(23.0) melalui ujian T berkembar. Hasil kajian menunjukkan kesan rawatan modul KBKT
adalah signifikan serta berlaku penurunan min dari 82.33 ke 61.73. Penemuan dari temubual
kaunselor membuktikan juga modul KBKT mudah diaplikasi, tempoh yang singkat, matlamat
yang jelas, berstruktur, santai dan praktikal. Kesimpulannya, modul KBKT boleh menyumbang
dalam mengurangkan tahap kebimbangan dalam berkomunikasi dan meningkatkan
kesejahteraan psikologi pelajar.
Kata kunci: Komunikasi, Kebimbangan Komunikasi, Modul Kaunseling, Pelajar IPT
80
INTERVENSI KRISIS DALAM MENINGKATKAN RESILIENSI MURID B40
Nor Sahfrin Ahmad1*, Zulliana Hasan1 & Rahimi binti Che Aman1
1
*sham@usm.my
Abstrak: Krisis berlaku apabila individu mengalami trauma atau situasi ketegangan yang
menyebabkan keseimbangan dan kefungsiaan hidup terganggu. Keadaan ini berlaku akibat
daya tindak dan penyelesaian masalah digunakan tidak berkesan serta resiliensi yang rendah.
Intervensi krisis yang bersifat spontan, mudah, fleksibel diadaptasi dalam seting kaunseling
bagi membantu kes-kes krisis. Artikel ini bertujuan untuk mengenal pasti tahap resiliensi dalam
kalangan murid B40 serta mencadangkan intervensi krisis kepada pihak sekolah khususnya
guru Bimbingan dan Kaunseling serta guru-guru dalam meningkatkan resiliensi murid. Kajian
melibatkan enam buah Sekolah Menengah Kebangsaan seramai 373 orang murid di Empat.
Seramai 199 adalah murid lelaki dan 174 murid perempuan. Analisis deskriptif menunjukkan
tahap resilien murid B40 adalah berada dalam kategori sangat rendah (65 orang), rendah (137
orang) , sederhana (112 orang), tinggi (41 orang) dan sangat tinggi (14 orang). Model Intervensi
Krisis Rapport, Penaksiran, Sokongan dan Daya Tindak dicadangkan dalam membantu
meningkatkan resiliensi serta daya tindak bagi membantu meningkatkan kesimbangan dan
kefungsiaan murid. Model intervensi krisis ini boleh diaplikasikan dalam seting kaunseling
mahupun oleh guru-guru di sekolah melalui latihan dalam perkhidmatan. Intervensi berkesan
diharap membantu murid B40 lebih resilien dalam menghadapi kesukaran dan krisis yang
dialami mereka.
Kata kunci: Intervensi, Krisis, Murid, Resiliensi, B40
81
CHARACTERISTICS OF BULLIES AND TYPES OF BULLYING AMONG

PRESCHOOL CHILDREN IN PRESCHOOL
Nur Afini Norazam1* & Fadzilah Amzah1

1
School of Educational Studies,
*nur_afini@student.usm.my
Abstract: Bullying is a significant issue that affects all populations, regardless of age or
ethnicity. Numerous studies on bullying in primary and secondary schools have been
conducted. However, there are few studies that focus on bullying in early childhood. This study
aims to examine characteristics of bullies among 6 years old children in preschool and to
identify the types of bullying that are popular in the preschool settings. This research
implemented Explanatory Sequential Mixed Methods, which involves two data collection
phases, quantitative and qualitative methods, in order to collect, analyze and interpret data. The
data collection methods used in this study are sociometric rating, observations, and semi-
structured interviews. This study involves 24 children with age of 6 years old for the
sociometric rating and observation. Then, this study also involves four children that have been
selected from the sociometric rating and observation for the interview session. Moreover, this
study also includes two teachers from the 6 years old classroom for the interview session. The
instruments used in this study are sociometric rating scale, observation checklist, and interview
protocol. The findings from this study found that the characteristics of bullies among 6 years
old preschool children include the bullies have difficulty maintaining positive relationships
with peers, are dominating, impulsive, lack empathy, lack problem-solving skills, and lack
prosocial skills. Furthermore, this study found that bullies are more aggressive towards their
peers, have more leadership skills, and have problem in managing strong emotion like anger.
In addition, this study found that physical bullying and relational bullying are the most popular
types of bullying in the preschool settings. To conclude, this research give description about
the characteristics of bullies and the types of bullying mostly occur in preschool setting. The
findings of this study are generally consistent with the results and writings of previous
research.
Keywords: Bullies’ Characteristics, Bullying, Preschool Children, Preschool
82
KEPIMPINAN POST TRANSFORMATIONAL UNTUK MENGUBAH SEKOLAH

KE ARAH KEJAYAAN
Muhammad Walid1*
1
Malang, Indonesia
*walidpgmi@pgmi.uin-malang.ac.id
Abstrak: Kepemimpinan post-transformational melampaui batas- batas model

transformational leadership/ Kepemimpinan Post Transformational tidak hanya menetapkan
arah organisasi, mengembangkan sumber daya organisasi, dan mendesain ulang organisasi
(sebagaimana konsepsi Yukl), serta tidak hanya leader-followers oriented an-sich sebagaimana
konsepsi Burn dan Bass. Model kepemimpinan post-transformational leadership menunjukkan
bahwa pemimpinan mampu menganalisis dan mengidentifikasi performa madrasah untuk
merespon situasi organisasional dalam rangka menciptakan kebutuhan perubahan;
mendistribusikan kekuasaan dan proses pengambilan keputusan; menetapkan arah madrasah,
menciptakan konsensus tentang tujuan-tujuan dan prioritas-prioritas, serta membangun
ekspektasi performa yang tinggi; menginspirasi pengetahuan yang baik tentang pendidikan dan
persekolahan, serta mampu menciptakan organisasi pembelajaran yang efektif; membangun
kapasitas madrasah, baik personal maupun profesional; menstimulasi penghargaan; mendesain
ulang organisasi; mengidentifikasi, menciptakan, memelihara dan memodifikasi struktur untuk
pengambilan keputusan bersama; membangun kultur kolaboratif yang mendorong adanya
keterlibatan yang tinggi oleh para stakeholder sekolah dalam mengelola perubahan, sehingga
tercipta.
Kata kunci: Kepimpinan post-transformational, organisasi
83
THE URGENCY OF MOSQUE BASED ORPHANAGE MANAGEMENT IN

INDONESIA
Nurul Yaqien1*
1
Malang, Indonesia
*nyaqien@mpi.uin-malang.ac.id
Abstract: Disconnected parental love gets great attention in Islam. Allah SWT and His
Messenger ordered Muslims to care for the lives of orphans. The large number of children in
this position makes the orphanage less adequate to accommodate them. Based on the Integrated
Social Welfare Data (DTKS) calculated as of January 2022 there were 4,386,984 orphans,"
said the Minister of Social Affairs (Mensos) Tri Rismaharini in a Working Meeting with VIII
Commission in Senayan, Central Jakarta. Around 106,000 children are living in 4,800
orphanages or social welfare institutions for children. While the rest live with grandparents,
relatives, and neighbors. Therefore, a non- orphanage care movement emerged as a concern
for fulfillment, concern for the lives of orphans. This research aims to analyze the management
system for mosque-based non-orphanage orphans. This research paradigm uses interpretative
or post positivistic, this research uses a qualitative approach using a case study design. The
researcher tries to collect data in a natural setting (natural setting) to obtain real data as a direct
data source. The results of this study are first; a mosque-based non-orphanage data
management system, namely: updating information on orphans' data so that double accounting
does not occur. Second, there is a reliable mosque-based orphanage financial management
system. Third, organizing education from morning to evening every Sunday. Then given food
and drink as well as cash compensation and transferred to the orphan's account. The account
money will be given to non-orphanage orphans as adults whose orphan status will end to be
used during post-orphan education.
Keywords: Management, Caring, Orphans, Non Orphanages, Mosques
84
DEVELOPMENT STRATEGY OF MUHAMMADIYAH SCHOOL IN

CONSERVATIVE NU COMMUNITY
Triyo Supriyatno1* & Nur Ali1

1
Malang, Indonesia
*triyo@pai.uin-malang.ac.id
Abstract: The existence of Aisyiyah Bustanul Athfal (ABA) Kindergarten and

Muhammadiyah Elementary School in Malang ABA Kindergarten and Muhammadiyah
Elementary School remain a favorite for Malang city residents even though Malang district is
surrounded by 23 NU pesantren, al Ma’arif Kindergarten, 2 Madrasah Ibtidaiyah owned by
Pesantren Nurul Ulum and Hasyim Asyari and NU elementary schools. This type of research
is qualitative which uses data collection techniques with in-depth interviews, observation, and
documentation. The results showed that at SD Muhammadiyah Malang: parents’ concern for
formal education is high parents’ concern for formal education, the clash between school
activities and madrasah diniyah activities, limited infrastructure, limited human resources,
changes in the positive view of the community (human resources), changes in the positive view
of the people of Malang city towards ABA kindergarten and Muhammadiyah elementary
school, differences in religious teaching, the existence of the Muhammadiyah kindergarten and
primary school, differences in religious teaching, competition in new admissions admission of
new students. Development strategies for ABA and Muhammadiyah primary schools in
Malang include imaging, improving extracurricular programs, improving infrastructure,
accommodating local culture, and providing tolerance and accommodation of differences in
student culture.
Keywords: Development Strategy, Aisyiyah kindergarten, Muhammadiyah Elementary

School, Conflict
85
WOMEN SCHOOL PRINCIPALS: ROLES IN CONSTRUCTING LEADERS’

IDENTITY IN TEACHERS
Sakinah Ahmad1*, Maziahtusima Ishak1, Hayati Ismail1, Sarifah Nurhanum Syed Sahuri1,
Siti Rosilawati Ramlan1 & Mardhiah Yahaya1
1
Faculty of Major Language Studies,
Universiti Sains Islam Malaysia
*skahmad@usim.edu.my
Abstract: This study explores the notion of leadership identity construction as portrayed by
women school principals in exercising school leadership. The study examines how the
leadership of women principals impacted the construction of leaders’ identity among teachers
whilst they, at the same time, strive to achieve the twofold excellence in schools - academically
and non-academically. The study draws on data from a qualitative method that evaluated the
role of women principals’ leadership in constructing leaders’ identity in teachers at four
selected secondary schools in Malaysia. The analysis suggests that the construction of leaders’
identity in teachers by the four women principals shared some similarities and differences
through the three themes emerged which are excellence, togetherness and spirituality. The
study concludes that in order to perform the roles of constructing leaders’ identity in teachers,
the women principals’ leadership is driven by their spiritual nature and culture that involve
values of caring and sharing to lead in ways that are collective, reciprocal and inclusive.
Keywords: Academic And Non-Academic Excellence, Leadership Identity, Togetherness
86
PUNCA KEMURUNGAN GURU DI MALAYSIA – SATU TINJAUAN LITERATUR

BERSISTEMATIK
Salahuddin Haron1*, Mohd Nazri Abd Rahman1 & Azmawaty Mohamad Nor1
1
Fakulti Pendidikan,
Universiti Malaya
*cikgusalahuddin@gmail.com
Abstrak: Kemurungan guru merupakan satu masalah yang signifikan yang memberi kesan
terhadap kemenjadian dan produktiviti guru di Malaysia. Mengenalpasti punca kemurungan
guru merupakan satu keperluan penting untuk membangunkan intervensi yang berkesan bagi
mencegah dan merawat masalah kesihatan mental guru. Tinjauan literatur bersistematik ini
dijalankan dengan tujuan untuk mengenalpasti dan merumuskan punca kemurungan guru di
Malaysia berdasarkan artikel yang diterbitkan antara tahun 2010 hingga 2022. Pencarian
dilakukan berdasarkan garis panduan Preferred Reporting Items for Systematic Reviews and
Meta-Analyses (PRISMA) dan menggunakan beberapa pangkalan data termasuk ScienceDirect
dan PubMed. Sembilan artikel dipilih berdasarkan kriteria inklusi dan eksklusi. Analisis data
dilakukan dengan menggunakan pendekatan standard dalam PRISMA seperti pungutan data
terhadap karekteristik kajian, sampel, dan dapatan kajian. Kajian mendapati beberapa faktor
menyumbang kepada kemurungan guru di Malaysia termasuk beban kerja, ketidakseimbangan
kerja-hidup, kekurangan sokongan daripada rakan sekerja dan pentadbir, dan kurang
penghargaan dan pengiktirafan. Faktor lain termasuk tingkah laku dan masalah disiplin pelajar,
dan isu personal dan keluarga juga menyumbang kepada masalah kemurungan ini. Dapatan
daripada tinjauan literatur bersistematik ini dapat memberikan kesedaran terhadap punca
kemurungan guru di Malaysia, penekanan kepada kesihatan mental guru dan kemenjadian.
Pengenalpastian faktor penyumbang perlu diberi perhatian untuk perancangan intervensi bagi
meningkatkan kesejahteraan guru dan peningkatan kualiti dalam pengajaran dan
pemudahcaraan di kelas. Kajian tinjauan bersistematik ini mengenalpasti beberapa punca
kemurungan guru di Malaysia dengan keperluan untuk melaksanakan intervensi terhadap isu
ini. Strategi seperti mengurangkan beban kerja, memperbaiki keseimbangan kerja-kehidupan,
meningkatkan sokongan dan pengiktirafan terhadap guru dapat membantu meningkatkan
kesihatan mental dan kemenjadian guru. Kajian akan datang diperlukan untuk mengenalpasti
keberkesanan intervensi ini dengan menggunakan kajian klinikal yang tepat dan terkawal.
Kata kunci: Kemurungan Guru, Malaysia
87
A BIBLIOMETRIC ANALYSIS ON HOW EDUCATIONAL LEADERSHIP

RESEARCH HAS EVOLVED COLLABORATIVELY OVER TIME
Suhaibah Mukhtar1* & Ahmad Zabidi Abdul Razak1

1
Universiti Malaya
*17196259@siswa.um.edu.my
Abstract: Educational leadership is an essential component of effective schools and

educational institutions. Overall, effective educational leadership is essential to creating a
successful and thriving learning community. By inspiring and empowering students, teachers
and staff to reach their full potential, they can help create a better future for all. The aim of
this study is to highlight current trends in educational leadership through a bibliometric
analysis. A holistic review of articles educational leadership found in the Scopus database
between 2013 and 2022 was conducted. Based on the keywords "Leadership" and
"Educational", 576 articles were collected for further evaluation. Various tools were used, e.g.,
Microsoft Excel for frequency analysis, VOS Viewer for data visualization and Harzing's
Publish or Perish for citation metrics and analysis. The results of this study were analyzed using
bibliometric indicators, e.g., language, subject area, research trends by publication year, top
countries, most influential institution, active source title, citation analysis, authorship analysis
and keyword analysis. The results show an increasing growth rate of literature on educational
leadership from 2013 to 2022. The United States was the largest contributor to research on
educational leadership, followed by the United Kingdom. Those responsible for education
strive to provide quality education to all, regardless of their background or location. By
promoting research in education, leaders help generate knowledge and best practices that can
be used to improve education systems worldwide. The evolution of educational leadership
reflects the changing needs and priorities of the education sector over time. It shows a shift in
emphasis from traditional top-down management approaches to collaborative, learner-centered
and visionary leadership practices.
Keywords: Bibliometrics, Citation Analysis, Educational, Leadership, Scopus Database
88
PENGURUSAN BAKAT PELAJAR SEKOLAH DI MALAYSIA: KEPERLUAN DAN

CABARAN
Tajul Nizam bin Ibrahim1*, Zaharah binti Hussin1 & Ahmad Zabidi bin Abdul Razak1
1
Fakulti Pendidikan,
Universiti Malaya
*tajulnizamibrahim@gmail.com
Abstrak: Pengurusan bakat pelajar merupakan salah satu aspek dalam bidang pendidikan yang
penting dan perlu diberi perhatian secara khusus dan terfokus. Ianya harus dilaksanakan secara
holistik. Artikel ini bertujuan mengemukakan keperluan dan cabaran dalam pengurusan bakat
pelajar sekolah di Malaysia. Data artikel dikemukakan menerusi kaedah analisis kandungan.
Dapatan kajian menunjukkan wujudnya keperluan segera dalam mewujudkan pengurusan
bakat pelajar. Cabaran pendidikan Abad ke 21, Revolusi Industri 4.0 dan landskap pendidikan
pasca Covid-19, memerlukan bakat pelajar diurus dengan sebaiknya. Dapatan kajian
menunjukkan adanya keperluan pengurusan bakat pelajar. Era pasca Covid-19 dan cabaran
Pendidikan Abad ke 21 yang berpaksikan teknologi menunjukkan bahawa tanpa adanya
pengurusan bakat pelajar, murid akan menghadapi cabaran yang besar kerana terlalu banyak
rintangan yang perlu ditempuhi untuk mencapai kejayaan. Antara halangan berkenaan adalah
lambakan maklumat, pemahaman kandungan, tiada daya tahan belajar, kekurangan minat,
kekurangan infrastruktur pembelajaran, faktor kendiri, sokongan komuniti, budaya dan juga
dan hiburan yang tidak bermanfaat. Artikel ini harap dapat dimanfaatkan oleh pihak kerajaan,
kementerian, orang perseorangan dan badan bukan kerajaan.
Kata kunci: Sosiologi Pendidikan, Kemenjadian Insan, Pendidikan Holistik
89
TAHAP KEMAHIRAN KEPIMPINAN TRANSFORMASI PELAJAR IJAZAH

SARJANA MUDA PENDIDIKAN VOKASIONAL (ISMPV) MENERUSI KURSUS
BINA INSAN GURU VOKASIONAL
Nor Mailizawani binti Mat Zaki1, Wan Hanim Nadrah binti Wan Muda1*, Fazlinda binti Ab
Halim1 & Nurtasnim binti Ismail2
1
2
Quest International University Perak
*wanhanim@uthm.edu.my
Abstrak: Kemahiran kepimpinan transformasi memainkan peranan yang penting terutamanya

sebagai nilai kepimpinan untuk menjadi seorang guru sebelum melangkah ke dunia pendidikan.
Kursus Bina Insan Guru Vokasional (BIGV) merupakan satu Kursus ke arah pembinaan dan
pembentukan kualiti insan guru yang perlu ada dalam diri seorang bakal pendidik sejurus
dengan Falsafah Pendidikan Kebangsaaan (FPK). Kajian ini merupakan kajian berbentuk
tinjauan kuantitatif bagi mengenal pasti tahap kemahiran kepimpinan transformasi pelajar
Ijazah Sarjana Muda Pendidikan Vokasional (ISMPV) menerusi Kursus Bina Insan Guru
Vokasional (BIGV). Aspek yang dilihat dalam kemahiran kepimpinan transformasi iaitu
karisma, motivasi, keupayaan merangsang intelek dan pertimbangan individu. Kajian ini juga
turut mengkaji hubungan antara elemen-elemen kepimpinan transformasi iaitu karima,
motivasi, keupayaan merangsang intelek dan pertimbangan individu. Kajian ini dijalankan
menggunakan kaedah tinjauan secara soal selidik melibatkan responden yang telah menjalani
Kursus BIGV sesi 2021/ 2022 di Fakulti Pendidikan Teknikal dan Vokasional, UTHM.
Analisis kajian menggunakan perisian Statistical Packages for Social Sciences (SPSS) versi
23.0 secara deskriptif dan inferensi. Dapatan kajian menunjukkan bahawa elemen
pertimbangan individu merupakan konstruk yang paling dominan. Manakala elemen karisma,
motivasi dan keupayaan merangsang intelek berada pada tahap yang sederhana. Terdapat
hubungan yang positif terhadap kesemua elemen kepimpinan transformasi iaitu karisma,
motivasi, keupayaan merangsan intelek dan pertimbangan individu dengan kekuatan hubungan
adalah sederhana. Ini menunjukkan kepimpinan transformasi boleh diterima dengan kebaikan
dan kelebihan yang ada pada kepimpinan transformasi untuk memupuk nilai kepimpinan
dalam diri.
Kata kunci: Kepimpinan Transformasi, Bina Insan Guru Vokasional
90
HUBUNGAN KEPIMPINAN KARISMATIK PENGETUA TERHADAP MOTIVASI

GURU DI SEKOLAH MENENGAH KEBANGSAAN ELIT DI TERENGGANU
Wan Marfazila Wan Mahmud1*& Martini Abdullah1

1
*wmarfazilawmahmud@unisza.edu.my
Abstrak: Perancangan pendidikan umumnya perlu bersifat futuristik, fleksibel dan dinamik
supaya dapat menentukan corak masyarakat dan profil bangsa serta warganegara Malaysia
yang diharapkan. Kepimpinan yang dibawa pengetua mampu menggerakkan kecemerlangan
sekolah dan kemenjadian pelajar. Namun begitu, masih terdapat pengetua yang kurang
melaksanakan tanggungjawab dan peranan sebagai pemimpin berkarisma kerana lebih
mengutamakan urusan pentadbiran di sekolah. Maka, kajian ini bertujuan mengkaji pengaruh
kepimpinan karismatik pengetua terhadap motivasi guru di Sekolah Menengah Kebangsaan
Elit di Terengganu. Terdapat beberapa objektif dalam kajian ini yang pertama ialah mengenal
pasti tahap motivasi guru-guru, kedua adalah mengenal pasti tahap kepimpinan karismatik
pengetua, ketiga adalah meneliti hubungan antara kepimpinan karismatik pengetua dan
motivasi guru dan keempat adalah mengenal pasti pengaruh kepimpinan karismatik pengetua.
Kajian berbentuk kuantitatif ini menggunakan instrumen soal selidik dan seramai 83 responden
dipilih menggunakan kaedah pensampelan rawak mudah. Data yang diperoleh daripada
instrumen kajian dianalisis menggunakan SPSS bagi menghasilkan dapatan statistik deskriptif
dan inferensi. Nilai Alpha Cronbach untuk kedua-dua soal selidik ialah .947 dan .970. Dapatan
kajian menunjukkan bahawa kepimpinan karismatik pengetua dan motivasi guru adalah pada
tahap tinggi. Analisis kajian mendapati terdapatnya hubungan positif yang lemah dan
signifikan antara hubungan kepimpinan karismatik pengetua dengan motivasi guru (r = .216, p
= .050) serta mendapati kepimpinan karismatik pengetua memberikan pengaruh positif yang
signifikan terhadap motivasi guru. Kajian ini membuktikan bahawa peningkatan motivasi guru
berdasarkan kepada kualiti dan gaya kepimpinan pengetua. Implikasi kajian ini merupakan satu
bentuk sumbangan berkenaan peranan kepimpinan karismatik yang mampu mempengaruhi
motivasi guru semasa melaksanakan tugas di sekolah. Selain itu, kajian ini dilaksanakan
sebagai sumbangan kepada penambahbaikan sistem dan polisi pendidikan di Malaysia
terutama memfokuskan kepada konsep kepimpinan karismatik dalam pengurusan pendidikan.
Kata kunci: Kepimpinan Pengetua, Motivasi Guru, Sekolah Menengah Kebangsaan Elit,
Kepimpinan Karismatik
91
RELATIONSHIP BETWEEN PERSONALITY TRAITS, LEARNING STYLES AND

ACADEMIC PERFORMANCE AMONG PRIVATE HIGH SCHOOL STUDENTS
Liew, J.Y1 & Zakiah binti Mohamad Ashari2*

1
REAL International School, Johor
2
School of Education, Faculty of Social Science and Humanities,
*zakiahma@utm.edu.my
Abstract: Within these few years, the numbers of international schools in Malaysia started to
increase. This might be due to the needs of the parents who searching suitable curriculum of
learning for their children since academic performance is crucial for their children in the future.
A few factors of influencing academic performance of students are being identified and
personality traits and learning styles are among them. Hence, this study was aimed to
investigate the relationship between personality traits, learning style and academic
performance among high school students from international school. There was a total of three
research questions in this study, which were (i) to investigate the relationship between
personality traits and academic performance, (ii) to investigate the relationship between
learning styles and academic performance, and (iii) to investigate the relationship between
personality traits and learning styles among high school students. A total of 73 Year 11 and
Year 10 high school students from an international school in Johor Bahru was randomly
recruited to participate in this study. All of them were given a link of a Google Form to access
to the questionnaire which had included questions regarding demographical questions, Big
Five Inventory (BFI) and Index of Learning Styles (ILS). Chi-square test was applied to
investigate the relationships between the variables. The results revealed that there was no
significant relationship between learning styles and academic performance among the
participants. Yet, there was a significant relationship detected between personality traits and
academic performance, and between personality traits and learning styles. Although some
findings of this study were not consistent with the past studies, school and teachers can guide
the students better by knowing their personality traits and learning styles. The limitations and
recommendations were being mentioned in order for the future researchers to refer to if similar
research is going to be conducted by them.
Keywords: Personality Traits, Learning Styles, Academic Performance, High School
92
KEPIMPINAN ADAPTIF PEMANGKIN

PENDIGITALAN PENDIDIKAN DI SEKOLAH
Zuraidah Juliana Mohamad Yusoff1*& Maslinda Hani Zainal Abidin1

1
*zuraidahjuliana@unisza.edu.my
Abstrak: Dunia pendidikan hari ini sentiasa berubah mengikut keperluan Revolusi Industri
secara global. Sehubungan dengan itu, transformasi digital dikaitkan dengan pelaksanaan
teknologi dan penyelesaian moden bagi meningkatkan pengalaman pelajar dalam proses
pembelajaran dan pengajaran. Menerusi teknologi digital, kaedah pembelajaran pelajar secara
tradisional berubah kepada penggunaan alat elektronik, sistem atau peranti seperti media sosial,
permainan dalam talian, multimedia dan telefon bimbit. Seiring dengan itu, dasar pendidikan
negara digubal dengan memberi fokus antaranya pada meningkatkan penguasaan pelajar dalam
teknologi digital, memperkaya kandungan digital berkualiti, memperkasa kompetensi guru,
serta menjadikan penggunaan teknologi digital sebagai budaya dalam kalangan pemimpin
pendidikan. Lantaran itu, pemimpin pendidikan hari ini, memerlukan satu gaya kepimpinan
yang efektif sebagai pemangkin kepada kejayaan pengaplikasian pendigitalan pendidikan di
sekolah. Oleh yang demikian, artikel ini membincangkan tentang transformasi digital dalam
pendidikan, kaedah dan jenis pendigitalan pengajaran, dan kepentingannya dalam sistem
pendidikan terkini. Perbincangan kertas konsep ini seterusnya, mengupas bagaimana teori dan
model kepimpinan adaptif menjadi pemangkin kepada pelaksanaan pendigitalan pendidikan di
sekolah dan seterusnya mampu menjadi pendukung dalam mempersiap siagakan guru ke arah
pendigitalan pendidikan di sekolah. Kupasan ini turut memaparkan dapatan kajian kuantitatif
mengenai pengaruh kepimpinan adaptif terhadap kesiapsiagaan guru ke arah pendigitalan
pendidikan di sekolah.
Kata kunci: Kepimpinan Adaptif, Pendigitalan Pendidikan, Transformasi Digital
93
Tema: Kelestarian Pendidikan Bahasa
PRESERVATION OF REGIONAL LANGUAGES IN SHORT STORIES BY SANTRI
Achmad Tantowi Azis1*, Heri Suwignyo1& Yuni Pratiwi1

1
Faculty of Literature, Malang State University Indonesia
*achmadtantowi.azis@gmail.com
Abstract: This research aims to examine the form of preservation and maintenance of regional
languages in short stories by students. Local language is an important aspect of local culture
that needs to be preserved and maintained. Through short stories by students, local languages
can be used and preserved, and can be appreciated by the wider community. In short stories
written by students, there are various regional languages used in developing the story, because
students live in Islamic boarding schools with various languages and cultures from various
regions in Indonesia. The method used in this research is descriptive-analytic using a
qualitative approach. This research is supported by theoretical studies on regional languages,
literature, and character education. The results of the study show that short stories by students
can be a means of maintaining regional languages. because in daily life the students who live
and socialize with other students from various areas who live together in Islamic boarding
schools become material and a source of ideas that give rise to the creativity of students in
writing short stories. In addition, the maintenance of regional languages can also be carried out
through various efforts, such as regional language education, literary works, and character
education. In facing the challenges of globalization and modernization, the important role of
society in maintaining and developing regional languages is becoming increasingly important.
Therefore, good cooperation is needed between the government, the community, and various
related parties to maintain regional languages as part of the nation’s cultural identity and wealth.
and preservation of regional languages through short stories by students is one form of creative
effort that can be done.
Keywords: Defense, Local language, Short story
94
21ST CENTURY SKILLS IN ARABIC LEARNING OF ISLAMIC RELIGIOUS

COLLEGES IN INDONESIA
Dewi Chamidah1*
1
Malang, Indonesia
*dewichamidah@pba.uin-malang.ac.id
Abstract: The 21st century is characterized by the use of information and communication
technology in all aspects of life, including education. The currents of globalization and social
change are increasingly blurring national boundaries. The superiority of a country rests on a
wealth of human resources quality. Based on facts, the graduates of higher education lack skills
in the 21st century, including (1) oral and written communication, (2) critical thinking and
problem solving, (3) collaborating, and (4) work in groups. So higher education institutions
need to implement learning that develops these skills. The purpose of this research is to
describe the skills of the 21st century (4C) and apply them in the planning, implementation and
assessment of Arabic learning in Islamic Religious Colleges (PTKI) in Indonesia. The research
method used was descriptive qualitative, with student informants and lecturers of PBA study
programs from two colleges: (1) UIN Maulana Malik Ibrahim Malang, and (2) Sekolah Tinggi
Ilmu Bahasa Arab dan DakwahSurabaya. Data was collected through observation, interviews
and documentation. The results of this study indicate (1) in the preparation of semester lecture
plans 21st century skills are shown in learning outcomes, the trigger material provided is in the
form of explanatory texts, procedures, persuasive and narrative, the learning strategies used are
Project Based Learning, Problem Based Learning and Genre Based Approach, (2) in the
implementation of learning, 21st century skills are shown in analysis, and observation.
Meanwhile, speaking practicum is applied in conversation, speech, discussion, and debate.
Activities with the aim of providing information, arguments, instructions, motivation, as well
as assignments of infographic designs independently and tiktok videos in groups. (3) In the
assessment activities, 21st century skills are demonstrated through text relevance, diction,
fluency, intonation, originality of ideas, concepts.
Keywords: 21st Century Skills, Arabic Learning
95
THE EXPLORATION OF HOME LITERACY ENVIRONMENT (HLE)

ON ENGLISH ORAL LANGUAGE DEVELOPMENT AMONG 4+ YEARS OLD
BILINGUAL CHILDREN
Fadzilah Amzah1*& Ooi Ming Chee1

1
School of Educational Studies, Universiti Sains Malaysia
*fadzilahamzah@usm.my
Abstract: Home is the best starting point for early exposures in children second language
learning. Little is known about the potency of HLE in developing bilingual children’s English
oral language. It is critical to know how exactly the HLE helps. As such, the aim of this study
is to explore the HLE’s contribution in developing their English oral language (vocabulary and
listening). This case study involves four bilingual children aged 4+ years old and their mothers.
Underlying the Bronfenbrenner’s Ecological System Theory, the study explores the physical
social context. The home physical literacy environment assesses the availability of various
literacy materials and physical characteristics of a home environment, to explain the physical
context. Four instruments were employed in this study, namely EC- HOME scale, HER
checklist and semi-structured interview protocol to assess the home physical literacy
environment. Whilst CUBED was applied to assess participants’ vocabulary and listening.
Findings demonstrate the contribution of HLE, in developing vocabulary and listening among
4+ years old bilingual children. The study’s findings provide more evident guides on what kind
of HLE is workable to develop 4+ years old bilingual children’s English oral language.
Keywords: Home Literacy Environment, Oral Language Development, Bilingual Children
96
IMPACT OF INTERNATIONAL TEACHING PRACTICUM ON STUDENTS'

LEARNING OF ENGLISH
Hairul Nizam Ismail1*& Muhammad Kamarul Kabilan Abdullah1

1
*hairul@usm.my
Abstract: On many occasions, international teaching practicum (ITP) is organized with the
aim of giving pre-service teachers (PST) the experience of teaching English in an international
context and thus enhancing their professional and professional development as future English
language teachers. The above two aims are in line with the literature on international teaching
practicum and the related benefits to PST. However, literature has scarcely investigated the
impact of ITP on school students - what did they gain? what did they benefit? Hence, this study
was undertaken to examine how ITP benefits school learners. This study is part of a
project/programme in which a number of Universiti Sains Malaysia pre-service practical
teacher trainers completing part of their practicum abroad. In this case, the participating teacher
trainers had spent about eight weeks in a high school in Indonesia. Using a mixed-method
research design, the study findings show the main themes that depict the benefits of ITP for
school learners: 1. Motivation and confidence; 2. Interaction and communication; 3. New
teaching-learning experiences; 4. English language environment; 5. Awareness; 6. Role model
and; 7. New knowledge, information, culture, and skills. Implications of the study are also
discussed in the context of school learners and how ITP should be planned, organized and
implemented so that it gives optimal meaningful experiences to both stakeholders.
Keywords: International Teaching Practicum, Pre Service Teachers
97
TRANSLANGUAGING IN ESL READING CLASSROOMS:

ISSUES AND CHALLENGES
Khursiah Mohammad Sauffi1.2*& Fatiha Senom1
1
2
Faculty of Languages and Communication, Universiti Pendidikan Sultan Idris
*khursiah.ms@fbk.upsi.edu.my
Abstract: Translanguaging, the practice of utilising one’s full linguistic repertoire for
communication has been recognised as a valuable tool for language learning, including in
reading classrooms. However, despite the potential benefits and growing recognition, the use
of translanguaging in English reading instruction remains limited, with many teachers lacking
the necessary knowledge and exposure to effectively incorporate translanguaging into their
teaching. This review article examines prior studies on translanguaging conducted in English
reading classrooms across the globe to explore the issues and challenges. The review identified
several key issues pertaining to the implementation of translanguaging in English reading
instruction. These issues encompassed the attitudes and perceptions of both teachers and
students towards translanguaging practices, language policy implications, the influence of the
educational context, and the implementation of assessment and evaluation. Additionally, the
review identified specific challenges that arise in the implementation of translanguaging,
including those related to pedagogical approaches, the availability of resources, and
considerations of equity and social justice. These findings shed light on the complexities and
barriers encountered when incorporating translanguaging into reading instruction, emphasising
the significance of understanding and addressing these multifaceted issues to enhance the
effective use of translanguaging strategies. By gaining a deeper understanding of these issues,
teachers can better incorporate translanguaging practices into their teaching and help to support
the language development of their students.
Keywords: Bilingual education, English Language Learner, reading, TESOL, translanguaging
98
NON-LEXICALISED PAUSES IN ESL NON-EVALUATIVE IMPROMPTU

SPEECH: SELF-ASSESSMENT METACOGNITIVE STRATEGIES TO ENHANCE
SPEECH PRODUCTION
Komalah Tharmalingam1*, Adelina binti Asmawi1 & Lim Jia Wei1

1
*komalah3191@gmail.com
Abstract: Speech experts regard non-lexicalised pauses (unfilled pauses, umming, erring, and
drawls) as speakers’ cognitive actions to plan and enhance their speech outputs. Nonetheless,
most English as a Second Language-speaking contexts and self-assessment studies explored
how external assessment standards facilitated the speakers’ retrospective reflections on speech
outputs. Since speaking often occurs in non-evaluative contexts, it is crucial to understand how
speakers introspectively reflect on their dysfluencies and improve their impromptu speech.
Therefore, this exploratory case study examines advanced and low-proficiency ESL students’
self-assessment metacognitive strategies through their introspective reflection on the non-
lexicalised pauses employed in impromptu speech. Three participants from each proficiency
level participated in two ten-minute video-recorded group discussions. The non-lexicalised
pauses in their conversations were used as the reference point for the stimulated-recall
interviews; meanwhile, video recordings supplemented participants’ interview responses. A
conceptual framework was designed based on O’Malley and Chamot’s (1990) metacognitive
strategies and Kormos’s (2006) speech production model to analyse the research data
thematically. The analysis found that the advanced-proficiency participants used five
metacognitive strategies—advanced organisers, organisational planning, advance preparation,
selective attention, and self-monitoring strategies—while the low-proficiency participants only
used three—organisational planning, selective attention, and self-monitoring strategies—to
self-assess their impromptu speech. It was also revealed that participants’ L2 proficiency
played a significant role in determining how they applied the metacognitive strategies to self-
assess their speech productions. Notwithstanding some limitations, the study provides
important insights into how students of varying ESL proficiency levels introspectively reflect
and self-assess in non-evaluative speech production contexts.
Keywords: Self-Assessment, Metacognitive Strategies, Impromptu speech, Non-lexicalised

Pauses, English as Second Language
99
TRACKING INDONESIAN TEACHER’S PROBLEMS IN READING

COMPREHENSION
Langgeng Budianto1*
1
Malang, Indonesia
*langgeng@bsi.uin-malang.ac.id
Abstract: Contrary to widespread assumption, a study conducted by Lebaure in 1985 has

debunked the notion that reading is the easiest skill among listening, speaking, reading, and
writing for beginners and college students. Regarding English as a Foreign Language (EFL)
learners in Saudi Arabia, reading proficiency requires a solid knowledge of English vocabulary,
the ability to read, skim, and comprehend effectively. Generally, EFL learners in Saudi Arabia,
particularly students at Najran University's Preparatory Year (boys) and Community College
(boys), struggle with predicting word meanings in context and summarizing the main points of
a passage. Regarding the teaching approaches, the researcher suggests that a comprehensive
strategy and intensive features would be more meaningful for students with particular goals.
The researcher aimed to identify the reading difficulties experienced within the classroom and
shed light on comprehension problems. The study's findings suggest that the challenges in
teaching reading comprehension are not solely the teachers' responsibility but are influenced
by student factors and available school facilities. Students often face difficulties due to a lack
of mastery over vocabulary and low levels of learning motivation. Nevertheless, teachers face
challenges in teaching methods and instructional materials employed while the school may not
provide sufficient resources and facilities to support the learning process. Teachers have
adopted numerous effective instructional strategies and materials to address these issues.
Additionally, engaging learning activities, utilizing diverse media, fostering vocabulary growth
through games, providing constructive feedback and available resources.
Keywords: Teachers’ Problem, Reading Comprehension, ELT
100
DYNAMICS OF WORD SELECTION TO UNDERSTAND LANGUAGE TEXT AS

SPOKEN DISCOURSE IN LEARNING ARABIC FOR CHILDREN
Mohammad Samsul Ulum1*

1
Malang, Indonesia
*samsul@pai.uin-malang.ac.id
Abstract: Arabic learning for children was developed to help them master Arabic. One of the
goals of learning Arabic for Muslims in Indonesia is to understand the Quran. Thus, the Arabic
vocabulary taught to children should be taken from the vocabularies in the Quran. This study
aims to determine the suitability of the selection of vocabulary taught to children in Indonesia
with the vocabulary in the Quran. It was library research done by examining literature
suggesting Arabic vocabulary learning for early childhood in Indonesia. The researchers tried
to find works of literature from research articles related to the topic as many as possible. The
steps, namely; identification, vocabulary usage frequency, analysis of vocabulary usage, and
vocabulary categorization. The results showed that the Arabic vocabulary taught to children in
Indonesia was not in accordance with the objectives of learning Arabic to understand the Quran.
According to the results of this study, the selection of words to be taught to children in
Indonesia should be adjusted to the vocabulary in the Quran. The vocabulary is classified into
themes such as family, profession, and color. To see the level of compatibility of the words
chosen with the vocabulary in the Quran, the categories used in this study can be applied,
namely; not relevant, low, medium, high, very high.
Keywords: Arabic Learning, Discourse
101
ANALYSIS ON ENGLISH LANGUAGE ANXIETY AMONG RURAL SCHOOLS IN

SELANGOR
Noor Illi Elas1*

1
Just English
*elas1963@yahoo.com
Abstract: English language learning is considered important in schools as it can serve as a

language that connects people from different diversity. Hence, this has created an obstruction
for language learners who are more friendly with their first language especially to those
learners in rural areas. Because of this situation, a considerable amount of language learners
experience anxiety in learning the English language especially in PdPr learning that took place
since last year. Hence, this research was carried out to investigate the most influencing type of
English Language Anxiety among form 4 students as well as to study the level of anxiety that
happened during learning at home. For this purpose, 300 students were selected in schools
located in rural areas. The instrument was a questionnaire which composed of the English
Language Classroom Anxiety Scale (ELCAS) that was adapted by Horwitz, Horwitz & Cope
(1986). The result proved that the students were having a high level of anxiety and the most
influencing type of anxiety is Fear of Test Anxiety. This type of anxiety is related to the
underlying reason for the high level of anxiety experienced by the students. The data was
computed SPSS Version 22.0. In this light of analysis, these outcomes suggest that English
teachers should create a motivating and encouraging classroom to engage the students’
attention in learning the English Language. Not only that, knowing their dominating types of
anxiety in language learning, hence it will be a good indication for the teachers to overcome
the problems.
Keywords: English Language Learning, English Language Anxiety, School Climate, Rural
Schools
102
THE SMALL CULTURE PERSPECTIVES: NEW WAYS OF THINKING ABOUT

WILLINGNESS TO COMMUNICATE (WTC) IN ENGLISH AS THE SECOND
LANGUAGE
Nur Salwa Abd Wahid1*

1
Akademi Bahasa, Universiti Teknologi Malaysia
*nursalwa@utm.my
Abstract: This study investigates small cultures and strategies that might be affecting learners’
WTC to communicate in English in ESL classrooms. To date, little research has been
conducted to show that ‘small cultures’ which has been extended to classroom cultures play a
big role in influencing learners’ WTC within the classroom. The method of this research is
concentrating on semi-structured interviews and classroom observations, which aims to
understand the world from the student’s point of view of those young people, rather than
focusing on individual attributes. 100 ESL students and 10 ESL teachers from a public
university were involved in the study. Interviews with ESL teachers which took place during
the data collection period revealed that teachers’ ideas about learners’ state of WTC is in some
ways different to learners’ views of their WTC. From the teachers’ point of view, the lack of
WTC in the classroom does not result from any cultural factors but from individual attributes
and linguistic weaknesses which differ from ESL learners. These differences in views of WTC
could lead to further conflicts among ESL learners. Teachers should be made aware of these
powerful views and build something more substantial to contribute to their practice, in terms
of helping future teachers of English to understand the complexities and the potential conflict
that ESL learners feel that might be affecting their state of WTC. In this research, I have
extended the concept of ‘small culture’ to classrooms ‘and how ‘small culture’ may affect
learners state of WTC ESL classrooms. Within this, the salience of these different narratives
of cultural realities are constructed and will continue to grow.
Keywords: ESL, Willingness to Communicate
103
104
KEBERKESANAN PEMBELAJARAN AUTENTIK DALAM PENGAJARAN

KEMAHIRAN BERFIKIR ARAS TINGGI PENULISAN BAHASA MELAYU
Zurina binti Hamid1*, Sanitah bte Mohd Yusof1 & Noor Azean bte Atan1
1
School of Education, Faculty of Social Sciences and Humanities
*hamidzurina@gmail.com
Abstrak: Kemahiran berfikir aras tinggi (KBAT) salah satu aspirasi murid yang sangat penting
untuk melahirkan modal insan yang kritis, kreatif dan inovatif bagi memenuhi cabaran abad
ke-21. Guru sebagai pelaksana kurikulum memainkan peranan yang penting dalam mendidik
anak-anak murid supaya dapat menguasai kemahiran berfikir aras tinggi. Tinjauan terhadap
kajian literatur menunjukkan para guru kurang berjaya meningkatkan KBAT murid dalam bilik
darjah. Oleh itu, kajian ini dijalankan untuk mengkaji keberkesanan strategi pembelajaran
autentik dalam pengajaran KBAT Bahasa Melayu Penulisan dalam kalangan murid sekolah
rendah. Pendekatan secara kuantitatif digunakan dalam kajian ini iaitu dengan menggunakan
kajian kuasi- eksperimental terhadap murid tahun 4 di dua buah sebuah rendah di Johor. Data
diperoleh daripada ujian pra dan ujian pos serta soal selidik KBAT. Data dianalisis dengan
menggunakan ujian-t tidak bersandar dan ujian-t bersandar. Dapatan kajian menunjukkan
bahawa terdapat perbezaan yang signifikan tahap pencapaian murid dalam penulisan esei bagi
ujian pos antara kumpulan eksperimen dan kumpulan kawalan. Perbezaan yang signifikan juga
wujud bagi tahap KBAT. Skor min kumpulan eksperimen lebih tinggi berbanding kumpulan
kawalan. Hal ini membuktikan bahawa strategi pembelajaran autentik dapat meningkatkan
pencapaian murid dalam penulisan karangan dan KBAT dalam kalangan murid sekolah rendah.
Kata kunci: Kemahiran Berfikir Aras Tinggi, Pembelajaran Autentik, Penulisan Bahasa
Melayu
105
TOWARDS A TRANSLANGUAGING PEDAGOGY FOR THE DEVELOPMENT OF

ENGLISH COMMUNICATION SKILLS FOR ROHINGYA STUDENTS
See Jasmine1* & Adelina binti Asmawi1

1
*seejasmine@gmail.com
Abstract: English communication skill is important for Rohingya students because it is an

international language and is a basic life-skill. This paper discusses issues found in the Needs
Analysis phase of a study that focuses on the learning needs of Rohingya Students. It then
shares how the study identified entry behaviours and conducted instructional analysis that led
to a recommendation for developing a Translanguaging Pedagogical Module. Interviews with
three volunteer teachers of an alternative learning centre and 17 days of field notes based on
observation of lessons were analysed. Emerging themes are students’ current proficiencies in
both English and Bahasa Melayu, their readiness for learning English, as well as teachers’
current English language teaching practices. Based on the findings from the needs analysis, the
paper highlights a crucial point – that volunteer teachers need a Translanguaging Pedagogical
module to facilitate Rohingya students’ learning of English communication skills in Malaysia.
This paper reports the initial steps of the Dick and Carey Systems Approach model in a module
development process.
Keywords: English communication, Translanguaging, Rohingya
106
A BIBLIOMETRIC ANALYSIS ON TRENDS AND PATTERNS IN SELF-

REGULATED LANGUAGE LEARNING
Wang Xing1* & Zuwati Hasim1

1
Abstract: Self-regulated learning was first introduced to the field of SLA in 2005. To date,
bibliometric analysis concerning Self-regulated Language Learning (SRLL) has not been
published. Accordingly, this study aimed to identify the trends and patterns of self-regulated
learning in the EFL/ESL context. The core collection of WoS database was selected to examine
relevant publications on self-regulated language learning. A total of 491 articles published in
English language from 2005 to present were indentified using keywords after various
automatic and manual screening processes. VOSviwer was used to generate trends and patterns
in the selected articles. In this study, the distribution of publications by years and citation
counts, the most published journals on the subject, the most frequently cited publications, the
most influential countries, and the most prolific authors with a minimum of 4 relevant articles
in this field were examined. The network visualisation shows China was the most influential
contributor of publications on SRLL, with the largest citation number, followed by USA and
England. The year 2022 was the most significant year with 66 articles published. According to
the keyword co-occurrence analysis, learner autonomy, higher education, technology,
vocabulary learning, writing, L2 motivation, collaborative learning and mobile learning stand
out in the field of SRLL. This study concludes with suggestions and highlights the areas that
warrant further attention in SRLL research.
Keywords: bibliometric, core collection, self-regulated learning, WoS, VOSviewer
107
Tema: Pendidikan Masa Depan
WASTE MANAGEMENT LEARNING IN EARLY AGE TO DEVELOP

ENVIRONMENTALLY CARING CHARACTERS
Alfiana Yuli Efiyanti1*

1
Malang, Indonesia
*alfi_huda@pips.uin-malang.ac.id
Abstract: The waste generated by humans has had a detrimental impact. Various disasters
occur due to the accumulation of waste that is not managed properly. The biggest disaster
caused by the accumulation of garbage is the spread of disease. Prevention of disasters caused
by waste needs to be done immediately. Preventive action must touch the root of the problem,
not just the surface. So that the character of caring for the environment becomes urgent for
every individual. This study identifies and analyzes waste management efforts carried out on
children to develop environmental caring characters from an early age. Waste management has
been carried out well in several primary schools. In order to obtain in-depth, valid and reliable
data, the research was conducted at 3 elementary schools which had carried out waste
management involving all students. The data sources are school principals, vice of school
principals, student representatives and parents' representatives. The results of the research
show that the waste management program can foster the character of caring for the environment
for students. In addition, with the existence of a waste management program in schools, the
school environment becomes cleaner and healthier. Garbage that can still be used can be
recycled. Organic waste produces compost, while non-organic waste is sold to companies to
be processed into other products. Recommendations are given to policy makers to develop
similar programs to foster the character of caring for the environment for the whole community.
If all levels of society have instilled the character of caring for the environment, then the waste
problem will be overcome.
Keywords: Waste Management, Environmental Care Character, Waste Impacts
108
ERA BARU PENDIDIKAN AWAL KANAK-KANAK: PENGESAHAN MODEL

PENGUKURAN MENGGUNAKAN ANALISIS FAKTOR KESAHAN (AFK)
KONSTRUK KETERLIBATAN GURU PRASEKOLAH LELAKI
Azali Jumaren1*, Mariani Md Nor2 & Madhyazhagan Ganesan1

1
2
Faculty of Education, SEGI University
*pva180039@siswa.um.edu.my
Abstrak: Melibatkan golongan lelaki ke dalam pendidikan awal kanak-kanak dapat membawa
pelbagai faedah. Dari sudut tenaga kerja, menggalakkan penglibatan golongan lelaki untuk
menceburkan diri dalam kerjaya PAKK boleh mengembangkan kumpulan pekerja yang ada,
mengurangkan kekurangan tenaga kerja serta meningkatkan lagi kualiti terutamanya dalam
aspek diversiti yang dapat memberikan kepelbagaian terhadap perkembangan dan
pembelajaran kanak-kanak khususnya dalam perkembangan sikap terhadap peranan gender
seiring dengan perkembangan Revolusi 5.0 bagi melahirkan Masyarakat Unggul (Super Smart
Society) serta saling hormat-menghormati terhadap diversiti. Kajian ini bertujuan untuk
menjalankan Analisis Penerokaan Faktor (EFA) dan Analisis Pengesahan Faktor (CFA) bagi
menguji kesesuaian konstruk Keterlibatan guru dan Kepuasan Kerja Guru Prasekolah Lelaki.
Satu set soal selidik diedarkan kepada 300 guru prasekolah lelaki di Malaysia dan dianalisis
menggunakan ujian analisis pengesahan faktor (CFA) dengan bantuan perisisan AMOS Ver.26.
Merujuk kepada modifikasi dan nilai kesepadanan model pengukuran, didapati nilai
kesepadanan model adalah lebih baik setelah melalui beberapa proses perubahan. Selain itu,
ujian kesahan dan kebolehpercayaan turut dilakukan terhadap model pengukuran ini. Manakala
Analisis Faktor Kesahan gabungan semua model pengukuran (Pooled analisis), juga
menunjukkan kesemua empat kategori indeks kesepadanan model untuk kesemua model
pengukuran konstruk telah di capai dan kesahan diskriminan untuk semua konstruk dalam
model juga telah dicapai. Hasil kajian menunjukkan bahawa model pengukuran keterlibatan
guru yang sah terdiri daripada 4 dimensi atau sub konstruk iaitu keterlibatan kognitif,
keterlibatan emosi, keterlibatan sosial murid dan keterlibatan sosial rakan sekerja. Analisis ini
juga menunjukkan terdapat hubungan antara keterlibatan guru dengan kepuasan kerja guru
prasekolah lelaki. Maka, kajian ini mengetengahkan keterlibatan guru dan kepuasan kerja guru
prasekolah lelaki bagi memenuhi keperluan diversiti, memberi keseimbangan gender dan
mengurangkan stereotaip seterusnya peningkatan terhadap kualiti pendidikan awal kanak-
kanak.
Kata kunci: Keterlibatan Guru, Kepuasan Kerja, Guru Prasekolah Lelaki, Confirmatory Factor
Analysis (CFA), Structural Equation Modeling (SEM), Pooled CFA
109
MELONJAKKAN PENERBITAN: ISU DAN CABARAN PENERBITAN AHLI

AKADEMIK MUDA
Azrizal Mohamed Zin1*, Nurul Nadiah Atiqah Mohd Khair1, Rosnani Boyak1 & Nurfaradilla
Mohamad Nasri1
1
Fakulti Pendidikan, Universiti Kebangsaan Malaysia
*azrizal@ukm.edu.my
Abstrak: Ahli akademik merupakan aset untuk menjamin kecemerlangan sesebuah universiti.
Justeru, bakat dan potensi ahli akademik terutamanya ahli akademik muda (AAM) harus
dibangunkan. Tujuan utama kajian ini adalah untuk meneroka isu dan cabaran yang dihadapi
oleh AAM di sebuah universiti penyelidikan tempatan dalam aspek penerbitan jurnal terindeks.
Kajian ini mengupas faktor-faktor yang menjadi cabaran kepada penerbitan jurnal terindeks
dalam kalangan AAM. Tumpuan juga diberikan untuk meneroka perspektif AAM UKM
tentang kefahaman serta kepercayaan mereka terhadap kepentingan penyelidikan dan
penerbitan. Akhir sekali, kajian mencadangkan strategi langkah kehadapan yang bersesuaian
berdasarkan dapatan utama yang diperolehi. Kajian ini berbentuk kajian institusi yang
dijalankan oleh pihak institusi bagi tujuan penambahbaikan. Pendekatan kuantitatif (analisis
dokumen, tinjauan literatur, data penerbitan daripada Pusat Data Universiti, dan teknik soal
selidik) dan juga pendekatan kualitatif (temu bual separa berstruktur) dalam proses
pengumpulan data primer dan sekunder telah dijalankan. Populasi AAM yang dipilih adalah
seramai n=684 orang, manakala sampel kajian adalah AAM UKM yang rendah produktiviti
penerbitan jurnal terindeks iaitu seramai n=598 orang. Seramai n=317 orang AAM telah
menjawab dan memulangkan soal selidik. Dapatan kajian menunjukkan bahawa, meskipun
penerbitan jurnal terindeks dalam kalangan AAM menunjukkan tren peningkatan, namun
nisbah bilangan AAM kepada penerbitan jurnal terindeks (1:2.2) masih berada jauh di bawah
penandaaras minimum yang ditetapkan oleh universiti iaitu 1:3. Efikasi kendiri dan Kemahiran
penulisan jurnal merupakan dua (2) faktor individu yang mempunyai hubungan signifikan
dengan penerbitan. Manakala, dasar universiti (contoh: Dasar Pemisah (Exit Policy) dan KPI
penerbitan) tidak mempunyai hubungan yang signifikan terhadap penerbitan. Hal ini
berkemungkinan besar kerana lebih separuh responden kajian (66.2%) merupakan ahli
akademik bertaraf jawatan tetap dan telah selesa dengan jawatan semasa. Akhir sekali, AAM
yang rendah produktiviti penerbitan mempunyai persepsi berbeza-beza terhadap penetapan
KPI penerbitan, di mana satu pertiga amat positif terhadap syarat penerbitan yang telah
ditetapkan, dan terdapat sekelompok AAM yang mempunyai persepsi negatif terhadap
ketelusan penentuan KPI penerbitan. Berdasarkan dapatan utama, kajian ini mencadangkan
strategi langkah kehadapan yang bersesuaian yang menyeimbangkan pembangunan
kompetensi dan kesejahteraan hidup ahli akademik sebagai asas kepada pembangunan bakat
dan potensi AAM. Pengkaji yakin, banyak kajian telah dijalankan dalam usaha untuk
melonjakkan penerbitan ahli akademik universiti. Justeru dicadangkan supaya hasil dapatan
kajian-kajian ini digembleng agar gambaran keseluruhan dan realiti sebenar yang berlaku di
universiti dapat dikenal pasti supaya strategi yang dirancang adalah lebih holistik.
Kata kunci: Ahli Akademik Muda, Penerbitan
110
PENTAKSIRAN MASA HADAPAN: PELAKSANAAN PENTAKSIRAN

BERSEPADU UNTUK MURID PINTAR BERBAKAT MUSLIM DI KOLEJ GENIUS
INSAN, UNIVERSITI SAINS ISLAM MALAYSIA
Hayati Ismail1*, Rossidi Usop2, Nurul Farihan Mohamed2 & Mohamad Ikwan Hami2
1
Fakulti Pengajian Bahasa Utama, Universiti Sains Islam Malaysia
2
Kolej GENIUS Insan, Universiti Sains Islam Malaysia
*hayati.ismail@usim.edu.my
Abstrak: Pendidikan Pintar Berbakat di bawah kawal selia Kementerian Pendidikan Malaysia
merupakan pendidikan khusus untuk murid yang mempunyai keupayaan kognitif yang tinggi,
justeru tahap pentaksiran bagi murid-murid ini perlu lebih tinggi daripada murid arus perdana.
Pentaksiran bukan sahaja daripada aspek kognitif, tetapi juga perlu dipupuk nilai murni yang
menjadi asas kepada pembentukan sahsiah murid. Pentaksiran Bersepadu untuk murid pintar
berbakat beragama Islam di Kolej GENIUS Insan dapat memastikan pendekatan yang lebih
holistik dilaksanakan untuk memenuhi aspirasi Falsafah Pendidikan Kebangsaan (FPK).
Kajian ini adalah untuk meninjau persepsi murid terhadap keberkesanan pentaksiran bersepadu
melibatkan lebih 200 murid pintar berbakat di Kolej GENIUS Insan. Pentaksiran ini
menggabungkan subjek sains tulen, subjek sains sosial dan subjek bahasa dalam menghasilkan
bahan seperti poster atau video berdasarkan pendekatan pembelajaran berasaskan masalah dan
pembelajaran berasaskan projek. Dalam menghasilkan sesuatu projek, murid perlu menjadikan
subjek sains tulen sebagai maklumat utama yang diperkukuh dengan maklumat daripada subjek
sains sosial. Projek yang dihasilkan akan menggunakan dwibahasa daripada tiga Bahasa
pengantar iaitu Bahasa Melayu, Bahasa Inggeris atau Bahasa Arab. Hasil kajian mendapati
bahawa murid pintar berbakat menyedari bahawa mereka memerlukan pentaksiran yang lebih
menyeluruh dalam menterjemahkan idea-idea mereka secara holistik dan berkesan dalam
memupuk semangat kerjsama antara individu dalam kumpulan. Pentaksiran bersepadu ini
mempunyai potensi untuk diamalkan di sekolah arus perdana dengan pengubahsuaian
mengikut kemampuan murid.
Kata kunci: Pentaksiran Bersepadu, Pendidikan Pintar Berbakat, Pentaksiran Masa Hadapan
111
PREDICTORS OF EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD)

INTEGRATION IN PRIMARY SCIENCE EDUCATION: A STRUCTURAL
EQUATION MODELLING APPROACH
Kavitha Maslamany1, Chua Kah Heng1* & Renuka Sathasivam1

1
*chuakh@um.edu.my
Abstract: Education for Sustainable Development (ESD) encompasses a range of concepts

and practices aimed at promoting sustainability and responsible behavior. Its significance
becomes evident when considering its relevance to primary school education. Exploring the
integration of ESD in science education reveals numerous influencing factors; however, these
factors are often studied independently and lack cohesive research linking them together. This
study aims to explore the predictors of the integration of Education for Sustainable
Development (ESD) in primary science education. The predictors examined include science
teachers' ESD teaching self-efficacy, attitude towards sustainable development (SD),
knowledge about sustainable development, and school support. The study utilizes a structural
equation modeling (SEM) approach to propose a model that elucidates the relationships among
these predictors and their collective influence on the integration of ESD in primary science.
The participants in this study are primary science teachers selected from various schools in
Malaysia. Data were collected through self-report measures. The results of this study will have
practical implications for teacher training programs, curriculum development, and school
policies. By identifying the predictors that significantly influence the integration of ESD in
primary science, educational stakeholders can design targeted interventions to enhance science
teachers' self-efficacy, attitude, and knowledge related to ESD.
Keywords: Education for Sustainable Development (ESD), self-efficacy, attitude, knowledge,

school support
112
TEACHERS' TALENT MANAGEMENT AND PERSONAL QUALITY ENSURE A

BETTER TOMORROW IN EDUCATION
Koh Aik Siong1* & Ahmad Zabidi Abdul Razak1

1
*wayn89@hotmail.com
Abstract: Principals are indicators and determinants of a school's progress, which makes talent
management practises essential. This is evident through the practise of talent management,
which requires principals to highlight and identify teachers who demonstrate high achievement
in terms of skills. Consequently, teachers who serve in Malaysian Independent Chinese
Secondary School (MICSS) are not included in the teacher development training organised by
the Malaysian Ministry of Education (KPM). As a result, MICSS will be staffed by
inexperienced, novice principals. This is due to the fact that MICSS teachers lack a background
in professional educational pedagogy. There are very few studies that discuss the emotional
stability of MICSS teachers and that pertain to the personal qualities of teachers emotional
intelligence among MICSS teachers. In this study, the researcher employed quantitative
research methods by collecting numerical data via questionnaires and the strata random
sampling technique from 357 Malaysian teachers employed by MICSS. The research
instrument was developed through a combination of the Talent Management model by Davies
& Davies (2012), The Big-Five Structure by Lewis R. Goldberg (1992), Teacher Competence,
Malaysian Teacher Standard 2.0 (KPM, 2020), and Professional Competency Dimension,
Model Continuous Professionalism Development, in the Continuous Professionalism
Development Plan (KPM, 2014). Furthermore, fitness indexes show that (Chisq/df = 2.072 <
5.0, RMSEA = 0.055, CFI = 0.950 > 0.90, TLI = 0.944 > 0.09, and GFI = 0.869 > 0.80). In
other words, the structural model of talent management and teacher's personal qualities
confirms a moderate relationship between talent management and teacher's personal qualities
among MICSS teachers in Malaysia. Consequently, this model's items for measuring social
phenomena are suitable for use in school administration, whether in MICSS or public schools.
Keywords: Talent Management, Teacher's Personal Qualities, MICSS (Malaysian

Independent Chinese Secondary School), Secondary School
113
TAHAP KESIAPSIAGAAN GURU TERHADAP PENDIGITALAN PENDIDIKAN
Maslinda Hani Zainal Abidin1*, Zuraidah Juliana Mohamad Yusoff1 & Mustafa Che Omar1
1
*maslindahani@gmail.com
Abstrak: Sejak beberapa dekad yang lalu, teknologi telah memberi impak besar terhadap
sistem pendidikan negara. Pertumbuhan rangkaian sistem pengurusan pendidikan yang
berasaskan teknologi maklumat dan komunikasi, telah membuka akses global kepada
pendidikan sekali gus menjadikan pengurusan pendidikan menghadapi cabaran dunia moden.
Maka sektor pendidikan di Malaysia telah mengambil langkah proaktif memperkasakan
teknologi digital dengan bantuan kesaling hubungan melalui Internet of Things (IoT), data
besar, realiti maya dan tambahan, kecerdasan buatan, dan paradigma teknologi komunikasi lain
yang akan menjadi pemangkin sektor pendidikan dalam mendepani keperluan perubahan
semasa. Meskipun dasar pendidikan digital dirangka bagi memupuk bakat digital guru yang
berpengetahuan dan berkemahiran dalam penggunaan teknologi digital, namun pada hari ini
profesion keguruan dikatakan tidak bersedia dengan perubahan teknologi. Maka kajian ini
meneliti tahap kesiapsiagaan guru ke arah pendigitalan pendidikan sebagai menyokong usaha
dalam mengaplikasikan pengurusan pembelajaran dan pengajaran secara digital. Kajian ini
berbentuk kuantitatif dengan menggunakan pendekatan tinjauan keratan rentas melalui edaran
soal selidik google form. Kajian ini dijalankankan kepada 163 orang guru di Sekolah Rendah
Kluster Kemaman. Dapatan kajian menunjukkan bahawa tahap kesiapsiagaan guru terhadap
pendigitalan pendidikan berada pada tahap tinggi bagi semua dimensi yang dikaji iaitu
pengetahuan dan kemahiran teknologi, sikap dan kesedaran terhadap teknologi, sokongan
sosial Guru Besar, serta sokongan kemudahan yang ada di sekolah. Dapatan ini membuktikan
bahawa guru Sekolah Rendah Kluster bersedia untuk mengaplikasikan kaedah pengajaran dan
pembelajaran secara digital. Kajian ini memberi implikasi secara teori melalui penambahan
disiplin ilmu mengenai kesiapsiagaan guru terhadap pendigitalan pendidikan dan secara
praktikal ke arah memperkasakan pengetahuan dan kemahiran dalam aspek pendigitalan
pendidikan. Kajian ini diyakini dapat menjadi panduan kepada pemimpin sekolah ke arah
meningkatkan usaha dalam mempersiap siagakan guru bagi menghadapi cabaran Revolusi
Industri 5.0 dalam sistem pengurusan pendidikan di Malaysia.
Kata kunci: Kesiapsiagaan, Pendigitalan Pendidikan, Sekolah Rendah Kluster
114
POST-PANDEMIC TEACHER EDUCATION IN MALAYSIA: FOREVER

CHANGED?
Nurfaradilla Mohamad Nasri1* & Khairul Azhar Jamaludin1

1
*
nurfaradilla@ukm.edu.my
Abstract: The COVID-19 pandemic has affected people worldwide regardless of gender, race,
level of education, or nationality. In order to curb the COVID-19 spread, the movement
restriction orders were enforced, resulting in significant disruptions to conventional schooling.
While the educational community have made serious and concerted efforts in maintaining and
sustaining learning during this lockdown periods, this crisis has revealed the many
inadequacies and inequities existed in our education systems. In this particular research project,
we aim to investigate the readiness of teacher educators in preparing beginning teachers for the
new learning norm. The survey design was selected where, a total of 395 respondents were
identified and responded to this survey. These respondents were chosen using a simple random
sampling technique. Next, in gathering data for the focus group discussion, the semi-structured
interview was chosen because it provides a focused yet flexible approach for gathering data.
Snowball sampling was chosen for this study as it is very efficient and economical. A total of
32 teacher educators (10 Focus Group Discussions) agreed to participate in this study. They
consisted of n = 25 public university lecturers and n = 7 IPG lecturers. All responses to the
questionnaires were analysed using descriptive statistics (calculation of frequency, mean, and
standard) in order to describe and summarise the beginning teachers' mindsets, knowledge, and
skills to effectively teach in the new norm. All interview recordings were manually transcribed
and translated in full. Analysis of the findings revealed that three domains (Personal Well-
being, ICT Knowledge, and Time Management) need more attention from teacher education
providers. For instance, the Personal Well-being domain achieved the lowest mean value (M
= 3.625, SD = 0.67). This provides an indication that personal well-being should be given an
extra emphasis in teacher education. Furthermore, ICT knowledge was found to be the lowest
among other Knowledge domains (M = 3.70, SD = 0.70). This information is vital as poor
acquisition of ICT knowledge might affect how the beginning teachers react, take efforts and
develop their further knowledge in utilising ICT in online learning class. Finally, among the
other Skills domains, time management skills achieved the lowest score (M = 3.75, SD = 0.65).
This means that beginning teachers may struggle to learn how to use different applications, set
aside time to learn new teaching strategies, and manage their time effectively when conducting
online learning. Efforts should be made immediately to ensure that future teachers have the
mindset, knowledge, and skills necessary to effectively teach in the new norm. Despite the
ongoing pressures of uncertainty, all participants (teacher educators and beginning teachers)
are ready for transformation, where they showed a positive attitude and were highly receptive
towards further transformation in teacher education. Most importantly, this study calls upon all
educational stakeholders and researchers to work hand in hand to better understand how to
effectively support beginning teacher especially their wellbeing. It is suggested that future
study could start this initiative by exploring the meaning of teacher wellbeing in the context of
education.
Keywords: Post Pandemic, Teacher Education, Teacher Wellbeing
115
TINGKAH LAKU PEMIKIRAN HOLISTIK SEBAGAI PENGANTARA ANTARA

PENGETAHUAN DAN AMALAN PENGAJARAN KEMAHIRAN BERFIKIR ARAS
TINGGI DALAM KALANGAN GURU
Huda Afiqah Hashim1, Rahimah Embong1*, Wan Mazwati Wan Yusoff2 & Rapi’ah Jusoh1
1
2
Kulliyyah of Islamic Revealed Knowledge and Human Sciences,
International Islamic University Malaysia
rahimahembong@unisza.edu.my
Abstrak: Guru merupakan tonggak dalam mencorakkan pendidikan anak bangsa selaras
dengan perkembangan era pendidikan terkini iaitu, Pendidikan Abad ke-21 (PAK-21). Dalam
PAK-21, salah satu daripada empat teras yang diperlukan oleh pelajar adalah penguasaan
kemahiran berfikir secara kritikal atau dikenali sebagai Kemahiran Berfikir Aras Tinggi
(KBAT). Namun begitu, penguasaan KBAT dalam kalangan pelajar di Malaysia didapati
kurang memuaskan berdasarkan prestasi di peringkat global iaitu ujian penilaian Trends in
International Mathematics and Science Study dan Programme for International Student
Assessment. Secara tidak langsung, ini menunjukkan pengajaran KBAT didapati kurang
berkesan walaupun para guru telah didedahkan dengan ilmu pengetahuan, strategi serta teknik
pengajaran KBAT melalui penganjuran bengkel latihan oleh pihak autoriti. Kertas kerja ini
bertujuan untuk menentukan kesan yang wujud antara pengetahuan KBAT, amalan pengajaran
KBAT serta tingkah laku pemikiran holistik dalam kalangan guru. Seterusnya, kajian ini akan
menentukan kesan pengantara oleh tingkah laku pemikiran holistik antara pengetahuan dan
amalan pengajaran KBAT. Kajian kuantitatif ini menggunakan kaedah tinjauan melalui
pengedaran soal selidik sebagai instrumen kajian. Responden terdiri daripada 220 guru yang
dipilih secara rawak mudah dari enam buah Sekolah Menengah Kebangsaan Agama di
Terengganu. Data dianalisis menggunakan statistik inferensi bagi menentukan kesan antara
ketiga-tiga konstruk dan pengujian kesan pengantara dengan menggunakan analisis Pemodelan
Persamaan Berstruktur. Kajian ini mendapati wujudnya kesan langsung dan signifikan antara
ketiga-tiga konstruk. Hasil analisis turut mengesahkan bahawa tingkah laku pemikiran holistik
merupakan pengantara penuh bagi hubungan antara pengetahuan dan amalan pengajaran
KBAT dalam kalangan guru. Kajian ini memberi implikasi secara teori dengan mengesyorkan
Model Tingkah Laku Pemikiran Holistik yang merangkumi lima elemen utama iaitu
metakognisi, pemikiran kreatif, pemikiran fleksibel, efikasi dalam pemikiran dan ketepatan
bahasa pemikiran. Kajian ini dapat membantu guru dalam meningkatkan keberkesanan
pengajaran terutama dalam aspek kemahiran berfikir. Seterusnya, peningkatan kualiti
pengajaran ini turut membantu dalam menjayakan agenda penguasaan KBAT dalam kalangan
pelajar.
Kata kunci: Tingkah Laku Pemikiran Holistik Kemahiran Berfikir Aras Tinggi Pendidikan
Abad ke-21 (PAK-21)
116
EFIKASI KENDIRI, KESUNGGUHAN DAN KOMPETENSI MENGAJAR:

PEMBOLEH UBAH MANA YANG DOMINAN?
Rahimah Jamaluddin1* & Nur Sabrina Zakaria1

1
Fakulti Pengajian Pendidikan, Universiti Putra Malaysia
*imah_upm@upm.edu.my
Abstrak: Pelaksanaan pengajaran amali masakan memerlukan kemahiran dan pengetahuan

tinggi dalam kalangan pengajar. Pelaksanaan kelas amali juga melibatkan tempoh masa yang
panjang dan perlukan perancangan yang teliti. Penempatan guru yang tidak selari dengan
bidang pengajaran, ketiadaan latihan dan beban tugas menyumbang kepada penurunan kadar
kesungguhan mengajar dan burn out dalam kalangan guru. Kajian ini bertujuan untuk mengenal
pasti hubungan antara efikasi kendiri, kesungguhan mengajar dengan kompetensi pengajaran
amali dalam kalangan pensyarah seni kulinari dan bakeri. Kajian kuantitatif dengan reka bentuk
tinjauan ini melibatkan seramai 268 orang pensyarah seni kulinari dan bakeri yang mengajar
di kolej vokasional di Semenanjung Malaysia. Soal selidik kajian diadaptasi daripada soal
selidik kompetensi (Omar, Zahar & Mat Rashid, 202), Teacher Sense of Efficacy Scale (TSES)
(Tschnnen-Moran & Hoy, 2000) dan Passion Scale (Vallerand et al., 2003). Analisis deskriptif
kompetensi pengajaran amali mencatatkan min yang tinggi iaitu 4.37 (SP 0.38). Efikasi kendiri
turut mencatatkan min yang tinggi dengan nilai 7.62 (SP 0.75), manakala kesungguhan
mengajar dari aspek kesungguhan harmoni dan kesungguhan obsesif pula mencatatkan nilai
min 6.21 (SP 0.59) dan 5.36 (SP 0.99) masing-masing. Analisis ANOVA satu hala
menunjukkan tidak terdapat perbezaan kompetensi pengajaran amali berdasarkan pengalaman
mengajar. Analisis korelasi Pearson menunjukkan wujud hubungan yang positif signifikan
antara efikasi kendiri dan kompetensi pengajaran amali (r 0.710, p 0.01) dan wujud hubungan
yang positif signifikan antara kesungguhan mengajar dengan kompetensi pengajaran amali (r
0.355, p0.01). Namun kekuatan hubungan antara kesungguhan mengajar dengan kompetensi
pengajaran amali adalah sidikit rendah berbanding efikasi kendiri. Dapat disimpulkan bahawa
pensyarah seni kulinari dan bakeri mempunyai efikasi kendiri, kesungguhan mengajar dan
kompetensi pengajaran amali yang tinggi. Justeru, bagi mengekalkan kompetensi yang tinggi,
kebajikan pensyarah perlulah dijaga dengan menyediakan latihan berterusan bagi mengekalkan
tahap efikasi kendiri yang tinggi. Selain itu, kebajikan pensyarah dari aspek beban tugas akan
dapat dikawal dengan adanya ekosistem sokongan yang positif dalam kalangan pensyarah dan
pentadbir bagi memastikan kesungguhan mengajar pensyarah berkekalan.
Kata kunci: Efikasi Kendiri, Kesungguhan Mengajar, Kompetensi, Kulinari, Bakeri
117
PEMBINAAN KEMAHIRAN PENDIDIKAN ABAD KE 21 DALAM KALANGAN

GURU: ANALISIS SISTEMATIK KAJIAN LITERATUR
Ramlan Alwi bin Mahmud1* , Ahmad Zabidi bin Abdul Razak1 & Kenny Cheah Soon Lee1
1
Fakulti Pendidikan,
Universiti Malaya
Abstrak: Pendidikan Abad ke 21 (PAK21) telah menjadi tumpuan di dalam bidang pendidikan
masa kini. Murid perlu menguasai skil dan kemahiran seperti reflektif, penyelesaian masalah,
pemikiran inovatif dan kreatif serta kebolehan untuk mengaplikasikan teknologi maklumat dan
komunikasi di dalam pembelajaran. Maka, guru juga hendaklah menggunakan pelbagai
pendekatan pedagogi, menggunakan teknologi maklumat dan komunikasi yang sesuai dan
menguasai kemahiran PAK21. Pembinaan kemahiran PAK21 dalam kalangan guru adalah
penting dan boleh dijadikan panduan dalam mengukur sejauh mana penguasaan skil,
kemahiran dan penggunaan teknologi maklumat dan komunikasi di dalam pedagogi yang akan
dapat menjayakan keberkesanan PAK21. Justeru itu, TPACK-21 merupakan instrumen yang
dibangunkan dan bersesuaian untuk dijadikan panduan dalam mengukur skil dan kemahiran
guru di dalam PAK21. Kajian ini melibatkan prosedur melalui Preferred Reporting Items for
Systematic Reviews and Meta-Analyses (PRISMA) iaitu merangkumi strategi pencarian,
kriteria pemilihan, proses pemilihan, pengumpulan data dan analisis data bagi karya ilmiah dan
artikel yang diperoleh. Sebanyak 10 buah artikel dikenal pasti melalui kriteria yang ditetapkan
iaitu tahun penerbitan terkini yang diambil bermula dari tahun 2017. Elemen di dalam TPACK-
21 melibatkan pedagogi, teknologi, kandungan, interaksi di antara pedagogi dan kandungan,
interaksi di antara teknologi dan pedagogi, interaksi di antara teknologi dan kandungan dan
interaksi di antara pedagogi, teknologi dan kandungan dikaji dengan lebih mendalam. Justeru,
penyelidikan lanjutan diperlukan untuk meneliti secara empirikal bagi melihat keberkesanan
elemen di dalam TPACK-21 yang dapat menyumbang kepada kejayaan pelaksanaan PAK21.
Kata kunci: Pembinaan kemahiran, Kemahiran abad ke 21, Guru, TPACK-21, Analisis
Sistematik Kajian Literatur
118
NURTURING LEARNER AUTONOMY ABILITIES ON SUSTAINABILITY

AWARENESS: REUSE, REDUCE, RECYCLE THROUGH EDUCATION FOR
SUSTAINABLE DEVELOPMENT – A CASE STUDY
Rohaya Abdullah1* & Nur Jahan Ahmad1

1
School of Educational Studies, Universiti Sains Malaysia,
11800 USM, Penang, Malaysia
*
rohayamfda@usm.edu.my
Abstract: The present study explored the nurturing of learner autonomy (LA) on sustainability
awareness on reuse, reduce and recyle (3R) through Education for Sustainable Development
(ESD) to mitigate environmental concerns. LA provisions offer innumerable benefits that
should be taken advantage of particularly in solving the environmental issues. Nevertheless,
LA has not been studied on sustainability awareness in the context of the study. Thus, this study
was undertaken to fill this gap of knowledge especially in the Malaysian context. Thus, the
objective of the study was to investigate the LA abilities on sustainability awareness that were
nurtured through ESD among students in a secondary school in Penang, Malaysia. The research
design of this study was qualitative case study. The study employed semi -structured interview
administering focus group discussion (FGD), consisting of four focus groups of students and
in-depth interview (IDI) consisting of three teachers. The data was analyzed using thematic
analysis. The findings depicted that four themes of LA abilities on sustainability awareness on
3R: independent learners, careful planners, analytical decision makers and reflective thinkers
were nurtured through ESD. This study hopes to shed light on the significance of inculcating
LA through ESD as autonomous learners are capable of exercising justice to the environment,
hence the good livelihood of mankind, flora and fauna could be ascertained.
Keywords: Learner autonomy abilities, sustainability awareness, Education for Sustainable

Development
119
PENDEKATAN MATERIALISME BARU DALAM PENDIDIKAN KESAKSAMAAN

GENDER MELALUI PROGRAM ALL ABOUT GIRLS DALAM KALANGAN
PELAJAR DI LEMBAH KLANG
Syafiqah Abdul Rahim1*& Mohd Mahzan Awang1

1
Fakulti Pendidikan
*
syafiqah.abdulrahim@ukm.edu.my
Abstrak: Kajian ini bertujuan untuk melihat hasil pendekatan materialisme baru dalam
pendidikan kesaksamaan gender dan penghakupayaan wanita melalui program All About Girls.
Kajian ini menggunakan teori Transformative Activist Stance (TAS) untuk menjelaskan unsur-
unsur aktivisme, transformasi dan perubahan sosial terhadap pelajar dalam isu
penghakupayaan wanita di institusi pendidikan mereka. Gabungan prinsip rangsangan
berganda, feminisme dan materialisme baru digunakan sebagai pendekataan kreatif sepanjang
bengkel. Ujian pra dan ujian pasca digunakan untuk perbandingan peserta kajian sebelum dan
selepas bengkel. Kaedah triangulasi data dilaksanakan bersama 3 kumpulan pelajar iaitu
pelajar perempuan di sekolah rendah, pelajar lelaki dan perempuan di insitut kemahiran awam
dan pelajar wanita di universiti tempatan di sekitar kawasan Lembah Klang. Dapatan analisis
data menunjukkan kesan positif dan kesediaan pelajar untuk menyokong inisiatif hakupaya
wanita. Kajian ini dapat menyumbang kepada perbincangan teori dan praktis bagi penyelidikan
pendekatan kreatif kepada pendidik serta membantu penggubal dasar untuk menyokong
pendidikan kesaksamaan sosial dengan memberi fokus kepada inisiatif matlamat
pembangunan mampan ke-lima, penghakupayaan wanita.
Kata kunci: Materialisme baru, pendidikan kesaksamaan gender, penghakupayaan wanita,

pendekatan kreatif
120
Tema: Pendidikan Kerohanian
EARLY CHILDHOOD TEACHERS EMOTIONAL LABOR IN INDONESIA: A

PHENOMENOLOGICAL STUDY
Akhmad Mukhlis1*
1
Malang, Indonesia
*
akhmadmu@uin-malang.ac.id
Abstract: Controlling emotions and displaying positive expressions when dealing with
unpleasant conditions is the phenomenon of the work of early childhood education (ECE)
teachers. This study examines the phenomenon of the emotional labor of ECE teachers,
especially regarding the views, experiences, and strategies used. The phenomenological
approach is used to explore the emotional labor experiences of teachers in Indonesia. Indepth
interviews were conducted with ten teachers from 4 provinces in Indonesia, namely East Java,
Yogyakarta, West Nusa Tenggara, and Gorontalo. Teachers state that emotional labor is
inseparable from their daily work. While working, teachers choose to display positive
emotional expressions for the sake of their careers and institutions. Understanding emotional
experiences enhance teachers' emotional management skills. That is why teachers with long
work experience are better able to display positive emotional expressions than new teachers.
In addition, work experience, interests, and educational background help teachers show deep
and natural acting. The dynamics of emotional labor as a ECE teacher need to be discussed
further to determine the workload and the preparation of a future teacher education curriculum.
Keywords: Emotional Labor; Early Childhood Education Teacher; Indonesia; Phenomenology
121
ISU DAN MASALAH DALAM PENGURUSAN DAN PELAKSANAAN

PENDIDIKAN ISLAM DI MALAYSIA
Alif Nawi1*& Nuraini Abu Samah1

1
*
aliffnawi@yahoo.com
Abstrak: Berpaksikan kepada Falsafah Pendidikan Kebangsaan, pengurusan Pendidikan Islam

di Malaysia telah menjangkaui 30 tahun perlaksanaan. Dalam jangka masa tersebut, pelbagai
perubahan dilakukan selaras dengan tuntutan berilmu pengetahuan, berketerampilan, berakhlak
mulia, bertanggungjawab dan berkeupayaan mencapai kesejahteraan diri, serta memberi
sumbangan terhadap keharmonian dan kemakmuran keluarga, masyarakat dan negara. Bagi
mencapai usaha ini, Pendidikan Islam telah memainkan peranat yang amat besar dalam
membentuk masyarakat bagi mendepani persaingan di era 4.0. Oleh yang demikian, kajian ini
bertujuan untuk meninjau kembali isu dan masalah dalam pengurusan dan pelaksanaan
Pendidikan Islam di Malaysia. Kajian ini dilaksanakan secara kualitatif menerusi analisis
kandungan dengan menggunakan kaedah PRISMA. Sebanyak 83 kajian telah dikenalpasti dari
pengkalan data Malaysian Citation Index. Tinjauan lebih lanjut terhadap artikel-artikel ini telah
menghasilkan tujuh tema isu dan masalah utama dalam pengurusan dan pelaksanaan
Pendidikan Islam iaitu; profesion perguruan, akses kepada pendidikan, keberhasilan murid,
kepimpinan berprestasi tinggi, penghayatan nilai, pemanfaatan ICT, dan jalinan kerjasama
ibubapa, komuniti dan sektor swasta. Kesemua tema ini selanjutnya menghasilkan 27 sub-
tema. Beberapa cadangan turut diketengahkan seperti perlunya kajian dilakukan dengan lebih
mendalam, mengambilkira sampel kajian yang spesifik dan perlunya kajian mendapatkan
pandangan dari pelbagai pihak pakar bagi menangani pelbagai isu dan masalah yang timbul
dalam pengurusan dan pelaksanaan Pendidikan Islam di Malaysia.
Kata kunci: Isu, Masalah, Pengurusan, Pelaksanaan, Pendidikan Islam, Malaysia
122
CROSS SECTIONAL STUDIES ON RELIGIOUS MODERATION

MAINSTREAMING STRATEGIES AND PRACTICES BETWEEN UNIVERSITIES
IN INDONESIA AND THE NETHERLANDS
Dewi Pramitha1*
1
Malang, Indonesia
*
devipramitha@uin-malang.ac.id
Abstract: In Indonesia, religious moderation is one of the directions of the Indonesian

government, one of which is carried out through the policies of the Ministry of Religion of the
Republic of Indonesia. With policies that lead to the role of the university, it indicates that the
university is a strategic place for mainstreaming religious moderation activities in the
Indonesian context. Likewise with the Netherlands, one of the countries in Europe which is
known for having a climate of high tolerance for academic culture. In this country, Islamic
studies are also developing which are developed by 9 major universities which are summarized
in an association of Islamic studies known as NISIS. This shows that the Netherlands provides
space for the development of Islamic issues and indicates that the values of religious
moderation are developing in the Netherlands. The purpose of this study was to compare the
strategies for mainstreaming religious moderation values in two universities with different
regions, cultures and religions. This study used a qualitative approach, with a cross-case study
type and took a sample of research locations at UIN Malang and Radboud University. From
the results of the research, it can be seen that there are several differences in the strategies and
practices of mainstreaming religious moderation in Indonesia and the Netherlands. It can then
be concluded that the strategy for mainstreaming religious moderation in Indonesia places more
emphasis on supervision and regulation, while in the Netherlands it places more emphasis on
inclusiveness and facilitating the needs of various campus residents. In addition, the
implementation of the value of religious moderation in universities in Indonesia is closely
related to government policies, while in the Netherlands it is related to efforts to improve the
quality of universities and strengthen an attitude of tolerance towards diversity.
Keywords: Religious Moderation Mainstreaming, Strategy and Practices, Indonesia and the
Netherlands
123
KESEDARAN IBUBAPA TERHADAP KETAGIHAN PELAJAR DALAM

PENGGUNAAN PERANTI ELEKTRONIK
Fazlinda Ab Halim1*, Wan Hanim Nadrah Wan Muda1, Lee Ming Foong1 & Lai Chee Sern1
1
Fakulti Pendidikan Teknikal dan Vokasional
*
fazlin@uthm.edu.my
Abstrak: Seiring dengan perkembangan teknologi dalam abad ke-21, peranti elektronik telah
mengalami pembaharuan dan peningkatan dari sudut kecanggihan teknologi dan reka bentuk
dari hari ke hari yang dapat membantu kehidupan seharian seseorang agar menjadi lebih mudah
dan efisien. Penggunaan peranti elektronik seperti telefon bimbit menjadi satu keperluan
apabila sesi persekolahan secara PdPR bermula. Justeru, penggunaan telefon bimbit dalam
kalangan pelajar sememangnya tidak dapat dielakkan dan lebih memburukkan keadaan adalah
ketagihan pelajar terhadap peranti ini. Kajian ini dijalankan untuk meneroka kesedaran ibu
bapa terhadap ketagihan pelajar dalam penggunaan telefon bimbit. Kajian secara tinjauan ini
menggunakan soal selidik sebagai instrument dan diedarkan secara rawak dalam talian
menerusi google form. Seramai 60 orang yang terdiri daripada ibu atau bapa telah menjadi
responden kajian ini. Data kajian ini dianalisis secara deskriptif dan menghasilkan dapatan
seperti kekerapan, nilai min dan sisihan piawai. Dapatan kajian menunjukkan peratusan yang
paling tinggi bagi penggunaan telefon bimbit selama 4 hingga 5 jam sehari. Dapatan kajian
seterusnya menunjukkan tahap kesedaran yang tinggi dalam kalangan ibu bapa tentang
ketagihan pelajar terhadap penggunaan telefon bimbit serta kesan ketagihan tersebut kepada
para pelajar. Namun begitu, hanya sebilangan kecil ibu bapa yang tahu mengenai pendekatan
yang perlu diambil bagi menangani masalah ketagihan penggunaan telefon bimbit ini.
Kesimpulannya, masalah ketagihan penggunaan telefon bimbit dalam kalangan pelajar tidak
harus dipandang ringan oleh semua pihak. Ibu bapa perlu memainkan peranan yang lebih besar
dalam menangani isu ini agar para pelajar memanfaatkan kelebihan telefon bimbit dan tidak
menyalahgunakan peranti tersebut.
Kata kunci: peranti elektronik, telefon bimbit, PdPR, keta
124
PRESERVATION OF NONVIOLENT DISCOURSES AS RITUAL LANGUAGE

TEACHING IN THE ISLAMIC FRIDAY PREACHING TEXTS IN INDONESIA
Hammam1*
1
Universitas Islam Negeri (UIN) Salatiga, Indonesia
*hammam@uinsalatiga.ac.id
Abstract: The paper aims to spothlight the construction of nonviolent discourses as ritual
language presented every week in the Islamic Friday sermon texts of Indonesian Muslim. The
writer verifies Indonesian Muslim as the most populous adherent or ‘majority cognitive’, how
they use different strategies related to preservation the idea of nonnviolent discourses as ritual
language through the Friday peaching texts. During the preliminary investigation, the writer
selectes three aspects containing in the Friday sermon texts such as the social problems
encountered by Indonesian Muslim, how to solve the social problems, and what the obstacles
in solving the social problems. These identifications are begun with an assumption that
nonviolent message of religion has less irrelevant toward social and political problems in 2019,
where there was a presidential election. During the political contestations, religious leader
commonly produces violent narrative such as radicalism, intolerance, terrorism and
exclusivism connecting religion politics domain. Therefore, the writer focuses his study on the
Friday Sermon presented by preachers who belong to Muhammadiyah and Nahdlatul Ulama,
the majority of Islamic organisation in Indonesia. The expected solution of these problems is
through promoting thevarious strategis of ritual language teaching such as dialogue, developing
tolerant and respecting others, ask the religious adherents to preach religious teaching properly.
However, some obstacles are strongly recommended such as law enforcement should be
needed to solve social conflict related to religious issues and all religious preachers should be
creative to deliver the teaching in the Islamic Friday preaching text.
Keywords: Preservation; Nonviolent Discourses; Ritual Language; Text
125
ANALISIS KEPERLUAN PEMBANGUNAN TAKSONOMI ÁQLIYYAH-

NAFSIYYAH PEMBELAJARAN PENDIDIKAN ISLAM PERINGKAT MENENGAH
Husnul Rita Aris1*, Saedah Siraj1 & Zaharah Hussin1

1
Fakulti Pendidikan,
Universiti Malaya
*hra_08@uitm.edu.my
Abstrak: Tujuan kajian ini adalah untuk mengenal pasti keperluan terhadap pembangunan
Taksonomi Akliyyah- Nafsiyyah Untuk Pembelajaran Pendidikan Islam peringkat menengah.
Kajian ini menggunakan Model McKilip (1987) ubahsuai. Teknik temubual berstruktur
digunakan dalam kajian ini. Seramai 10 orang guru dan 2 pensyarah pendidikan Islam telah
ditemubual berdasarkan protokol temubual yang telah disahkan oleh pakar untuk melihat
keperluan pembangunan taksonomi baharu untuk pendidikan Islam.Data yang temubual telah
dianalisis secara tematik dengan menggunakan atlas t.i.. Keseluruhan hasil dapatan
menunjukkan bahawa kebanyakan guru-gur pendidikan Islam dan pensyarah pendidikan Islam
bersetuju perlu kepada satu taksonomi baharu untuk pembelajaran pendidikan Islam di masa
hadapan. Ini kerana pendidikan Islam banyak merujuk kepada taksonomi Bloom yang menjadi
asas dalam pengajaran, pembelajaran dan penilaian di masa kini. Hasil kajian menunjukkan
bahawa objektif kajian ini telah tercapai dalam fasa ini.
Kata kunci: Taksonomi, Pendidikan Islam, Taksonomi Pembelajaran, Pendekatan Kajian

Rekabentuk dan Pembangunan, Analisis Keperluan
126
STRATEGI PENERAPAN EKSPLISIT NILAI MELAYU ISLAM BERAJA (MIB)

SEKOLAH MENENGAH NEGARA BRUNEI DARUSSALAM: KAJIAN KES
Ismail bin Abas1* & Nur Hazimah bt Haji Marali1

1
Fakulti Pendidikan,
Kolej Universiti Perguruan Ugama Seri Begawan Brunei Darussalam
*ismailmpi858@gmail.com
Abstrak: Bangsa dan negara yang kuat serta mulia tidak hanya bergantung pada kekuatan
fizikal yang bercorak kebendaan dan teknologi. Ia perlu membina kekuatannya berdasarkan
budaya, ilmu pengetahuan, akhlak yang mulia, keyakinan diri yang teguh, semangat
bertanggungjawab serta pengorbanan diri yang tinggi. Strategi penerapan nilai MIB di sekolah-
sekolah menengah Negara Brunei Darussalam bermatlamat memenuhi pembangunan diri insan
yang meliputi komponen rohani, intelek, emosi dan jasmani. Kajian ini bertujuan untuk
menerokai strategi penerapan nilai MIB dalam pengajaran guru Pendidikan Islam sekolah
menengah Negara Brunei Darussalam. Kajian melibatkan 29 orang guru Pendidikan Islam di
tiga buah sekolah menengah Daerah Brunei -Muara. Kajian ini memfokuskan empat aspek iaitu
kekerapan perancangan pengajaran, kaedah pengajaran, teknik penerapan dan penilaian kendiri.
Dapatan kajian menunjukkan bahawa min bagi keempat-empat aspek adalah tinggi sederhana
iaitu: kekerapan perancangan pengajaran:(min= 3.69 ), kaedah pengajaran:(min=3.72 ),teknik
penerapan: (min=3.82) dan penilaian kendiri:(min= 3.57). Implikasi kajian ialah amalan dan
teknik penerapan nilai MIB pengajaran guru mampu membentuk generasi muda calak ke-
Brunei-an sekaligus memberi kesan terhadap pembinaan masyarakat dan negara Brunei
Darussalam.
Kata kunci: Strategi, Nilai MIB, Eksplisit, Sekolah Menengah. Pendidikan Islam
127
THE COMPREHENSIVE STRATEGIES PREDICT CONTENT DELIVERY

QUALITY FOR UGANDAN MUALLAF CURRICULUM
(EXTRACTIONS FROM EVALUATION OF ELEMENTARY ARABIC
LEARNING MODULE EALM)
Kirembwe Rashid Abdul Hamed1*, Mohd Aderi Che Noh1, Hishomudin Ahmad1, Sakinah
Ahmad1, Siti Rosilawati Ramlan1, Sarifah Nurhanum binti Syed Sahuri1, Hayati Ismail1,
Noor Azizi Ismail1, Adibah binti Sulaiman @ Mohamad1, Mardhiah Yahaya1 & Mohammad
Najib Jaffar1
1
Faculty of Major Language Studies,
*kirembwe@usim.edu.my
Abstract: This article is based on USIM research coded: (USIM/ HZWU/ FPBU/
ANTARABANGSA / 41222) which used ADDIE methods to develop an “elementary Arabic
learning module EALM for Ugandan Muallaf UM using elementary Arabic grammar AG,
Arabic derivative morphology ADM, and common Arabic vocabularies CAV. In the EALM
evaluation phase, the researchers used purposive student sample (n=44), the valid and reliable
questionnaires, and the correlational descriptive statistics. The data were collected from UM
pertain two constructs: EALM comprehensive strategies and EALM content delivery quality.
On one hand, the descriptive finding yielded the positively high students’ rating in favor of the
two EALM evaluation constructs. On another hand, the correlational findings revealed that
apart from the two specific coefficients of; ( r )= 0.259 & ( r )= 0.276 which were not found
significant at ( r ) Sig. (2), n=44, 0.01, the rest of ( r ) among EALM comprehensive strategies
and EALM content delivery quality were significant at ( r ) Sig. (2), n=44, 0.01 with variations
ranging from ( r )= 0.5 through ( r )= 0. 97. Hence, the researchers concluded that the higher
the qualities of EALM comprehensive strategies, the better the quality of EALM content
delivery for UM. Thus, the researchers recommended for more empirical research to
experiment the interaction of the said EALM variables in favor of EALM instructional and
implementation qualities.
Keywords: Arabic Content, Comprehensive Strategies, Muallaf, Module, Quality
128
APLIKASI FUZZY DELPHI DALAM REKA BENTUK ELEMEN DALAM

KOMPONEN PEMILIHAN KAEDAH PENGAJARAN DALAM PEMBANGUNAN
MODEL PENGAJARAN TAHFIZ (I-QTMAR)
Mardhiah Yahaya 1*, Siti Rosilawati Ramlan1, Sakinah Ahmad1, Noor Azizi Ismail1 &
Mohd Aderi Che Noh1
1
Fakulti Pengajian Bahasa Utama,
*mardhiah@usim.edu.my
Abstrak: Pendidikan tahfiz (menghafal ilmu) bukan lagi asing di Malaysia dan telah mula
diterima sejak 20 tahun sebelum ini. Bersaing dalam kemajuan dunia, sektor pendidikan tahfiz
perlu seiring dengan perkembangan abad ke 21. Kemajuan teknologi dan keupayaan pelajar
perlu digunakan sebaiknya untuk mengoptimumkan kemenjadian murid yang tinggi dalam
kalangan pelajar Tahfiz di Malaysia. Artikel ini bertujuan untuk mendapatkan konsensus pakar
dalam mereka bentuk elemen dalam komponen pemilihan kaedah dalam pengajaran tahfiz yang
terdapat di dalam Model pengajaran tahfiz berasaskan teknologi maklumat dan komunikasi (i-
Qtmar). Kajian ini menggunakan pendekatan Fuzzy Delphi (FDM) yang menggunakan skala
Likert 7 mata. Reka bentuk komponen pemilihan kaedah dalam Model i-Qtmar adalah
bersandarkan Model Assure, Model Pengajaran dan Pembelajan Al-Qabisi dan ICT –
Enhanced Teacher Development Model. Sebanyak enam item yang telah dicadangkan oleh
penyelidik hasil dapatan kajian literatur bagi elemen dalam komponen pemilihan kaedah
pengajaran tahfiz yang terdapat di dalam Model i-Qtmar telah diberikan kepada pakar untuk
dinilai. Namun satu elemen telah dicadangkan selepas perbincangan bersama pakar penilai.
Seterusnya, data dianalisis menggunakan kaedah FDM, yang menggunakan penomboran segi
tiga Fuzzy (Nombor Kabur Segitiga) dan Proses Nyahfuzzifikasi. Dapatan kajian telah
menunjukkan bahawa persetujuan pakar terhadap elemen dalam komponen pemilihan kaedah
pengajaran tahfiz dalam Model i-Qtmar adalah baik dan diterima selepas pakar keseluruhan
persetujuan melebihi 75% kerana nilai ambang (d) < 0.2 dan skor Fuzzy (A) ≥ α - potong = 0.5
diperolehi. Elemen dalam komponen pemilihan kaedah pengajaran tahfiz disusun mengikut
keutamaan dan diperhalusi dengan penambahbaikan yang telah dicadangkan oleh pakar.
Elemen-elemen yang terbentuk ini memberikan impak yang sangat besar dalam memandu
pengajaran tahfiz lebih teratur dan sistematik. Selain itu juga, membina kerohanian huffaz
rabbani dan melahirkan generasi Al-Quran yang unggul.
Kata kunci: Pendidikan tahfiz, pengajaran, tahfiz, i-Qtmar, ICT
129
MEMPERKASA PENDIDIKAN ISLAM MELALUI PENDEKATAN DIDIK HIBUR:

PENGGUNAAN DRAMA PENDEK SEBAGAI KAEDAH KREATIF DAN
INOVATIF DALAM PENGAJARAN DAN PEMBELAJARAN DI SEKOLAH
Maziahtusima Ishak1*, Hayati Ismail1, Sakinah Ahmad1 & Siti Rosilawati Ramlan1
1
*mshima@usim.edu.my
Abstrak: Kajian lepas menunjukkan kemerosotan minat murid terhadap mata pelajaran
Pendidikan Islam dipengaruhi oleh pelbagai faktor, antaranya adalah kaedah pengajaran guru
yang kurang menarik. Penggunaan kaedah pengajaran yang bersifat kreatif dan inovatif
terbukti dapat mencipta rasa seronok dan meningkatkan minat murid terhadap pembelajaran,
meningkatkan penglibatan murid dalam sesi PdP selain dapat membantu guru meningkatkan
keberkesanan pengajaran. Kajian ini adalah untuk meninjau kesediaan dan tahap penerimaan
murid di beberapa buah sekolah menengah luar bandar di Negeri Sembilan dan Sabah terhadap
penggunaan pendekatan didik hibur dalam bentuk drama pendek oleh guru Pendidikan Islam
(GPI) dalam pengajaran. Drama pendek yang digunakan oleh GPI diinspirasikan melalui isu-
isu sebenar dalam masyarakat Islam di Malaysia dan kandungan drama adalah selari dengan
Dokumen Standard Kurikulum dan Pentaksiran (DSKP) Pendidikan Islam. Data kajian
diperolehi dengan menggunakan instrumen borang soal selidik yang mengandungi sepuluh (10)
item dan dianalisis menggunakan perisian SPSS versi 26.0. Hasil kajian menunjukkan bahawa
majoriti responden menerima drama pendek sebagai kaedah pembelajaran Pendidikan Islam
yang mampu meningkatkan penglibatan aktif dalam PdP, meningkatkan kemampuan
berinteraksi dalam kumpulan, membantu menguasai kandungan dengan lebih cepat dan
mampu meningkatkan tumpuan dalam pembelajaran. Penggunaan kaedah didik hibur seperti
drama pendek dilihat dapat memenuhi keperluan pembelajaran murid pada abad ke-21 yang
lebih berpusatkan murid. Penggunaan drama pendek juga berpotensi sebagai wadah
pembelajaran pendidikan Islam secara informal kepada masyarakat sebagai menyokong usaha
membangunkan nilai dan akhlak generasi masa hadapan yang sesuai dengan tuntutan Islam.
Kata kunci: Didik Hibur, Guru Pendidikan Islam, Inovasi pengajaran, Kaedah Pengajaran
Kreatif, Pembelajaran informal
130
KAEDAH AQLI DALAM KURIKULUM PENDIDIKAN ISLAM DAN KAITANNYA

DENGAN NAQLI
Mohd. Aderi Che Noh1*, Noor Azizi Ismail1, Siti Rosilawati Ramlan1, Mardhiah Yahaya1,
Kirembwe Rashid Abdul Hamed1, Sakinah Ahmad1, Hayati Ismail1, Sarifah Nurhanum Syed
Sahuri1, Maziahtusima Ishak1 & Adibah Sulaiman1
1
*aderi@usim.edu.my
Abstrak: Penyelidikan ini dilakukan untuk meneroka pelaksanaan Integrasi Aqli dan Naqli
dalam kurikulum pendidikan Islam di Malaysia. Kajian ini menggunakan kajian kuantitatif.
Hasil kajian menunjukkan bahawa guru pendidikan Islam memahami integrasi ilmu naqli dan
aqli dari aspek elemen merentas kurikulum dan gabung jalin ilmu. Elemen merentas kurikulum
yang diketengahkan adalah berkait dengan disiplin ilmu-ilmu lain yang diterapkan dalam
bidang Pendidikan Islam. Kaedah berfikir (Aqli) yang digunakan dalam kurikulum Pendidikan
Islam terutama dari sudut kaitannya dengan kebenaran wahyu (Naqli) menunjukkan tahap
amalan PdP GPI berada pada tahap tinggi iaitu pada proses permulaan mendapati (min = 4.29),
proses perkembangan (min = 4.27), proses penutup (min = 4.35). Manakala, soal selidik murid
pula menunjukkan amalan PdP guru dalam mengintegrasikan ilmu mendapati, pada tahap
permulaan ia berada pada tahap sederhana rendah (min = 3.68), tahap perkembangan berada
pada tahap tinggi (min = 4.13) dan tahap penutup berada pada tahap tinggi (min = 4.17).
Kesimpulan kajian ini telah menemui satu lagi bentuk amalan pengajaran berkesan dan
diyakini dapat melahirkan murid yang mempunyai sahsiah yang baik sama ada dengan Allah
S.W.T, rakan dan persekitaran. Selain itu, kesemua bentuk amalan pengajaran yang dimiliki
oleh GPI ini juga disulami oleh penghayatan spiritual guru tersebut terhadap konsep
pengintegrasian ilmu Aqli dan Naqli.
Kata kunci: Ilmu Aqli, Ilmu Naqli, Kurikulum, Pembelajaran, Pengajaran
131
KEKUATAN, CABARAN DAN KEPERLUAN DI SEKOLAH AGAMA RAKYAT
(SAR): KAJIAN KES DI DUA BUAH SAR DI NEGERI KEDAH
Mohd Fairuz Jafar1*, Mohd Faiz Mohd Yaacob1 & Rosna Awang-Hashim1
1
*mohd.fairuz.jafar@uum.edu.my
Abstrak: Sekolah Agama Rakyat (SAR) merupakan institusi penting yang memberi
sumbangan besar kepada dunia pendidikan di Malaysia sejak sebelum merdeka. Walaupun
sebahagian besar SAR telah mendaftar sebagai Sekolah Agama Bantuan Kerajaan (SABK) di
bawah Kementerian Pendidikan Malaysia (KPM), namun masih terdapat sebilangan SAR yang
masih beroperasi secara bersendirian. Kajian lepas menunjukkan keperluan untuk meneroka
dengan lebih mendalam situasi yang sedang dihadapi oleh SAR. Kajian ini bertujuan untuk
mengkaji kekuatan, cabaran dan keperluan yang dihadapi SAR bagi melihat keupayaannya
bertahan dalam persekitaran pendidikan negara yang mencabar. Kajian ini merupakan kajian
kes di dua buah SAR di negeri Kedah dengan menggunakan kaedah kualitatif sepenuhnya.
Teknik temubual berstruktur dan pemerhatian digunakan dalam kajian ini. Perisian Atlas.ti
versi 9 digunakan dalam proses analisis data kajian. Dapatan kajian dikategorikan dalam tiga
kluster utama iaitu; kekuatan, cabaran dan keperluan. SAR mempunyai kekuatan dari segi
komitmen organisasi, memelihara tradisi pengajian agama, menjaga tradisi masyarakat
setempat, memberi peluang pekerjaan kepada guru agama setempat dan membuka ruang
pengajian bagi murid mempelajari agama dari peringkat asas. Cabaran yang dihadapi oleh
SAR adalah sumber kewangan, penyediaan fasiliti yang mencukupi, jumlah murid yang
menyusut dan penyesuaian bagi memenuhi keperluan murid dengan aspirasi sekolah. SAR
memerlukan latihan pengukuhan kompetensi guru, bantuan memperbaiki kemudahan asas,
penglibatan ibu bapa yang menyeluruh, jaringan kerjasama dengan institusi pendidikan lain
dan penglibatan masyarakat dalam memperdayakan sumber. Hasil kajian ini menjadi sumber
kepada pihak berkepentingan dalam melestarikan kewujudan SAR dalam persekitaran
pendidikan negara. Pada masa kini, gamified flipped classroom (GFC) adalah antara strategi
pengajaran yang rancak diperkatakan oleh para pendidik. Pelaksanaan proses pengajaran dan
pembelajaran melalui gabungan teknik gamifikasi dengan flipped classroom memberi kesan
positif kepada pendidik dan juga pelajar. Kajian ini mengkaji kesan strategi GFC terhadap
penglibatan 32 pelajar jurusan Perakaunan daripada Kolej Matrikulasi Perlis dalam subjek
Perakaunan AA015. Kajian ini menggunakan kaedah kuantitatif menerusi soal selidik. Hasil
dapatan kajian melalui analisis data yang menggunakan perisian SPSS versi 27 menunjukkan
strategi GFC dapat meningkatkan penglibatan mereka dalam aktiviti pembelajaran di dalam
kelas (min=4.274; sp=0.487). Konstruk penglibatan tingkah laku mendapat min paling tinggi
(min=4.421;sp=0.533) diikuti dengan penglibatan kognitif (min=4.396; sp=0.530)
dan penglibatan afektif (min=4.005; sp=0.730). Kajian ini diharap dapat menjadi panduan
kepada pensyarah Perakaunan program matrikulasi dalam mempelbagaikan strategi
pengajaran agar dapat meningkatkan penglibatan pelajar dan secara tidak langsung
meningkatkan motivasi pelajar berminat subjek Perakaunan dan mendapat keputusan yang
cemerlang dalam Peperiksaan Semester Program Matrikulasi (PSPM). Di samping itu juga,
penyelidik mencadangkan agar kajian lanjutan dijalankan agar memperoleh hasil kajian yang
lebih holistik dan boleh digeneralisasikan kepada semua kolej matrikulasi dan dalam subjek
lain.
Kata kunci: Sekolah Agama, Pengurusan Sekolah, Kompetensi Guru, Penglibatan Masyarakat,
Polisi
132
KONSEP PENGURUSAN PENDIDIKAN ISLAM BERTERASKAN PARADIGMA

TAUHID
Mustafa Che Omar1*, Qurratu Aini Zulfikri1 & Rahimah Embong1

1
*mustafa@unisza.edu.my
Abstrak: Pendidikan Islam merupakan antara peneraju utama dalam memastikan pendidikan
kontemporari kini dapat membawa perubahan baharu dalam dunia pendidikan. Akan tetapi,
arus globalisasi telah menguasai dunia Pendidikan dengan memisahkan konsep ilmu duniawi
dan ukhrawi yang dikenali sebagai sistem dualisme. Sistem pendidikan Islam yang sistematik
perlu bagi menghadapi cabaran globalisasi yang telah dikuasai oleh Barat. Serangan pemikiran
terhadap dunia pendidikan kini semakin rancak dengan fahaman dualisme. Tindakan dalam
menyatupadukan ilmu moden dan ilmu agama yang berpaksikan tauhid dipanggil sebagai
integrasi. Bagi konteks pendidikan, integrasi merupakan suatu sistem pendidikan yang
menyepadukan antara ilmu wahyu dan ilmu akal. Justeru itu, Pendidikan ini merupakan
pendidikan yang berasaskan Tauhid yang melibatkan pembangunan seluruh potensi manusia
iaitu jasad, akal dan roh secara menyeluruh. Maka, kajian ini bertujuan menerangkan konsep
pengurusan Pendidikan Islam dan konsep paradigma tauhid dalam pendidikan. Kajian ini
berbentuk kualitatif melalui kaedah kepustakaan dan kaedah temu bual berstruktur untuk
mendapatkan maklumat tambahan. Data diperoleh melalui sumber sekunder hasil karya Ab.
Aziz Yusof berjudul Pengurusan Pendidikan Islam, manakal data primer juga diperoleh hasil
daripada temu bual seorang informan iaitu Prof Madya Dr Bazli bin Shafie, pakar dalam bidang
Usuluddin. Hasil kajian menunjukkan bahawa tauhid wajib diterapkan dalam semua aktiviti
kehidupan manusia termasuk bidang Pendidikan. Oleh itu, dalam konsep pengurusan
Pendidikan yang berteraskan Islam mestilah wajib mencorakkan kehidupan diri, masyarakat
dan negara mengikut konsep tauhid. Islam merupakan satu cara hidup. Maka dengan itu, Islam
tidak dapat dipisahkan dengan tauhid. Suatu pengurusan yang berasaskan tauhid ialah satu
falsafah yang lengkap berhubung dengan manusia kehidupannya yang diwahyukan oleh Allah
SWT. Perbincangan dapatan kajian juga dijelaskan melalui kajian ini bagi menjawab soalan
kajian. Implikasi daripada kajian ini adalah memberikan impak kepada beberapa aspek
pengurusan dalam bidang Pendidikan, pembentukan modal insan yang holistik, integrasi dalam
kurikulum, penubuhan sekolah integrasi dan implikasi terhadap pengurusan Kementerian
Pendidikan Malaysia yang berasaskan paradigma tauhid.
Kata kunci: Pengurusan Pendidikan Islam, Paradigma Tauhid
133
AKTIVITI PEDAGOGI BERASASKAN PEMIKIRAN PENDIDIKAN AL-GHAZALI

TERHADAP GURU PRASEKOLAH: KONSENSUS PAKAR
Nik Muhamad Amal Mohd Asri1*, Mohd Nazri Abdul Rahman1 & Abdul Muhsien Sulaiman1
1
Fakulti Pendidikan,
Universiti Malaya
*nikamal37@gmail.com
Abstrak: Pedagogi merupakan aspek penting dalam sesebuah perlaksanaan pengajaran di

dalam kelas. Keberhasilan proses pengajaran yang berkesan bergantung kepada amalan
pedagogi yang diamalkan oleh para guru secara kreatif dan bermakna. Menerusi Kurikulum
Standard Prasekolah Kebangsaan (KSPK), terdapat beberapa aktiviti pengajaran yang boleh
dicadangkan bagi memberikan pengalaman pembelajaran yang menarik kepada kanak-kanak
prasekolah. Dalam tradisi pendidikan islam, aktiviti pedagogi yang dijalankan menjadi
sebahagian dari faktor keberhasilan sistem pendidikan islam pada hari ini. Rasulullah S.A.W
merupakan ikutan terbaik dalam memberikan aktiviti pedagogi yang menarik khusus kepada
kanak-kanak. Kajian ini dijalankan bagi mengenal pasti item bagi strategi pengajaran bagi guru
prasekolah menerusi pemikiran pendidikan al-Ghazālī selaku tokoh ulung dalam pendidikan
islam. Seramai 25 orang pakar dari bidang pendidikan awal kanak-kanak, pembangunan
kurikulum, pendidikan islam dan pihak Kementerian Pendidikan Malaysia (Bahagian
Pembangunan Kurikulum) terlibat di dalam kajian ini. Dapatan kajian menunjukkan bahawa
item yang dicadangkan berkenaan aktiviti pedagogi guru prasekolah berdasarkan pemikiran
pendidikan al-Ghazālī mendapat persetujuan pakar. Kajian mendapati bahawa item aktiviti
pedagogi ini mempunyai hubungan yang signifikan dengan pembangunan karakter selaras
dengan matlamat pendidikan islam yang sebenar. Akhir sekali, kajian juga mencadangkan agar
ditingkatkan kemahiran guru dalam mengelola aktiviti pedagogi yang dicadangkan serta
melakukan integrasi ilmu bagi mewujudkan konsep pendidikan yang holistik.
Kata kunci: Aktiviti Pedagogi, Pendidikan Prasekolah, Pemikiran Pendidikan al-

GhazaliTaksonomi, Pendidikan Islam, Taksonomi Pembelajaran, Pendekatan Kajian
Rekabentuk dan Pembangunan, Analisis Keperluan
134
THE RELATIONSHIP BETWEEN CHILDHOOD TRAUMA AND MENTAL

HEALTH PROBLEMS AMONG UNIVERSITY STUDENTS IN KLANG VALLEY
Muhammad Iman Shamshul Kamal1, Nursyuhaidah Mohd Kadri1*, Azmawaty Mohamad

Nor1, Rozita Wahab1 & Amira Najiha Yahya1
1
Department of Educational Psychology and Counselling,
Universiti Malaya
*syuhaidahkadri@um.edu.my
Abstract: There is a growing body of literature that recognises childhood trauma as an

important risk factor for the development of mental health problems throughout the course of
life. Yet, limited research pertaining to the university students. This study aims to examine the
significant predictors of childhood trauma experiences (emotional abuse, physical abuse,
sexual abuse, emotional neglect, and physical neglect) in influencing the risk of mental health
problems (depression, anxiety, and stress) among university students in Klang Valley. A
sample of 101 university students (32 male and 69 female) completed measures of Childhood
Trauma Questionnaire (CTQ) and Depression Anxiety and Stress Scale (DASS). Regression
analysis revealed that emotional abuse was significantly predict mental health problems among
university students. The model explained 33.4%, 30%, and 25% of the variance in depression,
anxiety, and stress respectively. The findings of this research provide insight for screening of
childhood trauma experiences among university students and attachment-based interventions
in treating students with mental health symptoms.
Keywords: Childhood Trauma, Mental Health, University Students
135
EVALUATE MORAL REASONING OF CHINA PRE-SERVICE TEACHERS: A

PILOT STUDY BY A TEACHING INTERMEDIATE CONCEPT MEASURE
Tu Tao1*, Azni Yati Binti Kamaruddin1 & Vishalache A/P Balakrishnan1

1
Department of Educational Foundations and Humanities,
Universiti Malaya
Abstract: The neo-Kohlbergian approach to moral reasoning operates at three levels. Between
the surface level "codes of conduct" and the fundamental schemas are intermediate concepts.
A prototype Intermediate Concepts Measures for Teachers (TICM) had been designed with
white students who made up the majority of the sample. And the development process, the
preliminary reliability as well as the validity assessment, had also already been completed. This
pilot study describes the use of a prototype TICM for China preservice teachers, redesigns the
development phase of TICM to make it more relevant to the Chinese context, and investigates
how preservice teachers reason about intermediate concepts differently from in-service
teachers. Furthermore, in order to verify the prototype further, this study explores whether pre-
service teachers do better on the TICM than students in other disciplines. Results indicate that
the TICM can assess teachers’ moral reasoning in a specific social context.
Keywords: neo-Kohlbergian, Intermediate Concepts Measures, China, pre-service teacher,

moral reasoning
136
KATEGORI B: PRODUK INOVASI
137
MAGFITECH: SMART WASTE BIN BASED ON BIODEGRADABLE AGENT

HERMETIA ILLUCENS INTEGRATED LOADCELL SENSOR
Fina Kharisma Musallamah *, Halimatus Sa’diyah , Yani Fasichullisan , Alfa’uzun Nisak ,

1 2 3 4
Siti Az-Zahra Kodariyah 5
1,2
Faculty of Mathematical and Natural Sciences, University of Malang,
0341 Malang City, Indonesia
fina.kharisma.2103416@students.um.ac.id*
3
Faculty of Engineering, University of Malang,
yani.fasichullisan.2105166@students.um.ac.id
Faculty of Economics, University of Malang,
4

alfauzun.nisak.2004226@students.um.ac.id
Faculty of Leter, University of Malang,
5

siti.az-zahra.2102536@students.um.ac.id
*Corresponding Author
Abstract: Organic waste is the largest waste with 61% coming from households, while 26%
comes from the food industry and the remaining 13% comes from retail. This condition is a
complex problem that has an impact on the environment. Public awareness in processing
household organic waste is very minimal. The problem with litter boxes is that they are
generally opened manually, which results in low hygiene for litter box users. Then when the
trash can is full but the user is lazy to throw it away, the litter box will be scattered and smell
bad. Based on a market survey, trash can products are now starting to experience modifications
such as automatic trash boxes but are still limited to certain sections. Therefore, the product
innovation of the trash bin with a double function is interesting to develop as a business in the
field of household appliances with a green lifestyle. Processing organic waste with the
integration of the use of bioconversion technology has the potential to be developed. A
bioconversion agent using Hermantia illucens larvae can reduce restaurant organic waste in
the form of food scraps with a percentage of the waste reduction value of 62.68%-73.98%.
Based on the problems and potential of raw materials described above, MAGFITECH is
present as a waste processing product in a 3 in 1 trash bin based on BSF maggot biodegradation
which is integrated with a load cell sensor to determine maggot mass as a waste bioconverter
agent. This product applies the concept of industrial waste management which supports the
goal of SDGs 2030 point 12, namely regarding a sustainable waste management system as a
form of responsibility for the consumption and production that has been carried out.
Substantially, the MAGFITECH production principle can reduce waste production at the
smallest unit, namely the household scale.
Keywords: Waste Bin, Bioconverter, Waste, Organic
138
OVERCOMING ADVERSITY IN STEM EDUCATION: THE SCIENTIST-

TEACHER-STUDENT PARTNERSHIP (STSP) APPROACH IN INTEGRATED
STEM INSTRUCTIONAL PRACTICES
Hidayah Mohd Fadzil * Rohaida Mohd Saat , Mohamad Hisyam Ismail ,

1 2 3
& Muhamad Furkan Mat Salleh 4
1,2
Universiti Malaya, Universiti Teknologi MARA
3,4
*hidayahfadzil@um.edu.my
Abstract: The negative stigma on STEM subjects has ‘infected’ more individuals and
spreading among young generations, manifesting the current ‘pandemic’ scenario in STEM
education. In recent years, the number of students who enroll in the STEM stream and opt for
STEM careers has been deteriorating. Soon, Malaysia will be in a great predicament due to the
insufficiency of STEM workers, which can impede a sturdy nation’s development. This
distressing situation called for collective efforts among STEM personnel to reexamine
classroom practices. Scientist-Teacher-Student Partnership (STSP) is an innovative approach
that focuses on a tripartite collaboration among scientists, science teachers, and students to
deliver science subjects more integrated and student-driven. The partnership provides an
avenue for the partners to learn from each other and ‘team up’ in developing instructional
practices that best advocate meaningful learning, interest, and STEM skills among students to
overcome adversity in enhancing the quality of the implementation of STEM subjects. The
partnership sets out to achieve the following objectives: (1) to identify the best way to teach
science subjects through an integrated approach; (2) to develop practical instructional practices
for science subjects that could enhance the student’s learning experience, and (3) to create a
mutual learning experience between the project members through amicable partnership,
especially for STEM teachers for their personal development. The project began in 2017,
involving scientists and teachers from three science fields i.e., Biology, Physics and Chemistry.
In the first stage, the project focused on developing the model for enhancing science learning
and produced four single-discipline STEM modules for science learning. In 2019, the project
was extended to develop an integrated STEM model driven by the interdisciplinary approach,
connecting concepts and the authentic context in delivering STEM instructional practices. As
a result, another six integrated instructional STEM modules have been produced, which could
be used as reference materials in teaching and improving students’ quality of learning. Besides,
the partnership strategy helped teachers improve their scientific knowledge and skills for
professional development.
Keywords: Integrated STEM, instructional practices, scientist-teacher-student partnership

(STSP), science teacher, teaching and learning
139
FDS (FIRE DETECTOR SYSTEM) AS A STEM-BASED EDUKIT INNOVATION

INTEGRATED WITH IOT TO IMPROVE CREATIVE THINKING SKILLS
Syahrul Candra Ardani*, Dian Nugraheni, Ikliil Zhaafirahdiningko, Hamidah Nigeria Abaca,
Dani Krisna Mahardika
Faculty of Mathematics and Science, Universitas Negeri Malang,

65145 Malang, Indonesia
syahrul.candra.2003516@students.um.ac.id*
nugraheni.fmipa@um.ac.id
ikliil.zhaafirahdiningko.2003516@students.um.ac.id
hamidah.nigeria.2003516@students.um.ac.id
dani.krisna.2003516@students.um.ac.id
Abstract: The Era Society 5.0 has created a demand for new skills as a result of technological
advancements in areas (robotics, IoT and AI). Among these skills are 4C (Communication,
Collaboration, Critical thinking, and Creativity) skills. Creative thinking is one of the important
skills for students to have the capability of solving complex problems in the future. However,
research results have shown that the level of creativity in Indonesians remains low. According
to the 2018 PISA results, Indonesia is ranked 74th out of 79 countries. STEM-based education
is an alternative to improve creative thinking skills by integrating science, technology,
engineering, and mathematics through the use of technology. An innovative product that can
be used to assist in STEM-based learning, namely the FDS (Fire Detector System) Kit. EduKit
FDS has already integrated with an IoT-based fire detection and extinguisher tool that can be
controlled using a website or android application. When there is a fire, the sensor triggers the
microcontroller to activate an electric current, turning on the LED light and alarm buzzer.
Additionally, it activates the water pump to extinguish the fire. FDS integrates with the IoT to
encourage students to embrace cutting-edge technologies and enhance their learning
experiences. FDS also can improve creative thinking skills through several aspects such as
flexibility, elaboration, originality, and fluency. Aspects flexibility in proposing Kit component
designs, elaboration by adding details and features to Kit, originality in generating new ideas
with IoT systems, and fluency in training students to think quickly and efficiently. The FDS
Kit is a digital technology-based fire detection tool that can enhance students' awareness of fire
mitigation. Moreover, science teachers can use the Kit to make learning more interactive and
enjoyable.
Keywords: Creative thinking, EduKit, Innovation, Integrated STEM, IoT.
140
THE NIGHT SCHOOL PROJECT - EMPOWERING TEACHERS FOR INCLUSIVE

EDUCATION
Hema Letchamanan , Tasnim Jannat Nijhu, Ula Weiss, Cassandra Anne Thasan,
*
Hani Nuraini Binti Zaini
Taylor's University
hema.letchamanan@taylors.edu.my *
*
Corresponding author
Abstract: As of April 2022, UNHCR Malaysia registered 182,230 refugees and asylum-
seekers in Peninsular Malaysia, 45,810 of whom are children below 18 years old. Education is
crucial for refugee children as it provides a pathway to resettlement and helps them cope with
changing situations in their home countries. However, the 128 alternative learning centers
(ALCs) in Malaysia, which provide education to refugee and stateless children, are often
lacking in basic facilities such as proper classrooms, partitions, and ventilation, making it
difficult for children to learn. Teachers in ALCs also face significant challenges due to lack of
proper training and resources. The Night School Project recognizes this issue and aims to
empower teachers from marginalized communities with contextualized training programs. This
360-degree innovation involves training by local and international practitioners and academics,
school observations, teacher observation, and peer learning. The 8-month program comprises
eight modules covering different aspects of teaching, including technology integration,
curriculum, assessment, planning, and managing diverse learners. It also includes modules on
managing learners at risk, such as those with behavioral and social-emotional problems
prevalent in marginalized communities. The elongated training program ensures that teachers
develop the necessary skills and knowledge to effectively teach students with diverse
backgrounds and learning needs. By addressing the challenges faced by ALCs and their
teachers, the Night School Project contributes to the direction of future education, promoting
inclusive education for all. The project's focus on empowering teachers from marginalized
communities ensures that students receive quality education from people who can better
understand and address their unique needs. The project also serves as a model for other similar
communities and organizations to follow, ultimately promoting inclusive education for all.
Keywords: Inclusive Education, Refugee
141
SUSTAINABLE MOBILE KIOSK FOR INCLUSIVE ACCESSIBLE EDUCATION
Azlan Ariff Ali Ariff *, Najwa Zulkifli , Nur Zalikha Othman , Muhammad Zulfadhli Saifuddin , Izura Ibrahim
1 2 3 4 5
1
College of Built Environment, Universiti Teknologi MARA Puncak Alam Campus,
42300 Selangor, Malaysia
azlanariff@uitm.edu.my*
2
Academy of Language Studies, University of Technology MARA Shah Alam Campus,
40450 Shah Alam, Malaysia
najwa.zulkifli@uitm.edu.my
3
Faculty of Hotel and Tourism Management, Universiti Teknologi MARA Puncak Alam Campus,
42300 Selangor, Malaysia
zalikhaothman@uitm.edu.my
4
Academy of Language Studies, University of Technology MARA Shah Alam Campus,
40450 Shah Alam, Malaysia
mdzulfadhli@uitm.edu.my
5
Faculty of Business Management, University of Technology MARA Kedah Campus,
08000 Sungai Petani, Kedah, Malaysia
izuraibrahim@uitm.edu.my
* Corresponding Author
Abstract: This proposal outlines an initiative to provide inclusive education to the less
fortunate B40 group who lack access to educational devices. The proposed solution is a mobile
kiosk that aims to improve access to affordable education and essential life skills. This initiative
seeks to address the issue of education inequality, which has been a longstanding problem in
Malaysia. Many people from the B40 group are unable to access educational resources due to
financial constraints and lack of infrastructure. The mobile kiosk will be a cost-effective and
flexible solution to provide inclusive education to the B40 group. It will be equipped with
various educational resources and programs according to the needs of the community, enabling
them to acquire new skills and knowledge necessary for personal and professional growth. The
kiosk will be easily assembled and dismantled, allowing it to move from one location to another
and easily accessible to those who need it the most. This initiative aligns with the United
Nations’ Sustainable Development Goals (SDGs) of Quality Education and Reduced
Inequalities. It is a crucial step towards bridging the gap between the less fortunate and the rest
of the world, providing equal opportunities for all to access quality education. The project will
create opportunities for university students to engage in community service, providing a
mutually beneficial relationship for the university and the beneficiaries. The proposed solution
is scalable and sustainable, as the kiosk can be modified to cater to the needs of different
communities and can be easily relocated to other areas where it is needed. The initiative by the
university to set up a mobile kiosk for inclusive education would be an innovative education
model for achieving education equity and reducing inequality in Malaysia for other universities
and institutions in the country to follow.
Keywords: Accessible Education, Affordable Education, Inclusive Education, Mobile Kiosk,

Community Service
142
THE FUTURE COLLABORATIVE INTELLIGENCE SCHOOLS – BUILDING A

RESILIENT
INDUSTRY 5.0 READY EDUCATION
Yew Chee, Chew *, Cheryl Chew

1 2
1
*CADP, INTI International College Subang, Malaysia
47500 Subang Jaya, Selangor, Malaysia
yewchee.chew@gmail.com
2
School of Business, Monash University Malaysia,
47500 Subang Jaya, Selangor, Malaysia
Cche0308@gmail.com
Abstract: Collaborative intelligence quotient (CIQ) refers to the competency of working

effectively and efficiently with others towards a common goal. The concept of CIQ was first
introduced by Markova and McArthur (2015) as a way to measure and develop this very new
conceptualisation. In the context of Industry 4.0, there are concerns about dehumanisation and
a lack of collaboration due to limited knowledge sharing and adoption of unified values (Saniuk
et al., 2021). The development of Society 5.0, which uses intelligent technologies to link people
through knowledge sharing and collaboration, could help address these concerns (Konno &
Schillaci, 2021). Collaborative intelligence schools aim to create an environment where people
cooperate, innovate, and work together to make the world a better place through the use of our
newly AI product design called “DiCollab”. The AI plug-in is connected to the school library
and database, helping school educators to automate and coordinate student collaborative
activities. It is envisaged that this technology will advance towards fostering national or even
international collaborations, thereby facilitating coordinated efforts among the global academic
community across all levels.
Keywords: Collaborative intelligence, Intelligence-ready schools, Society 5.0, Artificial

Intelligence
143
MASTERING CONTENT WITH MICROLEARNING: A “GLIDE” OF BITE-SIZED

STUDY MODULES
Jasmine Anak Jain *, Mok Shu Jin , Jarell Liew Dae-Len , Danielle Chan Li-Min
1 2 3 4
1
School of Education, Faculty of Social Science and Leisure Management,
Taylor’s University Lakeside Campus,
No.1, Jalan Taylor’s, 47500 Subang Jaya, Selangor, Malaysia.
Jasmine.jain@taylors.edu.my*
Abstract: This innovation focuses on the use of GlideApp to support the course “Nature of
Science” by providing bite-sized, digestible, and focused content with short bursts of
information to emphasize a particular topic. Retention of learning is important in this course,
and microlearning has been supported as a supplemental strategy as it improves focus and
supports long-term retention. This module in GlideApp was developed intentionally with nine
topics to provide more focused and easy-to-comprehend information. The app was
implemented alongside two semesters of lectures, and it was found that the students favored
the app due to its ease of use, convenience, and attainment of learning outcomes. This
innovation is significant as it aligns with existing findings about how microlearning can assist
students in learning in a more meaningful way. It also complements mobile learning, making
education more accessible to everyone. If more of such learning models can be developed,
users with busy schedules, especially students who are juggling study and work, are able to
learn on-demand with more support. The app is web-based, allowing easy access for those with
electronic devices and internet connectivity to access learning materials. In conclusion, this
app has benefitted the students well, especially in their attainment of the course learning
outcomes. The users found that the app was extremely useful in helping them to revise
previously taught topics, prepare for future lessons, and comprehend their attainment of the
course learning outcomes. This innovation has translated into better grades for the students
compared to previous batches and can be scaled its use to other modules to support students’
learning.
Keywords: GlideApp, microlearning, mobile learning
144
EXPLORING PRESERVICE-TEACHERS’ EXPERIENCE WITH VIRTUAL

REALITY ROLE-PLAYING MICRO-
TEACHING ACTIVITIES USING THE ENGAGE VR PLATFORM
P.Thivilojana
School of Education, Taylor's University

Thivilojana.Perinpasingam@taylors.edu.my
Abstract: This project aims to foster immersive learning experience among pre-service
teachers at a higher learning institution. Immersive Learning, specifically Virtual Reality or
VR which is a futuristic pedagogical innovation that needs more attention in the development
of literature especially in the field of education. According to Muñoz-Saavedra, Miró-
Amarante, & Domínguez-Morales (2020), Virtual Reality (VR) is acknowledged as an
excellent instructional tool. This Virtual Reality platform called EngageVR as a medium that
provides an immersive virtual learning environment for teacher education programs,
particularly at private higher learning institutions in Malaysia. This real-time immersive
training experience enables virtual presence in virtual reality settings and allows for life-like
responsive engagements as avatars. Furthermore, the international trend on education for UN
Strategic Development Goals (SDG 4), has specifically targeted providing access to quality
education, however, little attention is given to this target population which is the pre-service
teachers, and this leads to dissimilarities in educational practices. Additionally, the Fourth
Industrial Revolution (4IR) is expected to transform the way future teachers deliver lessons in
classrooms and this project echoes that the virtual simulated classroom settings are especially
needed for teacher training to prepare future- ready teachers to fulfill the demand for highly
skilled new graduates to meet the needs of the relevant global education trends which is moving
towards digital education due to the current pandemic, especially in a hybrid and remote
teaching and learning classrooms. Therefore, the focus of this research project which is to assist
pre-service teachers to improve classroom management skills through Virtual Role-playing
activities on Engage VR which is a risk free platform.
Keywords: Immersive Learning, Virtual Reality and Virtual Role-Playing activities
145
SMART LOCKER SYSTEM FOR HOMELESS
Raja Kumar Murugesan *, Afizan Azman , Siti Nur Dini Mahazan , Fam Ying Sheng ,
1 2 3 4
Sharrvesh Raguraman 5
1
School of Computer Science, Taylor’s University Campus Lakeside,
1, Jln Taylors, 47500 Subang Jaya, Selangor
rajakumar.murugesan@taylors.edu.my*
2
afizan.azman@taylors.edu.my
3
The Design School, Taylor’s University Campus Lakeside,
sitinurdini.mahazan@taylors.edu.my
4
yingsheng.fam@sd.taylors.edumy
5
The Design School, Taylor’s University Campus Lakeside,
sharrvesh.raguraman@sd.taylors.edu.my
Abstract: In recent years, homelessness has gained more prominence as a social issue and
requires observation from relevant parties. Homelessness by definition, according to the
Canadian Definition of Homelessness, is the situation of an individual who lacks stable, safe,
proper accommodation, or the immediate means of acquiring it. Without appropriate housing,
various problems arise for the homeless community such as the need for basic amenities such
as water, electricity, and sanitation. This need leads to the requirement for a secured storage
space for their personal belongings such as identification documents, clothes, shelf-stable foods,
etc. The lack of secure and safe storage options for the homeless community puts them at the
risk of losing their treasured possession, further amplifying their already precarious
circumstances. To combat the lack of secure storage options, the Smart Locker System for
Homeless is the proposed solution to combat the issue. The proposed Smart Locker System for
Homeless will involve the integration of both hardware and software components, including
the implementation of Internet of Things (IoT) devices. This will enable the creation of a
centralised locker management system that streamlines the process of users acquiring a locker.
Additionally, Artificial Intelligence (AI) and Machine Learning (ML) techniques will be
employed to perform data analytics on locker users’ behaviour. By using ML to collect and
analyse locker data, the back-end administrators will be able to track user behaviour and
identify locker usage trends, thereby addressing the needs of the homeless community. The
proposed system aims to provide a secure and dependable solution by incorporating various
authentication methods, including facial recognition, fingerprint sensor, and RFID scanning
through the use of ID cards or wristbands for access control. The advantages of a keyless access
locker system, in comparison to traditional methods, make it highly suitable for the homeless
community. Moreover, the use of RFID ID cards or wristbands for authentication purposes
offers greater convenience and management efficiency in contrast to physical keys.
Keywords: Artificial Intelligence (AI), Homeless, Internet of Things (IoT), Machine Learning
(ML), Smart Locker System
146
VIDEO PENDIDIKAN : SENI RAGAM HIAS PENGANGKUTAN,

ALAT PERMAINAN RAKYAT DAN ALAT DOMESTIK
Annur Firzanah Fakhirah binti Mazli , Siti Zuraida Maaruf

1 2

1
UiTM Puncak Alam Campus, 42300 Puncak Alam, Selangor, Malaysia

2019217736@student.uitm.edu.my

2

sitiz610@uitm.edu.my
Abstrak: Kajian ini dijalankan untuk mengenal pasti faktor-faktor yang mempengaruhi
penggunaan video dalam Pendidikan Seni Visual khususnya di sekolah-sekolah menengah
sebagai bahan bantu mengajar. Selain itu, kajian ini juga dijalankan untuk mengenal pasti
hubungan antara faktor yang disenaraikan sebagai penentu penggunaan video dalam aktiviti
pengajaran. Teori Penerimaan Simbolik telah dipilih dan amat sesuai untuk diaplikasikan
dalam mengenal pasti tahap penggunaan video semasa sesi pengajaran dijalankan. Kajian ini
telah dijalankan menggunakan pendekatan kuantitatif. Seramai 35 orang responden dalam
kalangan guru pendidikan seni visual di sekolah-sekolah menengah Daerah Raub dan Bentong
telah dipilih sebagai sampel dalam kajian ini. Satu set item soal selidik telah diedarkan melalui
google form untuk mengumpul data kajian. Data dianalisis secara deskriptif menggunakan
Korelasi Pearson yang dijana oleh perisian Statistical Package for the Social Sciences (SPSS).
Hasil kajian menunjukkan bahawa banyak faktor yang telah mempengaruhi keberkesanan
pembelajaran pendidikan seni visual menggunakan video dan faktor-faktor tersebut berada
pada tahap yang tinggi. Oleh yang demikian, pengkaji telah mencadangkan agar kajian lanjutan
perlu dilaksanakan untuk meningkatkan lagi kualiti kaedah pembelajaran menggunakan
medium video dalam kalangan guru pendidikan seni visual di sekolah-sekolah menengah.
Kajian lanjutan perlu dijalankan dengan mengambil kira faktor-faktor penggunaan teknologi
maklumat dan komunikasi seperti aplikasi dalam talian, e-portfolio, blog dan sebagainya dalam
aktiviti pengajaran dan pembelajaran pendidikan seni visual.
Kata Kunci: blog, e-portfolio, Korelasi Pearson
147
ZOO DIGITAL - PEMBELAJARAN MAYA DALAM MENEROKA DUNIA

MINECRAFT
Nurul Huda Rohezad, Nur Aina Hazwani Mohd Andri,Nur Anis Aisyah Afiruddin,
Siti Nur Balqis Adhiyah Abdul Rahman, Lee Xuan Rou, Silvia Chee Huiqin &
Mohd Nazri Abdul Rahman
Abstrak: Minecraft merupakan salah satu platform permainan digital yang terkenal dikalangan
kanak-kanak mahupun orang dewasa. Permainan ini mempunyai banyak kelebihan yang
mampu meransang pembelajaran kanak-kanak terutamanya dalam bidang ICT, Matematik dan
juga subjek lain. Guru boleh menggunakan pendekatan ini untuk menarik minat kanak-kanak
belajar sambil bermain. Di dalam dunia maya ini juga kanak-kanak bebas untuk belajar,
berimaginasi dan berinteraksi dengan rakan diatas talian mereka. Pada kali ini, 'Minecraft
Education' telah dijadikan sebagai Zoo Digital yang diadakan atas talian dimana setiap pelajar
akan belajar tentang haiwan dan juga cara pelajar boleh mempermainkan Minecraft Education
sebagai platform pelajaran. Hal ini secara tidak langsung dapat menukar pandangan pelajar
tentang definisi belajar didalam kelas serta mampu membantu pelajar untuk lebih memahami
konsep pembelajaran yang diajarkan.
Kata Kunci: Pembelajaran Maya, Minecraft
148
MINECRAFT EDUCATION: MENGENAL WARNA
Nur Ain Najihah Binti Moktar, Putri Liyana Binti Suruji, Nur Athirah Syamilah Binti
Dahalim, Nurul Syazwani Binti Mohamad Faudel, Mohd Nazri Bin Abdul Rahman
Fakulti Pendidikan Universiti Malaya
Abstrak: ‘Minecraft Education’ adalah sebuah platform untuk bermain permainan digital
berdasarkan dunia terbuka yang direka untuk meningkatkan kreativiti dan juga mewujudkan
suasana pembelajaran yang lebih efektif dengan cara membina kolaborasi antara guru dan
pelajar dalam menyampaikan ilmu dengan cara yang berbeza. Minecraft yang dihasilkan
adalah untuk mendedahkan kepada kanak-kanak atau pemain tentang warna yang ada di
sekeliling mereka dan melatih kemahiran dan perkembangan kognitif kanak-kanak. Minecraft
ini mempunyai beberapa stesen atau ‘checkpoint’ yang mengkehendaki pemain untuk
mengikuti arahan di setiap stesen tersebut. Antara arahannya ialah pemain perlu mengenal pasti
warna yang tertera dalam arahan. Kemudian, pemain perlu menghancurkan beberapa blok
warna mengikut arahan yang diberi. Setelah permainan selesai, pemain didedahkan dengan
video berkaitan perasaan dan emosi berdasarkan warna melalui pautan yang dikongsi dalam
arahan. Faedah Minecraft ini dibina adalah untuk melatih kanak-kanak mengenal warna dan
mahir membezakan warna-warna yang ada disekeliling mereka. Kesannya, kanak-kanak dapat
mengenal pasti perbezaan warna yang pelbagai, mengenal ejaan warna dan membaca lambang
huruf warna serta kanak-kanak akan memperolehi pengetahuan tentang perasaan dan emosi
berlandaskan warna.
Kata Kunci: Warna, perasaan, emosi, kognitif, kreativiti, minecraft, permainan digital
149
TAMAN TEMA DIGITAL - PEMBELAJARAN KREATIF DALAM MENEROKA

DUNIA MINECRAFT
Nur Hazwani Abdul Rahim, Nurul Tasnim Mohd Rosdi, Khairunnajwa Khairol Anuar,
Syahmina Jaslan & Mohd Nazri Abdul Rahman
Abstrak: Umum mengetahui, permainan atas talian seperti Minecraft telah menjadi trend
dalam kalangan kanak-kanak generasi kini berikutan pendedahan teknologi yang semakin
meluas. Oleh itu, norma seorang kanak-kanak yang biasanya tertarik kepada sesuatu benda
yang menghiburkan telah mencetuskan idea kepada kami untuk mencipta sebuah taman tema
digital di dalam permainan Minecraft ini. Oleh yang demikian, terdapat beberapa elemen yang
kami masukkan di dalam server dunia yang kami cipta seperti membina sebuah ‘roller coaster’,
sungai serta kandang haiwan seperti kuda dan ayam. Kanak-kanak boleh menerokai dunia ini
dengan mencuba aktiviti-aktiviti berdasarkan binaan yang ada. Contohnya, menaiki roller
coaster. Hal ini memberi peluang kepada mereka untuk mendapatkan gambaran perasaan
menaiki sebuah roller coaster walaupun dalam dunia realitinya, had umur menjadi penghalang.
Seterusnya, untuk binaan sungai pula, kanak-kanak boleh menerokai sungai dengan menaiki
bot yang disediakan serta mereka juga boleh menunggang kuda yang ada dan belajar untuk
mengutip telur daripada ayam yang diternak di dalam permainan tersebut. Pelbagai manfaat
dapat diperoleh daripada permainan digital ini, bukan sekadar hiburan malah boleh dijadikan
sebagai salah satu platform untuk tujuan pengajaran. Kewujudan medium seperti Minecraft ini
juga membantu kanak-kanak dalam mengasah kreativiti mereka melalui pemahaman konsep-
konsep tertentu dengan cara yang lebih santai dan menarik. Kanak-kanak juga boleh
berkomunikasi secara bebas bersama rakan-rakan mereka di platform ini. Melalui komunikasi
ini juga dapat melatih mereka untuk bekerja secara berkumpulan. Kesannya, golongan belia
yang mahir dalam bidang IT akan meningkat di samping memberi kelebihan untuk
pembangunan negara. Cadangan kami, pihak tertentu seperti Kementerian Pelajaran Malaysia
perlu mengambil tindakan dalam mengasah kemahiran para pendidik terutamanya dalam
bidang teknologi dan maklumat untuk mengelakkan kemunduran generasi pelapis negara serta
mengambil serius tentang kelebihan permainan digital dalam kalangan generasi muda untuk
menjamin masa depan negara.
Kata kunci: Pembelajaran Kreatif, Minecraft
150
ADVENTURE THROUGH THE JUNGLE – PEMBELAJARAN MAYA DALAM

MENEROKA DUNIA MINECRAFT
Anis Amanina Binti Idris, Nurasmieda Balqis Binti Sadron, Nur Farah Atiqqah Binti
Zainuddin, Hamza Malik & Mohd Nazri Abdul Rahman
Abstrak: Seiring dengan pembangunan teknologi masa kini, permainan digital juga telah
semakin berkembang dengan adanya pelbagai jenis permainan digital yang juga dijadikan
tempat untuk belajar. Sebagai contoh, platform ‘Minecraft Education’ dimana ianya dicipta
daripada satu permainan digital, iaitu ‘Minecraft’ yang dikenali sebagai salah satu permainan
digital yang mendapat sambutan daripada pelbagai lapisan masyarakat tidak kira kanak-kanak
mahupun orang dewasa. Perkara ini telah dijadikan sebagai satu inisiatif untuk mewujudkan
satu platform pembelajaran maya, iaitu ‘Minecraft Education’ yang boleh memberi
pengalaman kepada pelajar untuk belajar sambil bermain. Para guru amat digalakkan untuk
menggunakan platform ini bagi menarik minat pelajar sekaligus meningkatkan kemahiran
pelajar dalam bidang ICT. Oleh itu, kumpulan kami telah mencipta satu ruangan pembelajaran
digital dengan menggunakan platform ‘Minecraft Education’ yang bertemakan ‘Adventure
Through the Jungle’. Sesuai dengan nama tema kami, para pelajar akan diberikan pengalaman
melihat beberapa jenis haiwan dimana kumpulan kami telah membuat mini zoo didalam hutan
tersebut. Selain itu, mereka juga akan diberikan pengetahuan tentang nama dan ciri habitat
haiwan-haiwan yang ada.
Kata kunci: Pembelajaran Maya, Minecraft
151
INOVASI BAHAN PENGAJARAN MINECRAFT: KEJURUTERAAN DALAM

PEMBANGUNAN
Hajjar Umniya Kareema Mohd Zailan, Nurul Izzati Ain Baharudin, Nurul Izzati
Mohd Nazaruddin, Siti NurShafiqah Rosi, Mohd Nazri Abdul Rahman
Abstrak: Minecraft merupakan bentuk permainan fiksyen yang terkenal dalam kalangan
kanak-kanak pada hari ini. Inovasi Minecraft memperkenalkan bahan pengajaran dan
pembelajaran tentang pendidikan STEM iaitu singkatan kepada bidang Sains, Teknologi,
Engineering dan Matematik. Penggunaan STEM dalam Minecraft adalah untuk memberikan
pendedahan awal kepada murid-murid sekaligus untuk meningkatkan daya saing dalam bidang
pembangunan teknologi. Tunjang utama inovasi bahan pengajaran Minecraft ini adalah bidang
kejuruteraan dalam pembinaan bangunan yang memfokuskan kepada murid-murid di peringkat
sekolah rendah dan peringkat seterusnya. Melalui inovasi Minecraft yang bertunjangkan
kejuruteraan dalam pembangunan ini, murid-murid dapat melihat pelbagai bentuk binaan
bangunan yang dihasilkan sekaligus dapat mencetuskan idea dalam menghasilkan sesuatu
unsur bangunan yang unik dan menarik. Murid-murid juga dapat melihat keseluruhan rekaan
dalaman bangunan yang dihasilkan. Selain itu, mereka juga dapat membina dan membentuk
binaan mereka sendiri selari dengan imaginasi mereka tanpa ada batasan. Seterusnya, murid-
murid dapat mengenal pasti sistem pembangunan yang dihasilkan di mana untuk menghasilkan
sebuah pelan pembangunan yang maju dan inovasi, perlulah mempunyai kelengkapan yang
mencukupi untuk diduduki oleh ssebuah komuniti seperti pembinaan sekolah, hospital, kedai,
perumahan dan sebagainya. Justeru itu, guru memainkan peranan sebagai ‘motivator’ untuk
membimbing dan memberikan pendedahan kepada murid-murid tentang Pendidikan
kejuruteraan dalam pembangunan yang merupakan salah satu pendidikan STEM yang
diterapkan pada masa kini. Oleh hal yang demikian, mereka dapat mengeratkan hubungan
sesama rakan sekelas, berkongsi dan bertukar idea serta menghargai waktu bermain dengan
perkara yang bermanfaat.
Kata kunci: Minecraft, Inovasi Pengajaran
152
Tema: Inovasi dalam Pengajaran dan Pembelajaran
PENGGUNAAN ‘SHAPE GAME’: BAGI PEMBELAJARAN MATEMATIK AWAL

PRASEKOLAH
Kamariah Abu Bakar , Intan Nur Ain Isewan , Mas Atiqah Mohd Tahir , Norhashimah
1 2 3
Hassan , Nabihah Safuraa Zakaria

4 5
1
43600 Bangi Selangor Darul Ehsan
kamariah_abubakar@ukm.edu.my
2
intan@ukm.edu.my
3
masatiqahmohdtahir@ukm.edu.my
4
shima89@ukm.edu.my
5
nabihahsafuraa@ukm.edu.my
Abstrak: Mengenal bentuk merupakan salah satu topik yang terkandung dalam matematik
awal prasekolah. Pembelajaran topik bentuk menggunakan kaedah konvensional seperti kad
bergambar dan lembaran kerja menyebabkan murid bosan seterusnya hilang tumpuan terhadap
pembelajaran. Akibatnya murid tidak mengenal, menyebut dan melakar bentuk dengan baik.
Justeru itu, ‘Shape Game’ ini digunakan untuk membantu murid mengenal bentuk dengan
mengaplikasi kaedah belajar sambil bermain. Reka bentuk kajian ini menggunakan kaedah
kualitatif menggunakan teknik temubual dan pemerhatian sepanjang aktiviti permainan
dijalankan. Ujian pra dan ujian pos penguasaan mengenal bentuk dijalankan terhadap 20 orang
murid 5 tahun. ‘Shape Game’ ini melibatkan 4 Check Point yang direka mengikut 4 peringkat
tahap kesukaran (mudah ke sukar). Check Point 1 (Colourful Shapes),menguji kemahiran
murid menyebut, mengecam, memadankan mengikut nama, warna dan bentuk yang sama.
Check Point 2 (Colourless Shapes) ,memerlukan murid menyebut, mengecam, memadankan
bentuk tidak berwarna mengikut nama dan bentuk sahaja. Check Point 3 (Shapes Match Word),
murid dikehendaki menyebut, mengecam, memadankan bentuk dengan nama bentuk. Akhir
sekali, Check Point 4 (Sand Shapes) murid perlu menyebut, mengecam, melakar bentuk
mengikut kad nama bentuk yang dipilih. Hasil dapatan menunjukkan terdapat peningkatan
dalam penguasaan topik bentuk selepas murid melaksanakan aktiviti “Shape Game” ini
berbanding sebelum melaksanakannya. Majoriti murid boleh menguasai mengenal, menyebut
dan melakar bentuk (bulat, bujur, segi tiga, segi empat sama, segi empat tepat dan bintang).
Hasil dapatan temubual murid menyatakan mereka belajar mengenal bentuk melalui kaedah
yang menyeronokkan. Hasil dapatan pemerhatian pula mendapati pembelajaran topik bentuk
ini lebih berkesan, menarik minat murid untuk terlibat secara aktif. ‘Shape Game’ yang berkos
rendah ini juga berpotensi untuk digunakan kepada murid seawal usia 4 tahun kerana ianya
bersifat menarik dan mudah digunakan. Kesimpulannya ‘Shape Game’ ini dapat meningkatkan
tahap penguasaan pembelajaran murid dalam topik bentuk dan menjadikan pembelajaran lebih
berkesan dan menarik.
Kata Kunci : Bentuk, Matematik Awal, Prasekolah
153
PENGAJARAN DAN PEMBELAJARAN MELALUI PENEROKAAN SIFAT

GEOMETRI
2-DIMENSI MENGGUNAKAN MR-2D GEO KIT
Mohd Razip Bajuri
Faculty of Education, Universiti Malaya,

50603 Kuala Lumpur, Malaysia
razip.bajuri@um.edu.my
Abstrak: Pengajaran dan pembelajaran geometri 2D sememangnya mencabar bagi pelajar

sekolah menengah, terutamanya melalui pembelajaran dalam talian (PDPR) semasa COVID
19. Pengajaran dan pembelajaran bentuk geometri 2D menjadi kurang berkesan kerana guru
dan pelajar perlu mempunyai alat yang bersifat tangible dan boleh dimanipulasi untuk
membantu mereka membina pemahaman dan konsep geometri 2D. Kebanyakan pelajar
menghadapi kesukaran untuk memahami dan mengingati sifat serta ciri- ciri geometri bagi
pelbagai jenis poligon, dan bagi tajuk Teorem Pythagoras. Keadaan ini membawa kepada
pembelajaran geometri 2D dan topik-topik lain di peringkat lebih tinggi akan menjadi lebih
sukar dan mencabar bagi pelajar. Keadaan ini sedikit sebanyak menyumbang kepada isu
pencapaian pelajar Malaysia dalam matematik yang masih belum dapat diselesaikan, dan topik
geometri merupakan salah satu topik penting dalam mata pelajaran matematik. Kit Geometri
MR-2D ialah alat pembelajaran yang inovatif menggunakan konsep pemikiran divergen. Kit
ini boleh digunakan untuk pelajar sebagai pembelajaran dalam kumpulan atau pembelajaran
kendiri di sekolah. Berdasarkan kajian lepas yang dilakukan oleh inovator kit ini, MR-2D
Geometry Kit mempunyai keupayaan untuk meningkatkan pemahaman pelajar tentang konsep
geometri 2D sebanyak 56%, Kit ini telah sisebarluaskan penggunaan dalam kalangan pelajar
sekolah menengah di Kawasan lembah Klang. Kit Geometri MR-2D telah memberi manfaat
kepada beberapa sekolah dalam pembelajaran konsep geometri 2D. Sekumpulan pakar dalam
pendidikan matematik dari Universiti Malaya (UM) telah melaksanakan projek ini dan ia
dijangka akan dapat memberikan sumbangan yang signifikan kepada bidang pendidikan
matematik.
Kata kunci: MR-2D Geometry Kit, 2D Geometry Teaching and Learning, Tangible and
manipulative learning materials
154
INOVASI PENGAJARAN DAN PEMBELAJARAN DALAM INTERVENSI

BUNYI PERTUTURAN KANAK-KANAK
Noormala A.A*, Rafiza A.R, Siti Hajar H.

Universiti Malaya, Kuala Lumpur
malaazmi79@gmail.com*
Abstrak: Pada umur empat tahun, 92% sebutan bunyi pertuturan kanak-kanak adalah tepat dan
meningkatkan keyakinan mereka terlibat secara aktif dalam komunikasi lisan. Masalah sebutan
atau pelat terjadi apabila kanak-kanak sukar atau tidak boleh menyebut bunyi tertentu melepasi
umur yang dijangkakan. Implikasi keadaan ini ialah pertuturan sukar difahami, gangguan
dalam interaksi sosial, masalah psikologi dan kesukaran dalam pembelajaran. Berbagai
pendekatan pengajaran dan pembelajaran dalam intervensi bunyi pertuturan telah
diperkenalkan untuk meningkatkan kejelasan pertuturan kanak-kanak. Intervensi persepsi
auditori, kognitif-linguistik, dan penghasilan pertuturan biasanya dilaksanakan menggunakan
kad bergambar sebagai bahan bantu belajar. Inovasi pengajaran dan pembelajaran dalam
intervensi bunyi pertuturan kanak-kanak (E-Tutur) mensasarkan pembelajaran secara digital
yang berasaskan permainan bagi meningkatkan motivasi dan tahap pencapaian kanak-kanak.
Pembangunan E-Tutur adalah berasaskan kajian literatur secara sitematik (systematic literature
review, SLR) dan penilaian pakar bidang. Empat aktiviti telah dikenal pasti dan dipersetujui
oleh pakar bidang iaitu; latih tubi pendengaran, bezakan pasangan perkataan, kenal pasti tempat
penghasilan bunyi, dan namakan gambar yang dipersembahkan dalam bentuk set permainan
E-Tutur. Inovasi teknologi E-Tutur berjaya mempelopori pengajaran dan pembelajaran dalam
intervensi pertuturan berasaskan permainan digital yang mesra pengguna sama ada di kalangan
professional atau ibu bapa kanak-kanak pelat. Selain itu, hasilnya menyumbang kepada
implikasi kepada pengajaran, perkhidmatan, kandungan dan persekitaran pembelajaran.
Kata Kunci : bunyi pertuturan; kesalahan sebutan; pelat; permainan digital
155
DEVELOPING A MUSEUM MOBILE LEARNING APPLICATION (MMLA) IN

ENRICHING UNIVERSITY STUDENTS’ LEARNING PROCESS
Nur Nabila Binti Ab Sukor *, Mohd Kharezan Bin Rahmat , Nur Nabihah Mohamad Nizar ,
1 2 3
Badrul Bin Isa 4

1

nabilasukor8@gmail.com*
2

mohdk787@salam.uitm.edu.my
3

nurnabihah@um.edu.my
4

badru010@uitm.edu.my
Abstract: In order to avoid the spread of the COVID-19 virus and ensure the continuity of
educational institutions were asked to shut down, while educators were urged to shift to more
flexible teaching and learning approach. This paradigm shift has caused compulsory
modification of both educators and students’ attitude and mind-set toward possibilities of
broadening their teaching and learning resources and contexts. Indirectly, this situation has
inflated the role of museum in providing non-formal learning among university students.
Through the extensive assent of technological advances and digital possibilities, the uses of
mobile technology have offered an open learning system in museum, where new forms of
cooperative resources creation and evaluation happens. In that regard, the main aim of this
present study is to investigate the potential of mobile learning application in enriching
university students’ learning process. To date, there is no published research that addressed
similar research objectives, especially at tertiary level and in the local context of Malaysia. The
respondents of the study will be students from the Faculty of Education, Universiti Teknologi
MARA Selangor branch campus. This study will be conducted in three phases. The first phase
aimed to develop a prototype of the Museum Mobile Learning Application (MMLA). The
second phase consisted of performing a pilot study to assess the performance of the prototype
as well as the instrument's reliability. Finally, the third phase comprised of collecting data
through an online survey. It is envisaged that findings derived from this study will contribute
toward understanding the uptake, determining acceptance factors, and forming a standard and
mobile learning application model for university students. This effort is in-line with shift nine
of the Malaysia Education Blueprint that outline the globalized technology learning movement,
ensuring inclusive and equitable quality education for all, and increase the supply of qualified
teachers in developing countries as in guideline four of the Sustainable Development Goal.
Keywords: Educational Technology, Flexible Teaching, Higher Education, Mobile-learning

Application, Museums.
156
INTEGRATION AND APPLICATION OF AUGMENTED REALITY

TECHNOLOGY IN VISUAL ART EDUCATION BASED ON FELDMAN MODEL
OF CRITICISM
Syabil Naufal Yaacob , Siti Sarah Zulaikha Zahari , Azirah Taming ,

1 2 3
Nur Nabihah Mohamad Nizar 4
Department of Language and Literacy Education,

1,2,3

Malaysia
U2004389@siswa.um.edu.my
1
4
Department of Educational Foundations and Humanities,
Malaysia
nurnabihah@um.edu.my
4
Abstract: The combination of a visual art education (VAE) lesson and augmented reality (AR)
technology can increase student performance and stimulate their intrinsic motivation to feel
satisfaction in learning art criticism. At the same time, it can overcome the limitations of
learning aids, bring technical support for art criticism learning, and make theoretical thinking
reliable. AR technology is capable of assisting the teacher to explain a subject, providing a
visual representation of the material, and helping students test out their knowledge in practice.
There are limited numbers of digital-based media that have been used in VAE learning,
including AR technology. Therefore, this study aims to analyse the development of students in
appreciating paintings by using AR technology as a learning medium. The research design
employs the following steps: (1) preparing the paintings; (2) preparing the art criticism learning
based on the Feldman Model of Criticism (3) integrating augmented reality technology in art
criticism learning; and (4) evaluating the learning process. This research involved 72
undergraduate students who were studying and were interested in learning art criticism. The
findings indicated that students’ acceptance of learning art criticism through the
implementation of AR is high. Students were competent to apply the Model of Art Criticism
in their learning activities; thus increasing their ability to (1) describe, (2) analyse, and (3)
interpret and evaluate a painting. Overall, it can be concluded that media learning through AR
technology can simplify visual art education and improve the effectiveness of art criticism
specifically in the painting process.
Keywords: Art Criticism, Model of Art Criticism, Augmented Reality, Visual Art Education
157
INNOVATION PRODUCT: KEREPEK PISANG RA.NGOUP
Norzakhir Bin Ahmad Azizan , Siti Zuraida Maaruf

1 2

1
UiTM Puncak Alam Campus, 42300 Puncak Alam Selangor, Malaysia

2019206672@uitm.edu.my

2

Sitiz610@uitm.edu.my
Abstract: Nowadays, many traders or entrepreneurs have started a business and it doesn't
matter what type of business it is selling beauty products, health, clothes, food and more. Food
is very important to us and we eat every day whether it is light or heavy food. A very popular
food business now is snacks such as crackers or chips. This is because the food is very easy to
find and very quick to eat. For this innovation competition, I have chosen my own family
business which is a food product which is banana chips and this family business is only on a
small scale. In addition, this product does not have an official packaging, only using a container
or plastic to pack. Therefore, I got the idea to design the packaging of these banana chips. This
is because I want to make the packaging look neater and stronger, can be marketed more widely
and this can also protect the quality of the food from spoiling. In the beginning, I sketched a
picture of the packaging, designed a logo, and studied colors and font types that were suitable
to produce this product. After that, I transferred the manual design into Ai for digital design.
Next, I started the process of printing the design and finally finished the official package for
this banana chip product. I found that my family members, especially my parents, were very
happy to see this new package because it was very luxurious and exclusive. They have also
planned to market these banana chips more widely because they no longer have to worry about
chip damage, can attract buyers, and so on.
Keywords: Logo, Packaging, Ai
158
INNOVATION PRODUCT : BUDU CAP KETEREH
Nur Fatin Binti Mat Ripin , Siti Zuraida Binti Maaruf

1 2

1


2

Abstract: Budu Cap Ketereh is one of the budu brands that budu fans are familiar with,
especially those from the East Coast. Budu is a mixture of crushed fish or fermented anchovies.
From the very small Ketereh Heritage Factory at the back of his house and using the image of
a yellow ketereh (guava) bean as its brand symbol, this budu business has officially grown into
a 0.8-hectare Budu Cap Ketereh production plant, claiming the title as the largest budu
producer in Malaysia. Budu Cap Ketereh currently processes more than 4 tons of fresh
anchovies into an average of 60,000 bottles of budu per month or 10 million bottles per year
or RM10 million in annual sales value. I am a Budu Cap Ketereh fan, the reason why I want to
innovate this product is because of this Budu Cap Ketereh product packaging, unchanged for a
long time. If a comparison is made between other Budu, all the packaging is more or less the
same. So I think to make it more attractive than other budu, the packaging needs to be different
than others. I will thus redesign the product using Adobe Illustrator and Adobe Photoshop, and
then print it. I'll make 5 various sorts of Budu packaging as a consequence. Then, in order to
advertise budu to the general public, I will also create posters, brochures, and promotional
videos. In conclusion, I hope to be able to help the company that produces this budu in
expanding.
Keywords: Budu, Cap, Inovasi, Ketereh, Produk
159
PRODUK INOVASI : PENUTUP MUKA HELLO DAISI
Alisya Nadzira Bt Badrul Nadzar , Siti Zuraida Maaruf

1 2
Faculty of Education, Universiti Teknologi MARA, UiTM Puncak Alam Campus, 42300
1
Puncak Alam, Selangor, Malaysia

2019472658@students.uitm.edu.my
Faculty of Education, Universiti Teknologi MARA, UiTM Puncak Alam Campus, 42300
2
Puncak Alam, Selangor, Malaysia

Abstrak: Kajian yang dilakukan ialah untuk penjenamaan semula perniagaan Hello Daisi. Ia
adalah perniagaan yang menjual penutup muka. Kajian ini mengfokuskan kepada reka semula
bungkusan, logo, dan kaedah promosi. Kajian ini juga berpandukan beberapa artikel sebagai
rujukan. Selain itu, kajian ini dipecahkan kepada beberapa langkah. Langkah awal dalam kajian
ini adalah membuat lakaran tentang logo dan cara pembungkusan. Seterusnya, beberapa
lakaran akan dipilih dan kajian warna akan dilakukan bagi menentukan pilian akhir sebelum
dijadikan produk akhir. Video promosi juga dihasilkan bagi menunjukkan perbezaan antara
produk asal dan produk yang diubah suai. Secara konklusinya, kajian ini menunjukkan inovasi
produk adalah penting bagi mencari masalah pada produk asal dan mencari jalan dalam
memudahkan pengguna dan bagi menarik minat pelanggan.
Kata Kunci: Hello Daisi, Penjenamaan semula, Video Promosi
160
VIDEO INOVASI : HANA SCARVES
Haizatul Anis binti Mohd Zamri , Siti Zuraida Maaruf

1 2

1
UiTM Puncak Alam Campus,42300 Puncak Alam, Selangor, Malaysia


2

sitiz610@uitm.edu.my
Abstrak: Abstrak ini berkenaan dengan penceritaan awal berkenaan video produk inovasi yang
telah dihasilkan. Produk inovasi yang dihasilkan ini adalah berkenaan dengan pembungkusan
semula produk asal. Pengubahsuaian dan penambahbaikan pembungkusan dan promosi yang
dilakukan terdapat di dalam produk inovasi ini. Bagi produk yang telah dipilih adalah produk
perniagaan milikan tunggal iaitu sebuah perniagaan tudung iaitu ‘Hana Scarves’ melalui
inovasi yang dilakukan produk ini mempunyai logo, promosi dan pembungkusan yang unik
dan lain daripada perniagaan tudung di pasaran. Terdapat 5 jenis pembungkusan yang direka
khas dan mempunyai nilai identiti dan corak tersendiri yang bertemakan lingkaran garisan yang
membentuk bunga. Penggunaan gabungan warna merah jambu dan biru muda juga
meningkatkan daya tarikan kepada pembeli wanita. Antara pernyataan masalah yang dihadapi
adalah persaingan dengan perniagaan tudung yang sudah mendapat nama di pasaran dan
mempunyai peminat yang tersendiri serta memastikan pembungkusan dan promosi yang
dihasilkan membuatkan pembeli mudah tertarik dan tidak mudah lupa. Kaedah video produk
inovasi ini akan menerangkan cara pembuatan logo, pemilihan pembungkusan, cara promosi
dan video promosi bagi produk yang akan dipamerkan. Oleh itu dapat memberi gambaran terus
kepada penonton untuk memahami proses produk inovasi ini dihasilkan. Menerusi hasil produk
inovasi ini dapat memberi impak positif kepada perniagaan saya sendiri iaitu Hana Scarves
kerana dapat menemukan identiti dan kreativiti serta mengolah bakat lukisan saya di dalam
pembungkusan perniagaan sendiri. Kesimpulannya video produk inovasi ini diharapkan dapat
memberikan inspirasi kepada perniagaan kecil agar terus berdaya saing secara sihat dan
sentiasa memikirkan idea yang kreatif serta inovatif agar produk yang dihasilkan dipandang
dan menjadi tarikan pembeli di luar sana.
Kata Kunci: inovasi, pembungkusan, perniagaan, kreatif, inovatif
161
MODUL BANDAR GEOMETRI (MBG)
Hafiz Idrus , Hutkemri Zulnaidi , Suzieleez Syrene Abdul Rahim

1 2* 3
1,2,3
Jabatan Pendidikan Matematik dan Sains,
Fakulti Pendidikan, Universiti Malaya,
idrus.hafiz89@gmail.com
hutkemri@um.edu.my *
suzieleez@um.edu.my
*
Abstrak: Kajian dijalankan bagi membangunkan modul pembelajaran iaitu Modul Bandar
Geometri (MBG) bagi topik pengukuran ruang dan menguji keberkesanannya dalam
meningkatkan kemahiran berfikir aras tinggi berbanding kaedah pengajaran konvensional (K
PK) di peringkat sekolah rendah. Penguasaan kemahiran berfikir aras tinggi yang tidak
optimum dalam kalangan murid sekolah rendah memerlukan pembangunan strategi bahan
instruksional bagi membantu mereka meningkatkan kemahiran ini. MBG membolehkan murid
melihat perkembangan proses aras pemikiran tinggi semasa membangunkan strategi untuk
menyelesaikan masalah. Oleh itu, produk inovasi ini akan berfokuskan kepada KBAT dalam
topik pengukuran ruang iaitu melibatkan kemahiran perimeter, luas dan isi padu. Produk ini
menggunakan pendekatan strategi instruksional model reka bentuk pembelajaran ADDIE.
MBG telah direkabentuk dengan proses penyuaian Microsot Powerpoint bagi draf pemula dan
seterusnya ke aplikasi Canva for Education bagi fasa penyuntingan produk akhir. Produk
dikeluarkan dalam sorotan aktiviti berbentuk booklet. MBG mengandungi 4 unit yang
melibatkan 15 aktiviti berfokuskan kepada kemahiran pengukuran ruang iaitu perimeter, luas
dan isi padu. MBG telah melalui proses kesahan oleh 10 orang pakar dan mereka bersetuju
bahawa MBG yang dibangunkan boleh digunakan bagi murid tahun 5 di Sekolah Kebangsaan
(I-CVI = 0.80). Produk in juga telah menjalani proses bagi kajian rintis. Sasaran produk ini
dikhaskan kepada tenaga pengajar dan murid di institusi pendidikan rendah yang berfokuskan
kepada aplikasi kehidupan yang sebenar dalam pembelajaran Matematik. MBG telah
didaftarkan Hak Cipta Seksyen 26A 1987 dengan nombor pemberitahuan CRLY2022W01524
dibawah Perbadanan Harta Intelek Malaysia (MyIPO). Keberkesanan MBG dinilai menerusi
kajian kuasi eksperimental ujian pra dan pasca bagi kumpulan tidak setara. Kajian melibatkan
seramai 37 orang murid dalam kumpulan intervensi (K-MBG) dan 35 orang murid dalam
kumpulan kawalan (K-PK). Dapatan ujian ANCOVA satu hala menunjukkan terdapat
perbezaan yang signifikan dalam ujian pasca KBAT antara K-MBG dan K-PK di mana ujian
pra sebagai kovariat. Kajian ini diharapkan dapat membantu guru untuk menggunakan MBG
dan membantu murid untuk menguasai kemahiran berfikir aras tinggi dalam kemahiran
perimeter, luas dan isi padu.
Kata Kunci: MBG, KBAT, Matematik, ADDIE
162
MELESTARIKAN SENI ANYAMAN KAIN PERCA DALAM KALANGAN KANAK-

KANAK
Afaf Umairah Abd Aziz Lutfi, Aimi Mardiah Roslan, Fariza Safiah Fareed, Nur Atiqah
Mohamed, Sharifah Nurul Izzah Sayed Hassan, Mohd Nazri Abdul Rahman
Abstrak: Inovasi merupakan penghasilan sesuatu idea untuk memudahkan sesuatu kerja atau
menyelesaikan masalah yang muncul. Penggunaan inovasi dalam aktiviti menganyam kain
perca membuktikan bahawa sesuatu inovasi itu dapat menyelesaikan masalah yang dihadapi
iaitu kesukaran memegang sambil menganyam kain perca. Inovasi juga dapat dilihat melalui
aktiviti yang menggunakan bahan yang mudah didapati di sekeliling malahan memberi idea
baru mengenai cara-cara menjaga alam sekitar. Aktiviti ini juga diikuti dengan kelebihan dari
segi membantu perkembangan motor halus bagi kanak-kanak. Semoga inovasi ini dapat dinaik
taraf untuk membenarkan lebih banyak aktiviti sebegini yang meliputi kebudayaan, inovasi,
dan alam.
Kata kunci: Anyaman, Alam sekitar, Motor halus, Inovasi
163
LED-MNP FRAMEWORK ©
[LEADERSHIP EFFICACY DEVELOPMENT FRAMEWORK OF MALAYSIAN
NOVICE PRINCIPAL]
Aziah Ismail *, Nor Shafrin Ahmad , Al Amin Mydin , Jamalsafri Saibon

1 2 3 4

11800 Pulau Pinang
*Corresponding author (aziah@usm.my)
Abstract: Leaders are frequently referred as heroes in any organisation. However, the issue of
“what motivates leaders to feel confident in their abilities to lead” are still relatively
unaddressed particularly during their induction phase, which lasts for between 1 to 5 years after
the appointment date. This induction phase is crucial for developing their leadership style.
Since previous empirical literature revealed that leadership efficacy contributes to leadership
effectiveness and not many studies explained about it in the context of novice principal
leadership, the LED-MNP Framework was developed to explain the antecedents of leadership
efficacy development among Malaysian novice principals. The framework was developed
based on self-efficacy theory and empirical findings from a study on “The formation of a
conceptual framework and model of novice principal leadership adaptation in Malaysia”.
Information related to antecedents that contribute to the development of leadership efficacy of
novice principals is obtained using a phenomenology design. In total, 21 novice principals
participated as the respondents in this study, selected according to inclusive and exclusive
criteria that have been defined by researchers. The model of phenomenological interviewing
developed by Bevan (2014) was adapted for data collection. LED-MNP Framework revealed
that there are three main domains of antecedents in influencing leadership efficacy among
novice principals in Malaysia along the way to become the experienced leaders i.e., self-
referent, internal support, and external support. Each domain consists of several antecedents
that which derives from empirical data and analyse using sources of leadership efficacy
discussed by previous studies. This framework provides stakeholders such as the Aminuddin
Baki Institution (IAB), the Malaysian Principals Council, and the State Education Department
with deep understanding of the antecedents of leadership efficacy development among
Malaysian novice principals. This will enhance their role in assisting novice principals and
aspiring principals to develop their leadership efficacy and effectiveness.
Keywords: Antecedents; Novice principals; Leadership efficacy
164
PEMBANGUNAN MODEL KEPIMPINAN PEMIMPIN CEMERLANG KOLEJ

VOKASIONAL MALAYSIA
Muhammad Faizal A. Ghani *, Norhaidi Nordin & Mohd Asri Yusof

1 2 3
1
mdfaizal@um.edu.my *
Abstrak: Tuntutan perubahan terhadap pendidikan Technical and Vocational Education and
Training (TVET) telah disuarakan oleh United Nations Educational, Scientific and Cultural
Organization (UNESCO) dan Organisation for Economic Cooperation and
Development (OECD). Namun, saranan tersebut kurang dapat sambutan. Halangan tersebut
kerana pemimpin institusi pendidikan berkaitan TVET seperti Kolej Vokasional kurang
mempunyai ilmu untuk melaksanakan perubahan. Malah, ilmu sedia ada kurang sesuai
dilaksanakan dalam konteks tempatan kerana kebanyakan pengkaji tempatan hanya
mengubahsuai model barat mengenai kepimpinan pemimpin TVET. Justeru, kajian ini untuk
membangunkan sebuah Model Kepimpinan Pemimpin Cemerlang Kolej Vokasional
berdasarkan kesepakatan pandangan pakar Kepimpinan TVET tempatan. Reka bentuk kajian
ini adalah multi method dengan mengaplikasi kajian Delphi untuk mengutip data kajian. Kajian
Delphi tersebut melibatkan sebanyak tiga sesi pusingan. Sesi pusingan pertama kajian Delphi,
data dikutip menggunakan kaedah kualitatif menerusi sesi temu bual terhadap enam orang
pakar dalam bidang Kepimpinan TVET. Mereka adalah dalam kalangan pelbagai latar
belakang jawatan dan bidang kerja. Penemuan sesi pusingan pertama kajian Delphi
menghasilkan enam domain bagi kandungan Model Kepimpinan Pemimpin Cemerlang Kolej
Vokasional iaitu: (a) memimpin kepelbagaian, (b) menerajui visi, misi dan nilai yang dikongsi
bersama, (c) kepimpinan pemimpin Kolej Vokasional yang profesional, (d) memimpin
pengayaan data, (e) memimpin pembangunan kompetensi warga kolej, dan (f) memimpin
pemuafakatan dalam kalangan pemegang taruh. Enam domain tersebut memiliki sebanyak 21
sub domain dan 501 elemen masing-masing. Dalam sesi pusingan kedua kajian Delphi, panel
pakar telah menganalisis kandungan Model Kepimpinan Pemimpin Cemerlang Kolej
Vokasional. Selanjutnya, dalam sesi pusingan ketiga kajian Delphi, kaedah analisis Fuzzy
Delphi telah diaplikasi untuk mendapatkan kesepakatan pandangan pakar dan menyusun
kandungan model berdasarkan pangkatan. Model tersebut yang membentuk item instrumen
telah diedarkan kepada 23 orang pakar yang merupakan penggubal dan pengamal dasar dalam
bidang Kepimpinan TVET. Penemuan kajian Delphi bagi sesi pusingan ketiga ini melaporkan
kesemua 23 orang pakar telah bersepakat untuk menyetujui kandungan Model Kepimpinan
Pemimpin Cemerlang Kolej Vokasional Malaysia melibatkan enam domain dan 21 sub domain
serta 501 elemen masing-masing. Tahap kesepakatan pandangan pakar terhadap kandungan
model tercapai apabila purata peratusan kesepakatan pakar adalah 90.61% dan purata
nilai ambang, d ialah 0.102. Penemuan kajian ini mendapati kepentingan pengkaji tempatan
menghasilkan produk bercorakkan konteks tempatan. Tuntutan ini kerana amalan di tempat
lain tidak semestinya sesuai untuk diaplikasikan di tempat sendiri sepertimana pandangan
pengkaji dalam bidang Pendidikan, One size does not fit all.
Kata Kunci : Pembangunan, Model, Kepimpinan Pemimpin Cemerlang Kolej Vokasional

Malaysia
165
DEVELOPMENT OF A MALAYSIAN HIGH PERFORMING LEADERSHIP

MODEL FOR RELIGIOUS SECONDARY SCHOOL LEADERS
Muhammad Faizal A. Ghani * & Zunaidi Harun

1 2
1,2
mdfaizal@um.edu.my*
zunaidi.harun@gmail.com
*Corresponding author
Abstract: A need to provide a quality education in order to develop students’ competencies

has been debated by the United Nations Educational, Scientific, and Cultural Organization
(UNESCO) and the United Nations International Children’s Emergency Fund (UNICEF). This
desire could be fulfilled if school leaders play their roles effectively. In fact, some research
findings such as Kamarul Azmi (2011) reported that some religious school leaders were fewer
effective in leading their schools due to lack of knowledge. Therefore, this study aims to
develop a Malaysian High Performing Leadership Model for Religious Secondary school
leaders. This research design is multi-method applying Delphi study that included three round
series in collecting research data. For the first round of the Delphi study, the data were collected
applying the qualitative method, semi-structured interviews. Seven experts in the field of
School Leadership concerning Religious School were participated in the face-to-face interview
series. The interview data were analyzed using thematic analysis. The interview findings of the
first round are 6 domains, 21 subdomains and 289 elements for the Malaysian High Performing
Leadership Model of Religious Secondary School Leaders. The 6 domains are (a) leading
school vision, mission, and values, (b) leadership as a professional leader, (c) leading in
creating a conducive school climate, (d) leading in developing school communities’
competences, (e) leading in collaborative and collective culture, and (f) leading as a partnership
with stakeholders. For the second round of Delphi study, there was an expert-checking on the
model’s content for improvement. In the third round of the Delphi study, the model developed
an instrument that includes items to be distributed to 26 experts who were among the policy
makers and practitioners in the field of School Leadership concerning Religious School. The
data were analyzed using Fuzzy Delphi method in order to gain the experts’ consensus to agree
with the items as the content of the model. This round’s finding reported that the expert panel
agreed to approved six domains, 21 subdomains, and 289 elements as the model’s content with
the average percentage of consensus is 96% and the average threshold value d is 0.068. This
research finding implies that the best practices of a school could not be successfully
implemented in other schools which have different contextual factors as being highlighted by
a School Leadership scholar, Peter Mortimore (2008), One Size Fits All.
Keywords: Model, Malaysian High Performing Leadership, Islamic School leader
166
PROJEK BACABACA - TEACHING CHILDREN READING FOR

SUSTAINABILITY
Hema Letchamanan , R Tharani Ramasamy

*
Taylor's University
hema.letchamanan@taylors.edu.my *
*
Abstract: Reading is considered an elixir for language sustainability, significantly helping in

learning as children advance through school and contrarily, an inability to read limits their
opportunities for further learning. Many children living in poverty lack grade-level reading
proficiency despite being in school. This is denoted as “Learning Poverty” (LP), a child’s
inability to read and comprehend a simple text by the age of ten, increasing the chances of them
dropping out of school. This is often due to starting their primary education without the
fundamental literacy skills needed to complete grade-level work as they miss out on the early
years of education. As an effort to eliminate LP, Projek BacaBaca was initiated. It is a
volunteer-based reading programme that works with children from B40 families. It provides
individual, tailor-made reading sessions to enable primary school children to read at grade level
before the completion of their primary education. Being in a multiethnic nation that may use
different mediums of instruction at different education levels, children’s proficiency in
languages commonly used such as Bahasa Melayu and English is a commodity in their
education journey. The said proficiency helps children to sustain their learning in different
languages eventually experiencing a smooth education transition as children short-live the
impact of said transition such as a dip in learning attainment, low self-esteem and sense of
belongingness. As a way of contribution, Projek BacaBaca participants are closely guided on
their reading in Bahasa Melayu and English twice a week by their individual reading coaches.
The project uniqueness in terms of using a broad selection of reading materials according to
students' reading ability instead of age, a broad spectrum of technological-based application
and voice calling students who lack internet connectivity for reading sessions works towards
improving children’s reading performance eventually their language learning and its
sustainability.
Keywords: reading, language learning, learning poverty, reading programme
167
ENHANCING CRITICAL ANALYSIS WRITING SKILLS WITH THE

WRITTEN ARTICLE ANALYSIS TEMPLATE (WAAT)
Roslina Abdul Aziz *, Tuan Sarifah Aini Syed Ahmad , Norzie Diana Baharum ,
1 2 1
Suryani Awang 3
Akademi Pengajian Bahasa

1
Universiti Teknologi MARA Cawangan Pahang

26400 Bandar Jengka, Pahang, Malaysia
leenaziz@uitm.edu.my*
norziediana@uitm.edu.my
2
Universiti Teknologi MARA Cawangan Negeri Sembilan

Kampus Kuala Pilah. 72000 Kuala Pilah. Negeri Sembilan, Malaysia
tsyaini@uitm.edu.my
3
Universiti Teknologi MARA Cawangan Kelantan

Bukit Ilmu 18500 Machang Kelantan
suryani337@uitm.edu.my
Abstract: Previous research has demonstrated that critical thinking skills are lacking among
many tertiary-level students, leading to difficulties in analyzing and interpreting reading texts
and responding critically through writing. Unfortunately, at the tertiary level, the ability to
write critically and analytically is essential to ensure successful academic endeavors. To
address this issue, a Written Article Analysis Template (WAAT) was developed to assist
students in completing their written article analysis assignments for the English for Critical
Academic Reading (ELC501) course offered to degree students at Universiti Teknologi MARA
(UiTM), Malaysia. The WAAT was developed in early 2020 and implemented during the
March-August 2022 semester. A questionnaire, based on the Technology Acceptance Model
(TAM), was administered to 138 students who were enrolled in the ELC501 course at UiTM’s
Pahang, Negeri Sembilan, and Kelantan branches. The results indicate that the WAAT was
beneficial in assisting students in completing their written analysis assignments, as the template
provided comprehensive step-by-step instructions and guidelines that were easily understood
by the students. The students also expressed their intention to use the template in the future and
would recommend it to their peers, indicating that they favored the WAAT. These findings
suggest that the WAAT is a useful tool for improving the critical thinking and writing skills of
tertiary-level students and can potentially enhance their academic performance.
Keywords: Academic reading, academic writing, critical thinking, critical reading
168
LEARNING DIFFICULT CONTENT MADE EASY WITH WALTER THE AI

LEARNING BUDDY!
Vinothini Vasodavan , Yan Wenzhen , Zhang Yiyi & Zeng Hongmei

1* 1 1 1
School of Education, Faculty of Social Sciences & Leisure Management,

1
Taylor’s University,
vino.vasodavan@taylors.edu.my *
*
Abstract: It has been observed that first-semester postgraduate students struggle to understand
facts and concepts related to educational philosophies and apply them to real-world problems.
As a result, it leads to misconceptions about the topic learned. Many students struggle to recall
prior lessons despite various learning materials such as videos, journal articles, etc. being
provided. After the contact hours, they are constantly in need of assistance from the lecturer
with immediate responses. Despite being adults, they are unable to be self-directed and
independent learners. Therefore, Walter, the AI tutor, was introduced to 141 postgraduates in
the Philosophy and Schooling module. The objective of this research is to investigate the
effectiveness of Walter as a learning buddy to increase learner engagement in terms of
cognitive, behavioural, and affective aspects. Data collected via interview shows that students
become self-directed learners by exploring the learning content independently after the contact
hours, actively participating in class discussion, and asking insightful questions after the
revision session with Walter. Survey data shows that 85% of students spent more time
exploring the content with Walter compared to doing the same revision alone. Students’
learning artefacts evidence that, after doing revision with Walter, mastering concepts and
factual knowledge seems effortless for students. The module learning attainment increased
from 67.22% to 73.14%, which shows Walter did help students revise so that they could
complete all assessments successfully. This research is unique as there do not seem to be many
studies incorporating chat-based learning among postgraduates in education. This innovation
will benefit the teaching faculty by allowing them to develop and implement learning tasks that
incorporate the use of AI tutors in their modules. Moreover, every educator can be a content
curator with a few simple steps and no programming knowledge required.
Keywords: artificial intelligence, AI Tutor, cognitive, affective, behavior, personalized

learning
169
MODAL INSAN MADANI: PEMBANGUNAN KEMAHIRAN INOVATIF DAN
BERKOMUNIKASI BAKAL GURU STEM MELALUI AKTIVITI KARNIVAL
STEM
Nurzatulshima Kamarudin , Siti Rahayu Abdul Ghaffar, Ashana Saffie,

*
Nurul Norzakiah Mohd. Nasir & Nur Hidayah Azizul
Fakulti Pengajian Pendidikan, Universiti Putra Malaysia,

43400 Serdang, Selangor
nzshima@upm.edu.my *
*
Corresponding Author
Abstrak: Malaysia MADANI menjadi pemacu kewujudan masyarakat maju dan bertamadun
berdasarkan ilmu pegetahuan, tradisi dan kearifan tempatan. Bagi bidang pendidikan,
pembangunan modal insan MADANI yang digariskan dengan enam tonggak iaitu
keMampanan, kesejAhteraan, Daya cipta, hormAt, keyakiNan serta Ihsan, menjadi
tanggungjawab warga sekolah termasuk guru. Justeru, bakal guru STEM juga perlu didedahkan
dan dibentuk dengan tonggak MADANI. Proses pembelajaran yang berinovatif perlu
disediakan bagi mewujudkan pembelajaran yang berkesan. Selaras dengan Pendidikan STEM
yang merupakan salah satu agenda dalam pendidikan negara, pendedahan berkaitan dengan
kemahiran mereka cipta dan berkomunikasi perlu disediakan. Ianya secara tidak langsung akan
membantu mereka menguasai tonggak Daya cipta, keyakiNan dan Ihsan. Selari dengan
matlamat hasil pembelajaran dalam mempamerkan tingkah laku profesional keguruan,
pendedahan dalam aktiviti Karnival STEM memberi peluang kepada mereka mengaplikasikan
idea STEM dalam mereka cipta produk inovasi serta berkomunikasi dengan yakin terhadap
produk yang dihasilkan. Pelibatan dalam Karnival STEM dapat memberi pendedahan kepada
bakal guru STEM berkaitan aplikasi pengetahuan dan kemahiran STEM dalam menghasilkan
produk berinovasi. Selain itu kemahiran penyampaian yang berbeza di luar bilik darjah dapat
meningkatkan keyakinan serta ciri ihsan melalui pembelajaran Abad ke-21. Bakal guru STEM
juga dapat meningkatkan kemahiran profesionalisme dalam berkomunikasi, berkolaboratif dan
berinteraksi dengan masyarakat. Kesimpulannya aktiviti Karnival STEM menjadi platform
dalam membangunkan modal insan MADANI bakal guru STEM melalui perkongsian
pengetahuan dan kemahiran STEM melalui produk inovasi yang dihasilkan.
Kata Kunci: Pembelajaran Abad Ke-21, Kemahiran Komunikasi, Guru STEM, Daya cipta,
Inovasi
170
KATEGORI C: VIDEO PENDIDIKAN
171
ENGINEERING EDUCATION: PIEZOELECTRIC HARVESTING ENERGY FOR

GREEN LIFE
Syazwana Muhamad, Muhammad Amirul Adli Muhammad Zulkarnain, Nur Anisha Mohd
Isa, Muhammad Amirul Ariff Mahadi, Nor Nazrina Mohamad Nazry
Syazwana Muhamad (s2170634@siswa.um.edu.my)*

Muhammad Amirul Adli Muhammad Zulkarnain (s2160989@siswa.um.edu.my)
Nur Anisha Mohd Isa (s2160477@siswa.um.edu.my)
Muhammad Amirul Ariff Mahadi (s2168792@siswa.um.edu.my)
Nor Nazrina Mohamad Nazry (nazrina@um.edu.my)*
Universiti Malaya
*Corresponding authors
Abstract: In Malaysia, electricity derives from primary sources such as coal, natural gas, solar
and hydropower. The first two sources involve the combustion process which contributes to
global warming and climate change. The World Meteorological Organization’s annual
Greenhouse Gas report shows that between 1990 and 2012, there was a 32% increase in
radiative forcing the warming effect on the climate. Therefore, to overcome these problems,
conventional energy using piezoelectricity can be used. Piezoelectricity is the electric charge
that accumulates in certain solid materials in response to applied mechanical stress. It is
electricity resulting from pressure and using non-polluting methods. It has two effects which
are direct and converse. The direct piezoelectric effect can be defined as the ability to convert
mechanical energy to electrical energy that can be stored in power electronic devices. It is also
known as the generator or transducer effect. The converse piezoelectric effect is the ability to
transform electrical energy into mechanical energy which is also known as the motor or
actuator effect. Piezoelectricity can be applied in a few places, for example, road hump,
pedestrian walkways and railway tracks. For road humps, piezoelectric can be installed on the
surface where there is frequent vehicle movement. As a vehicle moves on the road embedded
with piezoelectric materials, it experiences some strain and produces electricity. Then, this
electricity can be stored in batteries and can be used to light the road. Hence, no electricity
usage from primary sources is applied. In sum, by consuming piezoelectric harvesting energy,
it can reduce the production of non-renewable electricity and eventually, decrease the adverse
effects on the global climate. Indeed, piezoelectric is a good and green technology globally, in
particular, for Malaysia.
Keywords: piezoelectricity, piezoelectric, electricity, energy, global warming, climate

change, green technology
172
ADOPTING SELF- COMPASSION IN YOUR DAILY LIFESTYLE FOR BETTER WELL-

BEING
Hue Vern Chie, Azmawaty Mohamad Nor & Siaw Yan Li
Department of Educational Psychology and Counselling, Faculty of Education, Universiti Malaya,

50603 Lembah Pantai Kuala Lumpur
advancedynamicsasia@gmail.com
Abstract: The current social environment that is highly stressful and competitive does create fear,
anger, hopelessness and many other negative emotions. Suicide cases are on the rise and reports on
depression cases are increasing. If the emotions are not managed well, an individual’s level of well-
being drops and it brings rise to social issues such as family breakdowns, road rage or other mental
health issues. Although stress cannot be avoided and we are not in control to change the environment,
learning how to manage your emotions and to change the way you think is important. This video
presentation is aimed to introduce the concept of self-compassion and how we can incorporate it into
our daily life. Self-compassion is a concept that is proven to reduce levels of stress and anxiety. This
video would share more details about the concept, techniques we can use to enhance self- compassion,
how to view the world and ourselves with self- compassion and lastly, how we can help others around
us too if we are equipped with this knowledge. If self-compassion is more widespread, it can create a
more peaceful society with positive levels of well-being.
Keyword: Self- Compassion, Mental health, positive well-being
173
UNDERSTANDING YOUR MENTAL HEALTH: LET’S BE THE AGENT OF

CHANGE
1
Azmawaty Mohamad Nor, Mochamad Nursalim, Amira Najiha Yahya, Nursyuhaidah
2 3 4
Abdul Kadri & Rozita Wahab

5
1, 3-5
Department of Educational Psychology and Counselling, Faculty of Education, Universiti
Malaya, 50603 Lembah Pantai Kuala Lumpur
2
Fakultas Ilmu Pendidikan, Universitas Negeri Surabaya, Lidah Wetan, 60213 Surabaya,
Indonesia
azy_mn@um.edu.my
Abstract: Mental health is an important part of human well-being since it influences how an
individual thinks, feels, and act. Many people, however, suffer from mental health issues such
as anxiety and depression which impair their everyday functioning and quality of life. The
impact of COVID-19 pandemic has heightened the public’s mental health and well-being in a
variety of ways, including through isolation and loneliness, job loss and financial instability,
and illness and grief. Additionally, those who are diagnosed with mental disorders are
frequently stigmatized and discriminated against by society, making them feel alienated and
humiliated. The video presentation is aimed to educate the public on mental health awareness
and motivate individuals to take action to enhance their own and others' mental health. It gives
an outline of what mental health is, what frequent symptoms and misunderstandings exist about
it, and what causes and repercussions of stigma exist. It also includes some helpful hints on
how to deal with mental health issues, how to assist others who are struggling, and how to raise
mental health awareness in your community. Mental health is a human right that should be
respected and supported, and that everyone can help to create a more mentally healthy society.
Keyword: Mental health, functioning, symptoms, stigmatization, awareness
174
UNDERSTANDING MENTAL HEALTH RESILIENCE AMONG YOUNG ADULTS
IN MALAYSIA: A MINDFULNESS BASED COGNITIVE BEHAVIORAL THERAPY
Rineesha a/p Suthakaran, Azmawaty Mohamad Nor & Amira Najiha Yahya
Department of Educational Psychology and Counselling, Faculty of Education, Universiti

srineesha29@gmail.com
Abstract: Mental health is a state of well being in term of emotional, psychological and social
aspect that affects thinking, feeling and act of an individual. Mental health concern is an
alarming health care issue as one in four individual experience mental health condition during
the lifetime and requires equal attention with physical health as an overall component of health.
Most of the mental disorder onset in worldwide occurs at the category of young adults. Young
adults stated to have highest level of psychological distress when compared to older age group.
There are various factors that leads to mental health issues such as family history, childhood
trauma, stressful life situation and long-term physical health condition. Resilience plays an
important role as individual able to withstand and walk through it. The entire health system
consisting multidisciplinary team plays crucial role in treating mental health. Counsellor too
plays an essential role being in the part of multidisciplinary team to combat the mental health
issues. Cognitive behavioral therapy (CBT) of counseling approach seen effective in
maintaining mental health as this approach address psychological needs during public health
emergencies. Many countries around the world conduct effectiveness trial on CBT for Covid-
19 due to superior empirical evidence. CBT argue to be current gold standard psychological
treatment as the most researched form that shown to be systematically superior compared to
other form of psychotherapy. Thereby, this study indent to incorporate mindfulness-based CBT
to understand mental health resilience among young adult in Malaysia. The video presentation
is aimed to give short description on the study as to understand important of mental health
resilience and coping with it. Individuals’ knowledge on mental health resilience in term of
recognition, management and prevention will maintain healthy state of mental when
confronting any issues in life.
Keyword: Mental health, resilience, young adult, mindfulness based cognitive behavior
therapy
175
DRUG ABUSE PREVENTION IN MALAYSIAN SCHOOLS
Venugadevi a/p Muruges, Azmawaty Mohamad Nor & Mohd Nazri bin Abdul Rahman
Department of Educational Psychology and Counselling, Faculty of Education, University

venuga90@gmail.com
Abstract: Drug abuse refers to the use of drugs such as prescription drugs, over the counter
drugs, and illegal drugs in excessive amounts. Children and adolescents who are subjected to
drug abuse may be experiencing a variety of problems including mental or emotional health
problems, academic difficulties, poor peer and family relationships. The National Anti-Drugs
Agency believes that prevention is a long-term strategy meant to protect an individual from
engaging in drug use. The goal of drug abuse prevention for children is to mitigate risk factors
and enhance protective factors within the family, individual and community. In 2022, 1589
(1.2 percent) drug abusers and addicts between the age of 13 to 18 years old were reported in
Malaysia. Hence, the implementation of prevention efforts is best to begin during elementary
school period, ideally before potential initiation of drug use. The video presentation is aimed
to educate the public on the causes of drug abuse amongst Malaysians, risk and protective
factors of children and adolescents and drug abuse prevention initiatives that are currently
running in Malaysian government schools. It also includes additional suggestions of prevention
and enforcement strategies that include a collaboration between schools with families and the
community.
Keywords: Drug abuse, prevention, children, school, Malaysia
176
LIFELONG LEARNING & SKILLS FOR THE FUTURE
Siti Hajar Halili
Department of Curriculum & Instructional Technology, Faculty of Education,

Universiti Malaya.
siti_hajar@um.edu.my
Abstract: Lifelong learning has emerged as a critical factor in the development of future skills
amidst a rapidly changing world. The knowledge and skills acquired through formal education
can quickly become outdated due to the relentless pace of technological advancements
and emerging knowledge. Lifelong learning addresses this challenge by promoting the
continuous acquisition of new knowledge, skills, and competencies throughout an individual's
life, extending beyond traditional educational settings. One significant impact of lifelong
learning is its promotion of adaptability. By cultivating a growth mindset and fostering
openness to new ideas, individuals become equipped to embrace and navigate change
effectively. This adaptability is crucial in a future where industries and job requirements are
rapidly evolving. Lifelong learning also enables skill upgrading, which is essential for
remaining relevant in the job market. Through various learning opportunities such as online
courses, workshops, and professional development programs, individuals can acquire new
skills or enhance existing ones. This skill upgrading enhances employability and equips
individuals to meet the changing demands of the job market. Furthermore, lifelong learning
nurtures innovation and creativity. which it expands their knowledge base and enables the
connection of ideas from different domains. This interdisciplinary approach fosters creative
thinking, problem-solving abilities, and the capacity to generate innovative solutions to
complex challenges. Career advancement is another notable outcome of lifelong learning. It
allows individuals to acquire new qualifications, certifications, and specialized knowledge,
which can improve their professional growth opportunities. It increases their chances of career
progression, opens doors to new roles and responsibilities, and enhances their prospects for
higher-paying jobs. Beyond professional development, lifelong learning contributes to
personal growth and fulfilment. It encourages individuals to pursue their passions, explore new
interests, and develop new hobbies. Embracing lifelong learning empowers individuals to
thrive in an ever-changing world, ensuring their competitiveness in the future job market.
Keywords: Lifelong Learning, Skills
177
EduCATION TRANSFORMATION THROUGH AUGMENTED REALITY

TECHNOLOGY: BUILDING A MORE INCLUSIVE AND INNOVATIVE FUTURE
Halimatus Sa’diyah , Devi Mariya Sulfa , Rizal Muhaimin , Nathaniel Jonathan F.D.L , Ajeng
1* 2 3 4
Daniarsih 5
1,2,3,5
Faculty of Mathematical and Natural Sciences, University of Malang,
1
halimatussadiyah2501@gmail.com*
devimariya28@gmail.com
2
rizalmuhaimin38@gmail.com
3
⁵ajeng.daniarsih.fmipa@um.ac.id
⁴Faculty of Leters, University of Malang,
Nathaniel.jonathan@outlook.com
halimatussadiyah2501@gmail.com
*
Abstract: This study aims to determine the effect of Augmented Reality-based interactive
learning media innovations on improving cognitive learning outcomes, communication, and
student collaboration. The research design uses a quantitative approach with several stages
including the pre-research stage which contains research on materials and the manufacture of
learning media, the research stage which contains the application of learning tools, and the
post-research stage, namely the analysis of the data that has been collected. The research data
source was conducted on 36 fifth grade students at SDN 4 Rejoyoso who were divided into two
groups: the treatment group and the control group. The data obtained is in the form of results
from the pretest, posttest, and observation rubric of communication and collaboration skills.
The analysis used is in the form of statistical analysis on all the data that has been obtained.
The results of the cognitive scores obtained in the treatment group through the N-gain score
test with an average of 80.14 are included in the effective category. The results of the unpaired
t test yielded a Sig (2-tailed) value of 0.000 on communication and collaboration skills showing
that the monopoly media applied had an effect on increasing the psychomotor skills of fifth
grade students at SD Rejoyoso 4. It can be concluded that the MONOPOLY board learning
media based on augmented reality has an effect on increasing cognitive learning,
communication skills, and collaboration of SDN 4 Rejoyoso Bantur Malang students.
Keywords: Augmented reality, Monopoly, Collaboration.
178
EXPLORING PRESERVICE-TEACHERS’ EXPERIENCE WITH VIRTUAL

REALITY ROLE-PLAYING MICRO-TEACHING ACTIVITIES USING THE
ENGAGE VR PLATFORM
P.Thivilojana
School of Education, Taylor's University

Thivilojana.Perinpasingam@taylors.edu.my
Abstract: This project aims to foster immersive learning experience among pre-service
teachers at a higher learning institution. Immersive Learning, specifically Virtual Reality or
VR which is a futuristic pedagogical innovation that needs more attention in the development
of literature especially in the field of education. According to Muñoz-Saavedra, Miró-
Amarante, & Domínguez-Morales (2020), Virtual Reality (VR) is acknowledged as an
excellent instructional tool. This Virtual Reality platform called EngageVR as a medium that
provides an immersive virtual learning environment for teacher education programs,
particularly at private higher learning institutions in Malaysia. This real-time immersive
training experience enables virtual presence in virtual reality settings and allows for life-like
responsive engagements as avatars. Furthermore, the international trend on education for UN
Strategic Development Goals (SDG 4), has specifically targeted providing access to quality
education, however, little attention is given to this target population which is the pre-service
teachers, and this leads to dissimilarities in educational practices. Additionally, the Fourth
Industrial Revolution (4IR) is expected to transform the way future teachers deliver lessons in
classrooms and this project echoes that the virtual simulated classroom settings are especially
needed for teacher training to prepare future-ready teachers to fulfill the demand for highly
skilled new graduates to meet the needs of the relevant global education trends which is moving
towards digital education due to the current pandemic, especially in a hybrid and remote
teaching and learning classrooms. Therefore, the focus of this research project which is to assist
pre-service teachers to improve classroom management skills through Virtual Role-playing
activities on Engage VR which is a risk free platform.
Keywords: Immersive Learning, Virtual Reality and Virtual Role-Playing activities
179
VIDEO PENDIDIKAN SENI VISUAL :TAJUK 17- DESIGNOMIC
Haizatul Anis binti Mohd Zamri, Siti Zuraida Maaruf

UiTM Puncak Alam Campus,42300 Puncak Alam, Selangor, Malaysia
Author1: 2019229612@student.uitm.edu.my

2

Author2: sitiz610@uitm.edu.my
Abstract: Video pendidikan ini dihasilkan bersesuaian dengan tema Pendidikan Cerminan
Masa Depan Aspirasi Negara. Tajuk video pendidikan ini ialah Tajuk 17 (Designomic) yang
terdapat di dalam buku teks Pendidikan Seni Visual Tingkatan 1. Video pendidikan ini
berkisarkan tentang pengajaran dan pembelajaran berkaitan Designomic yang boleh
digunakan untuk sesi pembelajaran oleh guru kepada pelajar. Designomic merupakan
perkataan design (seni reka) dan economic (ekonomi) ia merupakan kraf tempatan yang
memfokuskan pada kraf dimensi baru. Kraf dimensi baru bermaksud transformasi terhadap
kraf tempatan yang menampilkan rekaan kraf yang kreatif dan menarik. Video pendidikan
ini lengkap dengan penerangan berkaitan tajuk dan juga video cara-cara penghasilan kraf
menggunakan bahan yang mudah dicari dan barangan yang terpakai. Kaedah video pendidikan
ini menggunakan kaedah video paparan dan apps pendidikan, paparan video ini menggunakan
powtoon dan diedit menggunakan CapCut bagi tambahan audio dan muzik. Melalui kaedah
ini pelajar serta guru dapat melihat dan memahami penerangan berkaitan tajuk serta video
tutorial untuk menghasilkan kraf dengan lebih mudah. Penghasilan produk kraf ini juga dapat
menarik perhatian pelajar untuk turut serta menghasilkannya kerana bukan sahaja ia mudah
tetapi dapat digunakan juga. Pembuatan kraf yang ditunjukkan di dalam video pendidikan ini
adalah Bekas Pensil menggunakan bahan utama iaitu batang aiskrim. Oleh itu video
pendidikan ini mempunyai gabungan antara penerangan dan pembuatan. Hasil video
pendidikan ini diharapakan dapat mencapai standard pembelajaran dan objektif
pembelajaran seperti yang dinyatakan di dalam buku teks Pendidikan Seni Visual Tingkatan
1. Kesimpulannya, video pendidikan ini bukan sahaja dapat memudahkan para guru seni visual
untuk mengajarkan topik Designomic malah dapat meningkatkan lagi kefahaman pelajar
kerana terdapat video pembuatan kraf dan kuiz ringkas berkenaan dengan topik. Selain
daripada mempelajari cara pembuatan kraf dimensi baru, pelajar juga dapat melibatkan diri
dalam bidang industri kerana kraftangan merupakan produk tempatan yang mendapat
perhatian negara luar dengan keunikan yang dipamerkan.
Keywords: Designomic, Economic, Kraftangan
180
MELESTARIKAN PERMAINAN CAPTEH DALAM KALANGAN KANAK-KANAK
NorFadhilah Md Ayob, Nada Qaisara Dahlan, Nor Aimi Najiah Tahzan, Subhashini
Pugalenthy, Iman Fatini Azman & Mohd Nazri Abdul Rahman
Abstract: Revolusi digital dan ledakan teknologi yang semakin pesat menampakkan impak
terhadap perkembangan kanak-kanak. Antaranya kanak-kanak kurang terdedah dengan aktiviti
fizikal mahupun aktiviti luar. Permainan capteh merupakan antara salah satu permainan
tradisional yang dimainkan di Malaysia yang juga dikenali sebagai Sepak Bulu Ayam.
Permainan ini kian dilupakan oleh generasi masa kini. Selain ibu bapa, guru merupakan entiti
yang penting dalam memperkenalkan permainan ini kepada kanak-kanak supaya terus
dikekalkan teknologi ini. Permainan ini memberikan manfaat kepada kanak-kanak dari segi
perkembangan motor kasar dan koordinasi mata-kaki serta kekuatan otot kanak-kanak.
Permainan capteh perlu diangkat semula supaya tidak lapuk dek hujan, tidak lekang dek panas.
Maka, dalam usaha mengekalkan permainan tradisional ini daripada diambil alih sepenuhnya
oleh kecanggihan permainan video dan memastikan generasi kini tahu tentang kewujudan
permainan tradisional seperti capteh.
Keywords: Capteh , Guru, Permainan Tradisional, Perkembangan Sosial
181
“HONEST IS BETTER”: A SHORT FILM AS AN EFFORT TO IMPROVE THE

CHARACTER THROUGH PROMOTING INNOVATIVE APPROACH BY A
TEACHER
Eva Maulidia , Ivandra Bagus Pranata , Ahada Dewi Ayu Yulianti , Qurrota A’yuningtiyas ,
1* 2 3 4
Dian Nugraheni 5
Faculty of Mathematics and Science, Universitas Negeri Malang,

65145 Malang, Indonesia
eva.maulidia.2003516@students.um.ac.id*
ivandra.bagus.2003516@students.um.ac.id
ahada.dewi.2003516@students.um.ac.id
qurrota.ayuningtyas.2003516@students.um.ac.id
nugraheni.fmipa@um.ac.id
Corresponding Author
*
Abstract: Cheating behavior is an essential issue in the educational system that continues to
persist even in present times. This dishonesty is not in line with Pancasila values, as the guiding
principle and character of the Indonesian nation. Building character is becoming the important
point so the younger not only capable in cognitive, but also, they are able to internalize
character taught in the classroom. Honesty should be a principle upheld by every individual to
achieve a just and equitable society. Spreading the value of honesty in society is very urgent to
be learned and inspired by others. By promoting honesty, we provide a positive example for
others to act honestly in all aspects of life. Film media holds tremendous power in conveying
messages and values to audiences. The short film “Honest is Better” offers an innovative
learning approach for teachers in the classroom through audio-visual art. It promotes values
like integrity, responsibility, and fairness. The film highlights that in an educational context,
honesty means refraining from cheating or copying. It emphasizes that achieving success
through dishonesty is an illusion that damages both the individual and the community. The film
encourages students to value a fair learning process and respect justice for all. Additionally, it
conveys that honesty reflects our character as students and helps build a solid foundation for
our future, especially in education. It reminds us that true success comes from effort,
perseverance, and genuine honesty, not cheating.
Keywords: Education, Honesty, Innovative Approach
182
VIDEO PENDIDIKAN SENI VISUAL : DESIGNOMIC, TINGKATAN 1
Norzakhir Bin Ahmad Azizan , Prof. Madya TS. Dr. Siti Zuraida Maaruf
1 2

1
UiTM Puncak Alam Campus, 42300 Puncak Alam Selangor, Malaysia

2019206672@uitm.edu.my

2

Abstract: Pada era globalisasi ini, sistem pendidikan yang digunakan untuk pelajar telah
berubah dari semasa ke semasa. Pada awalnya, sekolah hanya mewujudkan beberapa subjek
penting sahaja seperti Bahasa Melayu, Matematik, Sains dan Bahasa Inggeris. Tetapi kini telah
banyak subjek yang diwujudkan bagi memenuhi keperluan pendidikan negara seperti Sejarah,
Pedidikan Moral, Agama Islam, Fizik, Kimia, Pendidikan Seni Visual dan banyak lagi. Hal ini
kerana, pendidikan Malaysia ingin selarikan dengan kemajuan negara yang semakin canggih
dan membangun. Kemajuan dalam pendidikan ini sangat memudahkan para pelajar serta guru
dalam mendidik dan membantu mereka melaksanakan pengajaran dan pembelajaran dengan
cepat serta efektif seperti menggunakan video, permainan atas talian, google meet, tablet dan
banyak lagi. Untuk video pendidikan ini pula, saya telah menyediakan video pembelajaran
untuk pelajar sekolah menengah. Tajuk yang dipelajari adalah Designomic, Tingkatan 1.
Designomic ini bermaksud mencipta sebuah produk baru dengan menggunakan barangan kitar
semula dan boleh dipasarkan atau lebih mudahnya lagi memberi nafas baru kepada produk
yang lama. Dalam video ini juga saya telah menerangkan definisi, tujuan, kaedah
pembentukan, proses perkembangan dan banyak lagi. Dalam video ini juga saya telah
menyediakan video demonstrasi menghasilkan pasu bunga dengan menggunakan barangan
kitar semula. Aktiviti ini sangat bagus kerana guru dapat mengukur pemikiran kreatif
pelajar untuk menghasilkan produk baru mengikut kreativiti masing-masing. Bukan itu sahaja,
jika produk yang dihasilkan itu boleh digunapakai dan berfungsi ianya boleh dijual kepada
masyarakat serta dapat mendidik pelajar dalam urusan perniagaan pula. Kita bukan sahaja
dapat mencipta produk baru dan menjualnya tetapi kita dapat menjaga alam sekitar daripada
tercemar kerana kita mengamalkan kitar semula. Kesimpulannya, tajuk ini sangat bermanfaat
untuk dipelajari oleh semua peringkat masyarkat kerana dapat diaplikasikan pada masa akan
datang dan kita dapat peliharakan bumi hijau.
Keywords: Efektif, Designomic, Globalisasi, Kreatif,
183
VIDEO PENDIDIKAN SENI VISUAL : SENI BATIK TINGKATAN 5
Alisya Nadzira Bt Badrul Nadzar, Prof. Ts. Dr. Siti Zuraida Maaruf

2019472658@students.uitm.edu.my

Abstrak: Tajuk Video ialah Seni Batik dalam subjek Pendidikan Seni Visual Tingkatan 5.
Objektif yang digunakan ialah menjelaskan tentang seni batik dan cara mencanting batik di
atas kainkanvas. Kedua-dua objektif dipilih kerana untuk mengkaji dua aspek tersebut. Video
ini dijadikan alat bahan bantu mengajar dalam meningkatkan minat pelajar terhadap proses
pembelajaran. Selain itu, pengajaran ini dibuat dalam bentuk video yang menerangkantentang
seni batik dan di akhir video akan ditunjukkan demonstrasi cara mencanting batikdi atas kanvas.
Video pengajaran ini dibuat menggunakan powerpoint dan gambar-gambar contoh seni batik
juga ditunjukkan dengan lebih jelas bagi pelajar lebih mudah faham. Videodemontrasi
penghasilan batik di atas kanvas juga cara baru yang lebih menarik dan videoini akan
memudahkan pelajar untuk belajar cara mencanting batik. Secara konklusinya, videoini
menekankan kepentingan aplikasi video dalam menyampaikan maklumat tentang seni
batikkepada pelajar dengan cara yang lebih mudah dan menarik disamping beberapa kaedah
yangboleh digunakan supaya objektif pembelajaran dapat dicapai.
Kata kunci: Mencanting Batik, Seni Batik,Video
184
SUSTAINABLE DEVELOPMENT STARTS WITH “A, B, C”: HOW DO THE

ENGLISH LANGUAGE AND TECHNOLOGY HELP?
Hafizah Nazirah Pirdaus, Naqib Al Hussaini Nor Anuar, Davina Anne Rajah
*Janice Lo Yueh Yea, PhD
Department of Language and Literacy Education, Faculty of Education, University of Malaya

*Corresponding author : janice@um.edu.my
Abstract: Quality education is one of the pillars of the United Nations 2030 Agenda for
Sustainable Development, which aims to ensure equitable quality education and promote
lifelong learning opportunities for all. The goal of the educational video is to deliberate on the
significance of language and technology in sustainable development and its objectives for
students of the Faculty of Education, future teachers, and researchers. This will help educators
gain the skills and knowledge they need to introduce these Sustainable Development Goals
(SDGs) to their students. As such, this video seeks to connect English Language Learning
(ELL), English Language Teaching (ELT), and the SDGs in the 21 century as a type of all-
st
inclusiveness within the language classroom. The sustainability of language education in this
technological era suggests that there is significant potential for educational reform, but this can
only be achieved if we are prepared to rethink the digital transformation in education and even
abandon some of our traditional ways of doing things in language classrooms. Future teachers’
knowledge about SDGs is vital, for there is a significant direct impact of learning about specific
SDGs in higher education institutions, and teaching about them in English language classrooms
can help students learn about sustainable development concepts which have sought to develop
the knowledge, skills, values, attitudes, and behaviors in people as a whole.
Keywords: Educator, English language, sustainable development education, technology
185
LIFELONG LEARNING & SKILLS FOR THE FUTURE
Siti Hajar Halili
Department of Curriculum & Instructional Technology, Faculty of Education,

Universiti Malaya.
siti_hajar@um.edu.my
Abstract: Lifelong learning has emerged as a critical factor in the development of future skills
amidst a rapidly changing world. The knowledge and skills acquired through formal education
can quickly become outdated due to the relentless pace of technological advancements
and emerging knowledge. Lifelong learning addresses this challenge by promoting the
continuous acquisition of new knowledge, skills, and competencies throughout an individual's
life, extending beyond traditional educational settings. One significant impact of lifelong
learning is its promotion of adaptability. By cultivating a growth mindset and fostering
openness to new ideas, individuals become equipped to embrace and navigate change
effectively. This adaptability is crucial in a future where industries and job requirements are
rapidly evolving. Lifelong learning also enables skill upgrading, which is essential for
remaining relevant in the job market. Through various learning opportunities such as online
courses, workshops, and professional development programs, individuals can acquire new
skills or enhance existing ones. This skill upgrading enhances employability and equips
individuals to meet the changing demands of the job market. Furthermore, lifelong learning
nurtures innovation and creativity. which it expands their knowledge base and enables the
connection of ideas from different domains. This interdisciplinary approach fosters creative
thinking, problem-solving abilities, and the capacity to generate innovative solutions to
complex challenges. Career advancement is another notable outcome of lifelong learning. It
allows individuals to acquire new qualifications, certifications, and specialized knowledge,
which can improve their professional growth opportunities. It increases their chances of career
progression, opens doors to new roles and responsibilities, and enhances their prospects for
higher-paying jobs. Beyond professional development, lifelong learning contributes to
personal growth and fulfilment. It encourages individuals to pursue their passions, explore new
interests, and develop new hobbies. Embracing lifelong learning empowers individuals to
thrive in an ever-changing world, ensuring their competitiveness in the future job market.
Keywords: Lifelong Learning, Future Skills
186
SERVICE LEARNING INTERNATIONAL-GLOBAL PARTNERSHIP TOWARDS

QUALITY EDUCATION
Vishalache Balakrishnan, PhD
SULAM@Service Learning Universiti Malaya Coordinator

Universiti Malaya
visha@um.edu.my
Abstract: SULAM@Service Learning Malaysia-University for Society is an initiative by the

Ministry of Higher Education in Malaysia to enable students for utilising their learnt knowledge
in the lecture halls outside in the real-world. Students have the opportunity perform a needs
analysis in the local society where their university is located, plan a project, and disseminate
the project to help elevate the problem in that local society. In line with SDG2030 (Pillar 4:
Quality Education and Pillar 17: Partnerships), service-learning international as a
transformative pedagogy is initiated for the need for global partnership towards quality
education. It becomes a win-win situation, where students from different nations learn
communicative skills and have the satisfaction of validating their learnt knowledge into
practical usable skills for the society. On the other hand, the society benefits from the students
participating in helping to uplift them to a better situation, through the project conducted. This
presentation focuses on the opportunities and challenges in initiating service learning
international.
Keywords: Service Learning international, transformative pedagogy, opportunities,

innovations
187
PERKASAKAN D.I.N.A.M.I.K KE ARAH INSAN HOLISTIK
Norsafatul Aznin binti A.Razak

safatul@um.edu.my
Abstrak: Pembentukan modal insan holistik memberi penekanan kepada proses pembelajaran
secara berterusan yang mana seseorang individu mendapatkan dan meningkatkan ilmu
pengetahuan dan kemahiran, dan juga berupaya membawa kepada perubahan sikap dan
tingkahlaku yang lebih baik, seterusnya meningkatkan potensi dan keupayaan individu untuk
menyumbang kepada pembangunan diri, masyarakat, dan negara. Justeru, dalam usaha
menjana kemenjadian modal insan yang holistik ini, pemerkasaan D.I.N.A.M.I.K dilihat
sesuatu yang perlu diberi perhatian khusus oleh semua pihak di mana D (Daya tahan mengurus
emosi yang baik dan berkesan), I ( Interaksi terbuka dan efketif), N ( nilai murni diri yang jelas
dan tidak cepat goyah), A ( Aturan hidup yang sitematik ), M ( Maksimumkan potensi diri ), I
( intervensi untuk perkembangan ) dan K ( Konflik /krisis yang dikendalikan dengan berkesan)
boleh menjadi satu panduan atau strategi daya tindak ke arah insan yang holistik.
Kata kunci: Dinamik Modal Insan, Holistik
188
KEMBALI KE ASAL: PERMAINAN KELUARGA NELAYAN

MERUNGKAI KEAJAIBAN MEMANCING DALAM BUDAYA KITA
Amirul Iman Firdaus Mohd Azmi, Praveen Kaur Jit Singh,

Nur Qisthina Diana ‘Afif, Nur Aisyah Dayana Mohd Fadil
Nurhazimah Mohd Hidhir, Nurfaqihah Ibrahim, Mohd Nazri Abdul Rahman
Abstract: Permainan keluarga nelayan tradisional memegang tempat yang penting dalam
identiti budaya dan warisan kita. Malangnya, ia telah dibayangi oleh hiburan elektronik moden.
Adalah penting untuk menghidupkan semula permainan ini dengan segera dan
memperkenalkannya kepada generasi muda. Permainan ini melibatkan pemain menggunakan
kedua-dua belah tangan untuk menangkap ikan di dalam kolam. Ia bukan sahaja menyediakan
hiburan tetapi juga menawarkan faedah yang luar biasa untuk perkembangan motor halus dan
koordinasi tangan-mata. Selain itu, ia memupuk ikatan kekeluargaan, kerjasama dan
persaingan yang sihat. Guru memainkan peranan penting dalam memperkenalkan permainan
keluarga nelayan kepada kanak-kanak melalui pendekatan kreatif dan interaktif. Tindakan
mereka adalah penting dalam memastikan warisan perikanan tidak dilupakan tetapi diteruskan
kepada generasi akan datang. Kesimpulannya, permainan keluarga nelayan adalah permainan
tradisional yang kaya dengan budaya dan berpendidikan tinggi. Sebagai rakyat Malaysia,
adalah menjadi tanggungjawab kita untuk memelihara dan memperkenalkan semula permainan
ini kepada generasi muda. Dengan mengambil langkah ini, kita boleh menjaga kekayaan
budaya kita dan memastikan permainan tradisional seperti permainan keluarga nelayan terus
berkembang maju dan dinikmati oleh semua orang.
Kata Kunci: permainan keluarga nelayan, tradisional, tangkap ikan, warisan budaya, generasi
muda, motor kasar
189
ORIGAMI: A JOURNEY OF CREATIVITY AND PARENTAL BONDING!
Kuan Jinven, Angel Ng Yee Qi, Wen Yingzhi, Loong Zhing Zhia, Shikie Kategawa, Mohd
Nazri Abdul Rahman
Abstract: Origami, a traditional art form originating in Japan, isn’t just an art form; it’s a
powerful tool for early childhood education and parental involvement. By engaging in the art
of paper folding, parents can embark on an enchanting journey with their children, fostering a
strong connection. This captivating practice nurtures creativity, enhances fine motor skills, and
promotes spatial awareness from a young age. Through hands-on folding and imagination,
children develop problem-solving abilities, patience, and focus. Moreover, this educational
practice cultivates artistic expression, instils perseverance, while instilling a love for cultural
diversity and the intricate beauty of paper craftsmanship.
Keywords: Origami, Traditional Art Appreciation, Children Development, Parental

Involvement
190
KOREAN TRADITIONAL PLAY JEGI CHAGI: FAMILY ACTIVITIES

DEVELOPING YOUNG CHILDREN’S GROSS MOTOR SKILLS
Dagini Arunasalem, Minju Kim, Ng Yuan Ying, Sherleyna Law, Yap Yee Han,
Faculty of Education, University Malaya
Abstract: Jegi Chagi is Korean traditional play, in which Jegi is kicked by feet. Jegi Chagi is
a physical exercising that develops concentration and balance. Jegi Chagi is mainly used to
support the body with one foot and, has the effect of strengthening the ability to perform precise
movements and strengthening the leg muscles. There are many ways to play Jegi. People can
kick Jegi one by one or, many people face each other and kick. By making Jegi drop down,
children can practice the mathematical properties of weight, like comparing. Fooling and
tearing paper to make Jegi contributes to children’s fine motor development. By participating
tougher in making Jegi and playing it, parents can build a bond with their children and have
positive interactions.
Keywords:, Family Activity, Traditional Play, Develop Concentration and Balance,

Strengthening, Fine Motor Development
191
AIMS AND THROW: FOSTERING HAND - EYE COORDINATION
Foo Huei Len, Chan Cheng Yee, Lai Lee Earn, Low Xing Mei, Melissa Bong Jun Hsia,
Abstract: Played the world over, throwing games in which the aim is to hit a particular target
stem directly from the need to hone survival skills, be they skills of hunting or warfare.
Moreover, it explores the significance of aim and throw games (Touhu, tóuhú) in fostering
hand-eye coordination, focusing specifically on its role as one of the traditional Chinese
cultural games. It examines the historical roots of these games and their impact on cognitive
and motor skills development. This game highlights the cultural value and educational potential
of incorporating aim and throw games in promoting holistic growth and preserving Chinese
heritage.
Keywords: Touhu, chinese culture, hand-eye coordination, holistic growth
192
MENYEMAI SENI WARISAN BUDAYA TRADISI BUNGA MALAI DALAM

Nur Fathimi Muhamad Nasir, Sarah Safiah Zainuri, Nur Irdina Zamri, Wan Nor Amier Mohd
Nasery, Nurul Anis Asyikin Ramli & Mohd Nazri Abdul Rahman (Ph.D)

u2104440@siswa.um.edu.my
Abstrak: Seni tradisi Bunga Malai merupakan seni tradisi yang mencerminkan keunikan adat
resam serta kepercayaan kepada kanak-kanak. Bunga Malai merujuk kepada simbol hormat
dan tanda penghargaan terima kasih dalam budaya masyarakat India. Melalui pembelajaran
yang dijalankan, kanak-kanak dapat mempelajari nilai-nilai budaya dan memupuk kemahiran
motor halus mereka semasa membuat kalungan bunga Malai. Pemilihan bunga, susun atur
bunga dalam kalungan, bahan yang sesuai, penceritaan mengenai tradisi malai serta proses
pembuatan Malai penting dalam menghasilkannya dengan baik. Oleh itu, tindakan promosi dan
pendedahan yang meluas kepada tradisi Malai perlu diambil perhatian supaya kanak kanak
mengetahui seni warisan budaya tradisi Malai bagi masyarakat India dan seterusnya
mengekalkan jati diri masyarakat India.
Kata Kunci : Budaya India, Malai, kemahiran motor halus, warisan
193
TANGLUNG: APRESIASI BUDAYA CINA MENERUSI

KURIKULUM PRASEKOLAH
Fatin Nur Najwa Abdul Razak, NurYamini Yusrah Ramli, Nur Qazreen Azmeera
Mohd Roslan, Nur Adriyana Khairuddin, Nur Balqis A Rahman, Mohd Nazri Abdul
Rahman
Abstrak: Masyarakat Cina kaya dengan seni budaya tradisi dan adat resam yang berusia
beribu-ribu tahun. Tanglung merupakan salah satu tradisi budaya Cina yang telah diwarisi dari
zaman dahulu. Tanglung dibuat daripada kertas yang dihiasi dengan lukisan tradisional Cina
dan dihiasi dengan lampu kecil di dalamnya. Tanglung juga merupakan salah satu kraftangan
yang sangat popular dalam kalangan kanak-kanak, terutamanya semasa sambutan Tahun Baru
Cina. Aktiviti yang melibatkan tanglung dapat meningkatkan interaksi sosial antara kanak-
kanak dan keluarga serta membangunkan kreativiti dan imaginasi kanak-kanak. Aktiviti
keluarga seperti ini dapat membantu kanak-kanak mempelajari kemahiran penting seperti
kerjasama, kesabaran, dan toleransi. Ianya juga dapat menjadikan masa lapang lebih bermakna
dan memberi keseronokan kepada semua ahli keluarga yang terlibat.
Kata Kunci: Budaya, Cina, Tanglung, Kanak-kanak, Keluarga
194
TARIAN TRADISIONAL MALAYSIA: MENINGKATKAN KEMAHIRAN SOSIAL

KANAK-KANAK
Muhammad Aiman Malik Chan, Puteri Nurin Elisha Halim, Rifqah Syamimi Ruhaimi, Nor
Afiqah Amanina Ahmad Hisham, Yuarekkha Subramaniam & Mohd Nazri Abdul Rahman
Abstrak: Tarian seni tradisional secara langsung dapat memperkembangan kreativiti dan
estetika kanak-kanak . Maka, kesedaran ibu bapa terkadap kepentingan tarian tradisional
Malaysia perlu dipertingkatkan khususnya dalam membentuk masyarakat Malaysia Madani.
Seni tarian merupakan pendekatan yang berkesan untuk meningkatkan perkembangan kanak-
kanak khususnya kemahiran sosial. Video pendidikan ini bertujuan mengetengahkan seni
tarian Inang tarian yang dapat diadaptasikan sebagai strategi pengajaran dan pembelajaran
untuk meningkatkan kemahiran sosial kanak-kanak. Selain mempunyai gerak geri lenggok dan
bunga tersendiri, ia juga memaparkan pelbagai kisat tauladan dan nasihat yang dipaparkan
disebalik lagu yang dipersembahkan. Elemen ini dapat meningkatkan daya imbangan,
kecerdasan mental serta komunikasi kanak-kanak. Tarian Tradisional Inang dapat
memperkembangan kanak-kanak secara tidak langsung dalam meningkatkan kekuatan motor
halus dan kasar. Oleh itu, tarian tradisional juga memainkan peranan penting terhadap
perkembangan kemahiran sosial dan secara tidak langsung dapat mengenali budaya
kebangsaan.
Kata Kunci : Seni Tradisi Malaysia, pedagogi responsive budaya, kemahiran sosial
195
MEMUPUK SENI TRADISI WARISAN LABU SAYONG

DALAM KALANGAN KANAK-KANAK PRASEKOLAH
Nur Husna Izzati Mohd Musleh, Radziatul Adilah Mohamad Radzi, Aiman Aiyanie Shahrul
Rizal, Nur Hazirah Za’ba, Nurfaqihah Ibrahim & Mohd Nazri Abdul Rahman (Ph.D)
Abstrak: Labu Sayong merupakan seni warisan masyarakat Melayu dalam pembuatan
tembikar khususnya di Kuala Kangsar, Perak. Asal usul nama ‘labu sayong’ itu sendiri
sebenarnya berasal dari labu yang digunakan untuk mengisi air oleh penduduk kampung di
Mukim Sayong, Perak. Proses pembuatan labu sayong adalah rumit dan memakan masa yang
lama serta mempunyai beberapa teknik dalam proses pembuatannya iaitu teknik lemparan alin,
teknik acuan, dan teknik sepuh. Keunikan labu sayong turut dapat dilihat daripada motif
ukirannya yang lebih banyak menjurus kepada unsur tradisional, khususnya bunga-bungaan
seperti bunga tanjung, padi, senduduk, lawang, cengkih, dan pucuk rebung. Oleh itu, tradisi
warisan labu sayong amat penting untuk diperkenalkan kepada kanak-kanak terutamanya
dalam meningkatkan kreativiti, estetika serta kognitif mereka iaitu dengan memberi peluang
kepada kanak-kanak mewarnakan dan mencorakkan labu sayong.
Kata kunci: Labu Sayong, Warisan, Tradisional
196

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SEMINAR KEBANGSAAN

MAJLIS DEKAN PENDIDIKAN

KATEGORI A: KERTAS KERJA

A9. THE DIVERSITY IMPLEMENTATIONS OF HIGHER 9

Rohasmezan Bin Hashim (SMK Pitas)

C19. EXAMINING THE IMPACT OF TEACHERS’ GRADING 41

D. Pengaplikasian Teknologi Terkini

Shaharuddin Md Salleh (UTM), Abdul Muiz Hussin (SK Seri Binjai)

IMPLEMENTATION OF AUGMENTED REALITY ON 55

Wahyu Henky Irawan, Maryam Faizah (INDONESIA)

E. Inovasi Dalam Pengajaran dan Pembelajaran

Juriani Jamaludin, Harrinni Md Noor (UiTM)

HUBUNGAN ANTARA TAHAP KOMUNIKASI, KESEDIAAN 60

Nurul Fitriah Alias, Rafiza Abdul Razak (UM)

E6. TAHAP PENGETAHUAN, EFIKASI KENDIRI, SIKAP DAN 64

Samsul Susilawati (INDONESIA)

F. Pengurusan dan Kepimpinan Pendidikan

Muhamad Amin Nur (INDONESIA)

POST TRANSFORMATIONAL LEADERSHIP IN LEADING 83

Suhaibah Mukhtar, Ahmad Zabidi Abdul Razak (UM)

PENGURUSAN BAKAT PELAJAR SEKOLAH DI 89

PRESERVATION OF REGIONAL LANGUAGES IN SHORT 94

Achmad Tantowi Azis, Heri Suwignyo, Yuni Pratiwi (INDONESIA)

21ST CENTURY SKILLS IN ARABIC LEARNING OF 95

Dewi Chamidah (INDONESIA)

IMPACT OF INTERNATIONAL TEACHING PRACTICUM 97

Hairul Nizam Ismail, Muhammad Kamarul Kabilan Abdullah (USM)

TRANSLANGUAGING IN ESL READING CLASSROOMS: 98

Langgeng Budianto (INDONESIA)

Noor Illi Elas (Just English)

H. Pendidikan Masa Depan

Azali Jumaren, Mariani Md Nor & Madhyazhagan Ganesan (UM/

Hayati Ismail, Rossidi Usop, Nurul Farihan Mohamed, Mohamad

H6. TEACHERS' TALENT MANAGEMENT AND PERSONAL 113

I3. CROSS SECTIONAL STUDIES ON RELIGIOUS 123

I8. THE COMPREHENSIVE STRATEGIES PREDICT 128

I12. KEKUATAN, CABARAN DAN KEPERLUAN DI SEKOLAH 132

I16. EVALUATE MORAL REASONING OF CHINA PRE- 136

D. Pengaplikasian Teknologi Terkini

D2. MASTERING CONTENT WITH MICROLEARNING: A 144

D3. EXPLORING PRESERVICE-TEACHERS’ EXPERIENCE 145

D5. VIDEO PENDIDIKAN: SENI RAGAM HIAS 147

D8. TAMAN TEMA DIGITAL - PEMBELAJARAN KREATIF 150

D9. ADVENTURE THROUGH THE JUNGLE – PEMBELAJARAN 151

Anis Amanina Binti Idris, Nurasmieda Balqis Binti Sadron, Nur

D10. INOVASI BAHAN PENGAJARAN MINECRAFT: 152

E. Inovasi Dalam Pengajaran dan Pembelajaran

PENGGUNAAN ‘SHAPE GAME’: BAGI PEMBELAJARAN 153

PENGAJARAN DAN PEMBELAJARAN MELALUI 154

INOVASI PENGAJARAN DAN PEMBELAJARAN DALAM 155

Noormala A.A*, Rafiza A.R, Siti Hajar H. (UM)

DEVELOPING A MUSEUM MOBILE LEARNING 156

E6. INNOVATION PRODUCT: KEREPEK PISANG RA.NGOUP 158

Norzakhir Bin Ahmad Azizan, Siti Zuraida Maaruf (UiTM)

E7. INNOVATION PRODUCT : BUDU CAP KETEREH

E8. PRODUK INOVASI : PENUTUP MUKA HELLO DAISI 160

E9. VIDEO INOVASI : HANA SCARVES 161

E10. MODUL BANDAR GEOMETRI (MBG) 162