https://ejournal.poltekkes-pontianak.ac.id/index.php/JKK https://iainkudus.id/ EDUCATUM Journal of Social Science (EJoSS) [ISSN 2289-9391 / eISSN 2462-2443] is an international peer-reviewed journal published by UPSI Press, Sultan Idris Education University, Tanjong Malim, Perak, Malaysia since 2015. EJoSS is devoted to the publication of original research papers, scientific reviews and short communications on various aspects of social science and humanities. Published twice a year (April & October started 2024)by UPSI hukumtoto QQWIN4D togel online MEGA888 slot88 SEWUTOTO SOBAT777 ASLIVIP88 DAGET4D BANDIT4D YOI4D judi bola tvtogel slot tkpjp OLYMPUS88 slot situs judi bola https://warkop69.jimdofree.com/ EJOSS supports Open Access. The electronic full text version of the journal is available Free of Charge (FOC).judi livebet303 slot Wargatoto epictoto liga 335 toto fajartoto fajartoto
A Systematic Literature Review on Machine Learning Methods for Improving LoRaWAN Performance
The growing deployment of the Internet of Things (IoT) devices makes the existing LoRaWAN networks increasingly prone to performance degradation under crowded networking conditions. To ensure sustainable development of LoRaWAN technology, new strategies to optimize power consumption, enhance network scalability, and alleviate congestion need to be designed. The integration of Machine Learning (ML) technologies into LoRaWAN architecture is expected to be a key solution to addressing critical infrastructure challenges. The objective of this study is to conduct a systematic literature review of the evolution of ML-enhanced LoRaWAN networks following to PRISMA 2020 guidelines. This review paper discusses four research questions: ML approaches applied, KPIs addressed, real-world applications of ML-based LoRaWAN networks, and knowledge gaps in the area. Analysis is conducted based on 70 scholarly papers published between 2020 and 2025. The review identifies prevalent ML approaches, such as supervised learning, unsupervised learning, and reinforcement learning, and explores their influence on various KPIs, including data rate, latency, PDR, and others. Instead of relying on the cloud, ML applications in LoraWAN networks are moving toward edge computing. Minimizing backhaul traffic resulting from ML algorithms is run at the gateway and end-device levels. Precision agriculture and smart urban infrastructure are where ML algorithms significantly enhance monitoring capabilities. Access to standardized datasets remains limited, making validation of ML algorithms a challenge at the same time. The strategic framework proposed for future research is moving away from centralized, cloud-centric processing toward intelligent, hybrid edge-cloud architectures.
Copyright (c) 2026 Hanis Shazana Mohamed Soid, Mad Helmi Ab. Majid , Abu Bakar Ibrahim http://creativecommons.org/licenses/by-nc-sa/4.0
Effects of Stem-Game-Based Learning on Genetics Achievement Among Northern Matriculation Students
Game-based learning is an active learning method that uses games to help students learn by encouraging them to think critically and solve problems. In this work, the researchers employed a variation of STEM Game-Based-Learning that incorporates science, technology, engineering, and mathematics (STEM) components into the instruction of Genetics. This approach aligns with Sustainable Development Goal 4 (SDG 4), which emphasises inclusive and equitable quality education. The objective of the research was to investigate the impact of STEM-Game-Based-Learning on students' performance in the Genetics section of the Biology curriculum. A quasi-experimental research design was utilized, comprising two groups: an experimental group subjected to STEM-Game-Based-Learning and a control group undergoing traditional education. The sample comprised 45 randomly selected students from Penang Matriculation College (experimental group) and Perlis Matriculation College (control group). The control group's average score on the post-test was M = 24.67, SD = 2.30, whereas the experimental group's average score was M = 27.22, SD = 2.10. Analysis of covariance (ANCOVA) indicated a statistically significant disparity in accomplishment between the two groups, F (1, 87) = 33.07, p = .001, partial η² = .28, demonstrating that students engaged in STEM-Game-Based -Learning outperformed those subjected to traditional instruction.
Copyright (c) 2026 Hanna Mohd Hussaini, Salmiza Saleh http://creativecommons.org/licenses/by-nc-sa/4.0
Penerimaan Kandungan Fiqh Ibadat Solat oleh Orang Asli Suku Mendriq di Kuala Lah, Gua Musang
Atas kesedaran kepentingan ilmu Fiqh Ibadat kepada setiap Muslim termasuklah suku Mendriq terutama yang baru memeluk agama Islam. Sebagaimana dinyatakan Nurliana (2021) kebanyakkan tidak menguasai berbagai ilmu. Ia berbeza dengan Fiqh Ibadat kerana melibatkan aktiviti harian dan wajib dilaksanakan setiap hari. Maka perlu difahami dengan baik dan diambil tindakan sewajarnya agar memahaminya dengan kaedah yang paling mudah dan senang difahami serta tidak membebankan mereka juga boleh diterima dan dilaksanakan dengan baik. Objektif kajian ini meneroka isi kandungan Fiqh Ibadat Solat, mengenalpasti kefahaman dan realiti kehidupan dalam kalangan Mendriq di Kuala Lah, Gua Musang, mengitlak isi kandungan Fiqh Ibadat Solat yang bersesuaian dengan realiti kehidupan Mendriq dan akhirnya mencadangkan kerangka isi kandungan dan penyampaian yang sesuai dengan Mendriq. Menjawab persoalan kajian ini, apakah isi kandungan Fiqh Ibadat Solat? Bagaimanakah kefahaman dan realiti kehidupan dalam kalangan Mendriq? Apakah isi kandungan Fiqh Ibadat solat yang bersesuaian dengan realiti kehidupan Mendriq? Apakah cadangan kerangka isi kandungan dan penyampaian yang sesuai dengan Mendriq. Kajian ini melalui dua peringkat, peringkat pertama kajian perpustakaan dan peringkat kedua, kajian kualitatif yang melibatkan temubual dan Focus Group Discussion (FGD) bagi melihat kebersesuaian isi kandungan ilmu Fiqh Ibadat terhadap sosio budaya Mendriq. Driven by the awareness of the importance of Fiqh Ibadat (Islamic Jurisprudence of Worship) to every Muslim, including the Mendriq Tribe, particularly those who have recently embraced Islam. As noted bh Nurliana (2021), most have not mastered various branches of knowledge. This is distinct from Fiqh Ibadat, as it involves daily activities and is a mandatory daily practice. Consequently, it must be thoroughly understood and addressed through the easiest and most accessible methods that are not burdensome, ensuring it can be accepted and implemented effectively. The objectives of this study are to explore the content of Fiqh Ibadat for prayer, identify the understanding and life reality of the Mendriq in Kuala Lah, Gua Musang, generalise the content of Fiqh Ibadat for prayer that fits their life reality, and finally propose a framework for content and delivery suitable for the Mendriq. This study seeks to answer several research questions: 1. What is the content of Fiqh Ibadat for prayer? 2. How is the understanding and life reality among the Mendriq? 3. What content of Fiqh Ibadat for prayer is suitable for their life reality, 4. What is the proposed framework for content and delivery suitable for the Mendriq. The research is conducted in two stages: the first involves library research, and the second is a qualitative study comprising interviews and Focus Group Discussions (FGD) to evaluate the compatibility of Fiqh Ibadat knowledge with Mendriq socio-culture. KEYWORDS: Fiqh of Worship, Prayer in Islam, The Mending tribe, Indigenous Muslim community, Teaching Framework for Fiqh of Worship
Copyright (c) 2026 Nor Mazlina Mohamad, Mohamad Kamil Ahmad, Wan Ahmad Amir Zal Wan Ismail http://creativecommons.org/licenses/by-nc-sa/4.0
Peranan Motivasi Keyakinan Diri Dan Pendekatan Pembelajaran Dalam Penguasaan Kemahiran Bertutur Bahasa Arab: Suatu Kajian Semakan Sistematik (2022 – 2025)
Kajian ini menyajikan Semakan Literatur Sistematik (SLR) mengenai peranan triad motivasi, keyakinan diri, dan pendekatan pembelajaran yang direka untuk meningkatkan kefasihan kemahiran bertutur bahasa Arab (mahārah kalām, CEFR B2-C1) merentasi pelbagai konteks pendidikan. Semakan menerapkan prosedur PRISMA 2020, termasuk peringkat pengenalan, saringan, kelayakan, dan inklusi. Literatur diambil daripada Scopus dan Google Scholar menggunakan kata kunci berkaitan pedagogi AFL dan triad psikologi-pembelajaran. Jumlah 317,636 artikel ditemui secara awal; 317,073 dikecualikan kerana tidak memfokuskan integrasi triad bertutur AFL atau tidak memenuhi kriteria metodologi dan tematik. Baki 10 kajian diterbitkan 2022–2025 dianalisis secara kualitatif melalui sintesis tematik. Sintesis menunjukkan blended learning, pengajaran rakan sebaya WhatsApp, imbasan budaya, dan multimedia secara konsisten menyumbang kepada peningkatan kelancuran, sebutan, kebolehan pragmatik, dan keyakinan bertutur. Strategi ini selaras dengan Teori Penentuan Diri melalui autonomi (fleksibiliti rakan sebaya), kompetensi (tugasan immersif), dan hubungan (sokongan emosi). Walaupun hasil menjanjikan, jurang penyelidikan kekal, terutamanya kekurangan kajian perbandingan dan penerokaan terhad dalam konteks pendidikan tinggi. Kajian ini menekankan keperluan model integratif hibrid AFL untuk memperkukuh pedagogi bertutur bahasa Arab yang responsif terhadap tuntutan pembelajaran abad ke-21. This study presents a Systematic Literature Review (SLR) on the role of the triad of motivation, self-confidence, and learning approaches in enhancing Arabic speaking proficiency across diverse educational contexts. The review applied the PRISMA 2020 procedure, including identification, screening, eligibility, and inclusion stages. Literature was retrieved from Scopus and Google Scholar using keywords related to AFL pedagogy and the psychology-learning triad. A total of 317,636 articles were initially identified; 317,073 were excluded because they did not focus on triad integration for AFL speaking skills or did not meet methodological and thematic criteria. The remaining 10 studies published between 2022 and 2025 were analysed qualitatively through thematic synthesis. The synthesis shows that blended learning, WhatsApp peer teaching, cultural immersion, and multimedia consistently contribute to improvements in fluency, pronunciation, pragmatic competence, and speaking confidence. These strategies demonstrate alignment with Self-Determination Theory through autonomy (peer flexibility), competence (immersive tasks), and relatedness (emotional support). Despite these promising results, research gaps remain, particularly the lack of comparative studies and limited exploration in higher education contexts. The study underscores the need for integrative hybrid AFL models to strengthen Arabic-speaking pedagogy responsive to twenty-first-century learning demands. KEYWORDS: Assessment for Learning, Motivation and Self-Confidence, Arabic Speaking Skills
Copyright (c) 2026 Zulailawati Saufi, Kamarulzaman Abdul Ghani, Muhammad Saiful Anuar Yusoff, Nurul Iman Ahmad Bukhari http://creativecommons.org/licenses/by-nc-sa/4.0
Teachers’ Implementation of Universal Design for Learning in Inclusive Classrooms: A Systematic Literature Review
This study examines how the Universal Design for Learning (UDL) Model helps the implementation of teachers' teaching in inclusive classes through the Systematic Literature Review (SLR) approach. UDL is a flexible pedagogical framework that emphasizes the three main principles of engagement, representation, and action and expression to ensure that every student has the same access to learning despite their different abilities. This study was conducted using the PRISMA approach to identify, analyse and synthesize empirical evidence from articles obtained through three main databases: Scopus, ERIC and SciSpace. A total of 55 articles were identified, but after the screening and eligibility evaluation process, only 10 articles met the inclusion criteria and were analysed in depth. The findings of the study show that UDL is able to improve the effectiveness of teachers' teaching through increased student involvement, the provision of various learning options, as well as the diversity of teaching designs. However, the implementation of UDL still faces constraints in terms of teacher training, conceptual understanding, and institutional support. The analysis also found a gap between theory and practice, especially in the local context where there is still a lack of UDL-based training modules. Overall, this SLR shows that the success of the implementation of UDL depends not only on the understanding of teachers, but also on the ability of the education system to provide continuous professional support. The implications of the study suggest the development of a contextual teacher training module to strengthen inclusive teaching practices in Malaysia.
Copyright (c) 2026 Nor Halimaton Kamarudin, Kama Shaffeei http://creativecommons.org/licenses/by-nc-sa/4.0
Kesahan Kandungan Instrumen Kompetensi Pengajaran Guru Abad Ke-21: Penilaian Kritis Menggunakan Content Validity Index (CVI)
Kajian ini dijalankan bagi mengesahkan kesahan instrumen yang diadaptasi untuk menilai kompetensi pengajaran guru abad ke-21 dalam konteks pendidikan sekolah rendah di Zon Utara Semenanjung Malaysia. Keperluan terhadap instrumen yang sahih semakin mendesak kerana penilaian sedia ada sering kali tidak menepati konteks tempatan serta kurang memberi tumpuan kepada keperluan sebenar guru dalam menghadapi cabaran pedagogi masa kini. Ketidaktepatan alat ukur sedia ada bukan sahaja menjejaskan kesahan dapatan penyelidikan, malah boleh mengaburkan pelaksanaan dasar pembangunan profesional guru. Oleh itu, pembangunan dan pengesahan instrumen yang mantap amat penting bagi memastikan setiap penilaian berasaskan bukti empirikal yang kukuh. Kajian ini melibatkan tujuh orang pakar pendidikan dalam proses penilaian Content Validity Index (CVI). Instrumen ini terdiri daripada empat dimensi utama, iaitu Kemahiran pemikiran Kritis, Kolaboratif, Komunikasi dan Kreatif dan Inovatif. Sebanyak tiga puluh empat item yang diambil daripada skala terdahulu telah dinilai secara bebas oleh tujuh pakar bidang; dua belas item telah digugurkan kerana kekurangan konsensus, menghasilkan set akhir sebanyak dua puluh dua item. Penilaian pakar menunjukkan tahap persetujuan yang tinggi pada peringkat item (kebanyakan item ≥ 1.00) pada peringkat skala bagi ke empat-empat dimensi. Dapatan ini menunjukkan liputan konstruk yang jelas, pengulangan minimum, dan kesesuaian kontekstual yang kukuh untuk digunakan di sekolah. Secara keseluruhannya, kajian ini menyumbang kepada kepelbagaian instrumen dalam kompetensi pengajaran guru abad ke-21 dan pengukuran yang sahih dan boleh dipercayai bagi menilai kompetensi pengajaran guru abad ke-21. Instrumen ini berpotensi digunakan secara meluas oleh penyelidik, pentadbir sekolah, serta pembuat dasar bagi menilai keberkesanan kompetensi pengajaran abad ke-21. This study was conducted to validate the content validity of an adapted instrument designed to assess 21st-century teaching competencies among primary school teachers in the Northern Zone of Peninsular Malaysia. The need for a valid instrument has become increasingly critical, as existing assessment tools often fail to align with the local context and give insufficient attention to teachers’ actual needs in addressing contemporary pedagogical challenges. Inaccurate measurement instruments not only compromise the validity of research findings but may also obscure the implementation of teacher professional development policies. Therefore, the development and validation of a robust instrument are essential to ensure that assessments are grounded in strong empirical evidence. This study involved seven education experts in the evaluation process using the Content Validity Index (CVI). The instrument comprised four main dimensions: Critical Thinking Skills, Collaboration, Communication, and Creativity and Innovation. A total of thirty-four items adapted from previous scales were independently evaluated by the seven domain experts; twelve items were removed due to a lack of consensus, resulting in a final set of twenty-two items. Expert evaluation indicated a high level of agreement at the item level (most items ≥ 1.00) and at the scale level across all four dimensions. These findings demonstrate clear construct coverage, minimal redundancy, and strong contextual suitability for application in school settings. Overall, this study contributes to the body of measurement instruments for 21st-century teaching competencies by providing a valid and reliable tool for assessing teachers’ 21st-century teaching competencies. The instrument has the potential to be widely used by researchers, school administrators, and policymakers to evaluate the effectiveness of 21st-century teaching competencies. KEYWORDS: Teacher Teaching Competencies, Validity of the Instrument, PAK21 Reliability
Copyright (c) 2026 Nor Aini Rahim , Al Amin Mydin http://creativecommons.org/licenses/by-nc-sa/4.0
Pembangunan Modul Literasi Membaca Berbantukan Teknologi ASR untuk Kanak-Kanak Disleksia: Satu Kajian Reka Bentuk dan Pembangunan
Kajian ini bertujuan untuk mereka bentuk dan membangunkan sebuah Modul Literasi Membaca berbantukan teknologi Automatic Speech Recognition (ASR) sebagai satu inovasi pedagogi digital bagi meningkatkan kemahiran membaca kanak-kanak disleksia dalam konteks Bahasa Melayu. Permasalahan utama yang dikenal pasti ialah kekurangan modul bacaan yang disesuaikan secara khusus dengan keperluan linguistik dan kognitif murid disleksia di Malaysia, di samping keterbatasan kaedah pengajaran konvensional yang didapati kurang berkesan dalam mengekalkan motivasi dan minat membaca mereka. Bagi menangani jurang tersebut, kajian ini mengaplikasikan pendekatan Reka Bentuk dan Pembangunan (DDR) untuk penghasilan sebuah modul secara lebih sistematik, manakala kesahan kandungannya disahkan melalui Kaedah Fuzzy Delphi (FDM) yang melibatkan konsensus daripada panel pakar. Teknologi ASR diintegrasikan sebagai pendekatan interaktif yang menyediakan maklum balas segera, menyokong pembelajaran berasaskan suara, dan mewujudkan persekitaran pembelajaran yang lebih kondusif. Justeru, hasil yang dijangkakan daripada kajian ialah sebuah modul literasi membaca yang disahkan oleh pakar, inklusif, serta lebih dinamik. Implikasi kajian ini termasuklah memperkukuh bidang profesionalisme dan penguasaan pedagogi digital dalam kalangan guru pendidikan khas khususnya, serta menyokong agenda transformasi digital pendidikan negara ke arah penyediaan akses pendidikan yang berkualiti dan sepanjang hayat. This study aims to design and develop an Automatic Speech Recognition (ASR)–assisted Reading Literacy Module as a digital pedagogical innovation to enhance the reading skills of children with dyslexia in the context of the Malay language. The main problem identified is the lack of reading modules that are specifically tailored to the linguistic and cognitive needs of dyslexic learners in Malaysia, alongside the limitations of conventional teaching methods, which have been found to be less effective in sustaining learners’ motivation and interest in reading. To address this gap, the study adopts a Design and Development Research (DDR) approach to ensure the systematic development of the module, while its content validity is established through the Fuzzy Delphi Method (FDM) involving consensus from a panel of experts. ASR technology is integrated as an interactive approach that provides immediate feedback, supports voice-based learning, and creates a more conducive learning environment. Therefore, the expected outcome of this study is an expert-validated, inclusive, and dynamic reading literacy module. The implications of the study include strengthening professional practice and digital pedagogical competence among special education teachers in particular, as well as supporting the national agenda for educational digital transformation towards the provision of quality and lifelong learning opportunities. KEYWORDS: Dyslexia, Reading literacy, ASR Technology, Special Education, Design and Development, Digital Pedagogy
Copyright (c) 2026 Nurul Ain Ismail, Abdul Halim Masnan, Fazlina Ismail, Siti Hamira Md Ngajib, Norsyahida Mat Nazir http://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing Student Engagement in Meiosis Learning through an Anime-Based Biology Module: A Theoretical Framework
Learning meiosis presents significant challenges for secondary school students due to its abstract nature, microscopic processes and complex sequential stages. Conventional teacher-centered instructional approaches and reliance on static learning materials often limit students’ active involvement, resulting in low levels of engagement in Biology classrooms. Student engagement, encompassing cognitive, emotional and social dimensions, is widely recognized as a critical prerequisite for meaningful learning in science education. In response to these challenges, this article aims to develop a theoretical framework that explains how an anime-based Biology module can be used as an instructional strategy to enhance student engagement in learning meiosis. This study adopts a conceptual research design based on the systematic analysis and synthesis of established learning theories and instructional models relevant to constructivist learning and student engagement. The proposed framework integrates Vygotsky’s Social Constructivist Theory with Needham’s Five-Phase Constructivist Model to operationally explain how anime-based instruction can be implemented through structured instructional phases, namely orientation, elicitation of ideas, restructuring of ideas, application and reflection. Within the framework, anime is conceptualized as a form of visual and narrative scaffolding that supports social interaction, dialogue, and collaborative learning during classroom instruction. The major conceptual findings suggest that the integration of an anime-based Biology module with constructivist instructional principles provides a coherent explanation of how student engagement can be enhanced in meiosis learning. Cognitive engagement is supported through active reasoning and concept reconstruction, emotional engagement is fostered through narrative elements and visual appeal, and social engagement is promoted through peer interaction and guided classroom discourse. These engagement dimensions are theorized to emerge from the interaction between instructional design, visual–narrative scaffolding and socially mediated learning processes. The proposed theoretical framework contributes to the literature by offering a theory-driven explanation of how anime-based instructional approaches can be systematically designed and implemented in Biology education, and it provides practical guidance for educators seeking to develop more interactive and student-centered learning experiences for abstract scientific topics. Future research is recommended to empirically examine the applicability and effectiveness of the framework across diverse educational contexts.
Copyright (c) 2026 Asmahan Azmi, Salmiza Saleh http://creativecommons.org/licenses/by-nc-sa/4.0
Preliminary Study on Entrepreneurial Intentions Among Female Industrial Design Graduates in Saudi Arabia
Entrepreneurship is increasingly recognized as a vital soft skill for students and graduates, especially those in industrial design, to address contemporary global economic and social challenges. Nonetheless, studies investigating entrepreneurial intention among industrial design students in Saudi Arabia remain scarce and have not been thoroughly examined, despite the crucial role in shaping entrepreneurial intentions and preparedness. This preliminary study discusses the intentions toward entrepreneurship among female final-year undergraduate industrial design students. Accordingly, the study uses a questionnaire to collect data, yielding 36 responses from 5th-year female industrial design students who completed business courses over 15 weeks in each term of the Industrial Design Program, with data collected in 2022 and 2023. Correspondingly, the questionnaire was analyzed using a descriptive quantitative method, with statistical data used to present the results and meet the study’s goals. Specifically, this study aimed to examine the entrepreneurial intentions of 5th-year female industrial design students who completed business courses, in relation to their entrepreneurial tendencies. The study revealed that female industrial design students in their 5th year have a moderate motivation to pursue entrepreneurship. They demonstrated a fair level of interest in entrepreneurship, with an average score of 3.28 on a 1-5 scale. Many of these female final-year undergraduate industrial design students want to become designer-entrepreneurs and are eager to commercialize their projects. Overall, this inclination suggests the potential for increased entrepreneurial activity among them.
Sustainable Development Goal (SDGs) 5 of Gender Equality (GE)
SDG 8 related to decent work and economic growth.
Copyright (c) 2026 Nur Fadhilah Mohd Omar, Wan Noor Faaizah Wan Omar, Hema Zulaika Hashim, Azyyati Anuar http://creativecommons.org/licenses/by-nc-sa/4.0
AI-integrated Reading with Google Read Along: ESL Primary Learners Gamified Intervention
This study evaluated an eight‑week intervention using Google Read Along with 30 11‑year‑old ESL learners in Kuala Terengganu, integrating app‑based practice in the classroom instruction. A mixed‑methods pre-test post-test design was employed, combining reading comprehension tests, a 10‑item motivation survey, and semi‑structured interviews with five learners. Quantitative results showed significant gains in reading performance, with mean scores increasing from 73.73 (SD = 14.77) to 81.40 (SD = 13.67), producing a medium–large effect size (Cohen’s dz = 0.79) and most of the learner’s demonstrating improvement, particularly lower‑proficiency readers. Motivation data indicated generally positive attitudes toward reading with leader boards recognition and badges included in the app provide strong recognition of its academic value and becoming motivated readers. Interview findings revealed that learners perceived the app as engaging and confidence‑building, highlighting benefits for pronunciation, vocabulary, fluency, and reduced reading anxiety, while also observing its practical challenges such as connectivity, device access, technical glitches and accent received by the app. Overall, the findings suggest that Google Read Along can be a valuable catalyst to teaching instruction by providing structured, gamified practice in fluency and comprehension, provided it is implemented within well‑resourced, pedagogically positive in ESL classrooms
Copyright (c) 2026 Nur Syazwani Nasir, Nur Syafiqah Yaccob http://creativecommons.org/licenses/by-nc-sa/4.0
Analisis Konsensus Pakar Terhadap Reka Bentuk Modul Nyanyian NyaNiMu Bagi Pembinaan Kemahiran Sosial Kanak Kanak 3–4 Tahun
Kajian ini bertujuan menganalisis konsensus pakar terhadap reka bentuk Modul Nyanyian NyaNiMu yang dibangunkan bagi menyokong pembinaan kemahiran sosial kanak-kanak berumur tiga hingga empat tahun di taska. Menggunakan pendekatan Design and Development Research (DDR), modul ini dibangunkan berdasarkan dapatan analisis keperluan, semakan literatur dan temu bual separa berstruktur bersama tiga orang pakar bidang. Pengesahan kandungan modul dilaksanakan menggunakan Kaedah Fuzzy Delphi (FDM) yang melibatkan 15 orang pakar dalam pendidikan awal kanak-kanak dan pedagogi muzik. Analisis FDM menggunakan nilai ambang (threshold, d), triangular fuzzy number dan defuzzifikasi dengan nilai α-cut ≥ 0.5. Dapatan menunjukkan kesepakatan penuh 100% terhadap empat komponen utama modul, iaitu Komunikasi Sosial, Pengawalan Emosi dan Tindak Balas Sosial, Interaksi Sosial dan Kolaborasi, serta Keyakinan Diri dan Kelibatan Sosial. Keempat-empat komponen mencatatkan nilai threshold < 0.2 dan skor fuzzy (A) antara 0.949 hingga 0.967, membuktikan kesahan kandungan, kesesuaian pedagogi serta kebolehgunaan modul untuk diaplikasikan dalam konteks taska. Kajian ini mengesahkan bahawa Modul Nyanyian NyaNiMu berpotensi sebagai pendekatan yang menyeronokkan, berstruktur dan bersesuaian perkembangan bagi memperkukuh kemahiran sosial awal kanak-kanak. This study aims to analyse expert consensus on the design of the NyaNiMu Singing Module developed to support the development of social skills among children aged three to four years in childcare centres. Employing the Design and Development Research (DDR) approach, the module was developed based on findings from a needs analysis, literature review, and semi-structured interviews with three field experts. Content validation of the module was conducted using the Fuzzy Delphi Method (FDM), involving 15 experts of experts in early childhood education and music pedagogy. The FDM analysis utilised threshold values (d), triangular fuzzy numbers, and defuzzification with an α-cut value of ≥ 0.5. The findings indicate a full consensus of 100% among experts on four main components of the module, namely Social Communication, Emotional Regulation and Social Response, Social Interaction and Collaboration, and Self-Confidence and Social Engagement. All four components recorded threshold values below 0.2 and fuzzy scores (A) ranging from 0.949 to 0.967, demonstrating strong content validity, pedagogical suitability, and usability of the module for application in childcare settings. This study confirms that the NyaNiMu Singing Module has strong potential as an enjoyable, structured, and developmentally appropriate approach to strengthening early social skills among young children. KEYWORDS: Singing module, fuzzy delphi, social skills, early childhood education
Copyright (c) 2026 Ramizah Sakumoning, Abdul Halim Masnan http://creativecommons.org/licenses/by-nc-sa/4.0
Integrating Health and Motor Skill Component’s in Developing a Physical Fitness Test for Malaysia Children Age 7 to 9 Years
- Physical fitness assessment among children has become increasingly important as an early indicator of health status, functional development, and future disease risk. Although numerous fitness test batteries have been established internationally, direct application to Malaysian children aged 7–9 years remains challenging due to differences in educational settings, cultural norms, anthropometric characteristics, and physical activity opportunities. In Malaysia, existing national screening for younger children such as BMI 5–9T primarily focuses on body mass index, while other health-related fitness components and motor competence are not comprehensively assessed in a systematic manner. This paper synthesises evidence supporting the integration of health-related fitness and motor skill components as a foundation for developing a holistic physical fitness test framework for Malaysian children aged 7–9 years. A structured review was conducted to examine major international field-based assessment batteries, particularly ALPHA-FIT, Performance and Fitness Test (PERF-FIT), and the Test of Gross Motor Development-Third Edition (TGMD-3), focusing on their test domains, feasibility for school settings, and relevance for developmental assessment. The synthesis indicates that combining health-related indicators such as cardiorespiratory endurance, muscular strength, flexibility, and body composition with motor skill domains such as balance, agility, coordination, and movement control provides a more developmentally appropriate profile than single-domain screening. Theoretically, this paper strengthens the conceptualisation of child physical fitness by highlighting the interdependence between physiological fitness and motor competence during early primary years. From a managerial perspective, it provides practical directions for school implementation and policy planning, including standardised administration procedures, teacher capacity building, development of Malaysian normative references, and systematic monitoring aligned with curriculum priorities. Overall, an integrated assessment framework is positioned as a feasible and context-sensitive approach to enhance early screening, targeted intervention, and evidence-based decision-making in Malaysian primary schools
Copyright (c) 2026 Noraini Zainudin, Siti Hartini Azmi, Gunathevan Elumalai http://creativecommons.org/licenses/by-nc-sa/4.0
The Application of Multiple Intelligences Learning Strategies in Teaching and Learning and Classroom-Based Assessment (CBA) of Malay Language in Perak
In the Malaysian context, Multiple Intelligences (MI) is essential for the National Education Philosophy's aspiration especially for holistically and integrally to develop individual potential, nurture human beings who are harmonious and balanced in intellect, spirituality, emotion, and physicality, based on trust and respect. Therefore, meaningful Teaching and Learning (T&L) and lifelong learning are required to apply in this century, especially in the language. Teachers frequently encounter challenges in implementing T&L based on multiple intelligences and conducting holistic assessment of students. Furthermore, students often lack active engagement in the classroom. Hence, the objective of this study is to explore the application of MI learning strategies in Malay Language (ML) T&L, and how this approach is able to support the implementation of Classroom-Based Assessment (CBA). This study applied a qualitative action research design. Data were collected through teacher interviews, observation, and analysis of teacher documents. Reflection was conducted through discussions with teachers to evaluate the strategy implementation and generate adjustments as necessary. The findings indicate that teachers were able to implement T&L in an engaged context according to students' multiple intelligences. Additionally, teachers could implement CBA more systematically. This research suggests that MI learning strategies are effective in enhancing the quality of T&L by accommodating students' diverse learning preferences. The study's implications include improving the T&L practice in the Malay Language and providing professional training for teachers to integrate MI learning strategies into their instruction. In conclusion, this strategy is able to assist the teachers, especially Malay Language teachers, to improve their teaching and learning process due to students’ future in academics and life.
Copyright (c) 2026 Nurmazura Mohamad Yunus, Najihah Mustaffa, Mohd Norzaini Mohd Zain , Mior Hamdan Ghazali http://creativecommons.org/licenses/by-nc-sa/4.0
Pembangunan Modul Asside Dengan Pendekatan I-Bulugu Bagi Meningkatkan Pencapaian Karangan Tidak Berformat: Satu Analisis Keperluan
Kajian ini dijalankan untuk mengenal pasti keperluan pembangunan Modul ASSIDE, iaitu modul PdP berasaskan tindanan Model ASSURE dan SIDEK bagi meningkatkan pencapaian karangan tidak berformat Bahasa Kadazandusun tahun enam. Masalah murid dalam menjana dan mengembangkan idea secara sistematik serta kurang memahami struktur karangan yang lengkap, kekurangan BBB interaktif menyukarkan murid menghasilkan karangan berkualiti, menyumbang kepada pencapaian rendah dalam ujian penulisan. Modul ini menerapkan inovasi peta pemikiran iaitu I-Bulugu (Interaktif Bulatan). Reka bentuk kuantitatif digunakan melibatkan 120 murid tahun enam dan 90 guru Bahasa Kadazandusun dari daerah Keningau, Tambunan dan Tenom melalui persampelan rawak mudah. Analisis data kuantitatif menggunakan statistik diskriptif peratus, min dan sisihan piawai. Hasil analisis keperluan melalui soal selidik tahap kesukaran kemahiran bahasa menunjukkan kemahiran menulis SK. 3.3 iaitu menghasilkan penulisan tidak berformat adalah kemahiran yang paling sukar dalam Bahasa Kadazandusun Tahun Enam iaitu nilai min guru 4.51 dengan SP= 0.503 dan nilai min murid 4.57 dengan SP= 0.498. Manakala, bagi soal selidik maklum balas PdP penulisan karangan tidak berformat, min bagi konstruk perasaan terhadap aktiviti menulis ialah 3.585, konstruk kefahaman struktur karangan dan pengolahan ialah 2.90, seterusnya min bagi konstruk KBAT ialah 2.484 dan min bagi konstruk keyakinan terhadap penggunaan BBB ialah 3.823. Ujian penulisan karangan tidak berformat telah disemak, jelas menunjukkan majoriti murid (90%) mempunyai tahap penguasaan yang sangat terhad. Implikasi analisis keperluan jelas menunjukkan pembangunan Modul ASSIDE amat diperlukan bagi meningkatkan pencapaian karangan tidak berformat, menyokong PdP digital berasaskan TMK dan inovasi pendidikan. This study was conducted to identify the need for developing the ASSIDE Module, a teaching and learning module integrating the ASSURE and SIDEK models, aimed at improving Year Six students’ achievement in unformatted essay writing in the Kadazandusun language. Students’ difficulties in generating and developing ideas, limited understanding of essay structure, and the lack of interactive teaching aids have hindered their ability to produce quality essays, contributing to low performance in writing assessments. In response, the proposed module incorporates an innovative thinking map known as I-Bulugu (Interactive Circle) to support idea organisation and essay development. A quantitative research design was employed, involving 120 Year Six students and 90 Kadazandusun language teachers from the districts of Keningau, Tambunan, and Tenom. Respondents were selected through simple random sampling. Quantitative data were analysed using descriptive statistics, including percentages, means, and standard deviations. Findings from the need’s analysis questionnaire indicated that writing skill Standard Content 3.3, namely unformatted writing, was the most difficult skill in Year Six Kadazandusun language learning. Teachers reported a mean score of 4.51 (SD = 0.503), while students reported a mean score of 4.57 (SD = 0.498). Furthermore, results from the questionnaire on teaching and learning of unformatted essay writing showed that the mean score for the affective construct towards writing activities was 3.585. The construct of understanding essay structure recorded a mean score of 2.90, higher-order thinking skills (HOTS) recorded 2.484, and confidence in using teaching aids recorded 3.823. Analysis of the unformatted essay writing test showed that 90% of students demonstrated a very limited level of mastery. Overall, the findings indicate that the development of the ASSIDE Module is necessary to enhance achievement in unformatted essay writing and to support ICT-based digital teaching and learning and educational innovation. KEYWORDS: ASSIDE Module, Unformatted Essay, I-Bulugu
Copyright (c) 2026 Marbella Justine, Julita Norjieta Taisin http://creativecommons.org/licenses/by-nc-sa/4.0
Etika Sebagai Teras Literasi AI: Analisis Literasi, Efikasi Kendiri Dan Kompetensi Ai Pelajar Matrikulasi
Perkembangan AI telah memacu pendidikan menuntut penguasaan literasi AI sebagai kemahiran utama abad ke-21. Dalam konteks Program Matrikulasi Malaysia, pelajar perlu bersedia menghadapi pembelajaran berasaskan AI sebagai asas menuju ke peringkat universiti dan dunia kerja digital. Penggunaan AI dalam pendidikan telah mencetuskan isu kebergantungan berlebihan yang mencabar integriti akademik dan keupayaan berfikir secara kritis. Fenomena ini memerlukan penguasaan literasi AI. Namun kajian mengenai tahap literasi AI pelajar matrikulasi masih terhad. Kekurangan ini menimbulkan kebimbangan terhadap potensi penyalahgunaan AI serta cabaran dalam penggunaan beretika. Kajian ini bertujuan mengukur tahap literasi AI pelajar matrikulasi dan menganalisis hubungan etika AI dengan efikasi kendiri AI dan kompetensi AI. Kajian tinjauan berbentuk deskriptif digunakan melibatkan 355 pelajar dari sebuah kolej matrikulasi menggunakan instrumen MAILS. Dapatan kajian menunjukkan pelajar mempunyai literasi AI yang tinggi, begitu juga etika AI, kompetensi dan efikasi kendiri AI. Analisis Spearman menunjukkan etika AI berkorelasi kuat dengan efikasi kendiri AI dan kompetensi AI, menandakan bahawa peningkatan kesedaran etika seiring dengan peningkatan keyakinan dan kecekapan penggunaan AI. Kajian terhad kepada sebuah kolej matrikulasi dan menggunakan soal selidik skala Likert lima mata bagi mengukur etika, yang berisiko bias keinginan sosial. Kajian ini menyarankan agar sampel diperluaskan merentas beberapa kolej dan memperkukuh pengukuran etika menggunakan instrumen psikometrik yang mantap seperti Situational Judgment Test (SJT). Akhir sekali, bentuk pentaksiran di kolej matrikulasi wajar ditinjau semula bagi mengelakkan kebergantungan pelajar sepenuhnya terhadap AI, yang boleh menjejaskan perkembangan pemikiran aras tinggi. Penilaian hendaklah beralih daripada menilai produk akhir semata-mata kepada proses pembelajaran bermakna, beretika dan menekankan keaslian pemikiran pelajar dalam penggunaan AI. The rapid development of artificial intelligence (AI) has positioned AI literacy as a critical twenty-first-century skill in education. Within the Malaysian Matriculation Programme, students must be prepared to engage with AI-based learning as a foundation for higher education and the digital workforce. However, increasing reliance on AI in educational contexts has raised concerns regarding academic integrity and critical thinking, highlighting the importance of ethical AI literacy. Despite this, empirical evidence on AI literacy among matriculation students remains limited. This study aims to examine the level of AI literacy among matriculation students and to analyse the relationships between AI ethics, AI self-efficacy, and AI competence. A descriptive cross-sectional survey design was employed, involving 355 students from a matriculation college, using the Meta AI Literacy Scale (MAILS). The findings indicate that students reported high levels of AI literacy, including AI ethics, AI competence, and AI self-efficacy. Spearman correlation analysis revealed strong positive associations between AI ethics and both AI self-efficacy and AI competence, suggesting that higher ethical awareness is associated with greater confidence and proficiency in AI use. This study is limited by its single-institution sample and the use of a five point Likert-type items to measure AI ethics, which may be subject to social desirability bias. Future research should involve multiple matriculation colleges and employ more robust psychometric approaches, such as Situational Judgment Tests (SJTs), to better capture ethical decision-making in AI use instead of self-report. KEYWORDS: SJT, AI Literacy, AI Ethics, AI Self-Efficacy, Matriculation
Copyright (c) 2026 Amal Harun, Ahmad Zamri Khairani http://creativecommons.org/licenses/by-nc-sa/4.0
Tahap Kesediaan Penerimaan Sistem Pengurusan Bengkel Untuk Program Teknologi Elektrik di Kolej Vokasional
Kajian ini bertujuan untuk menilai tahap kesediaan penerimaan Sistem Pengurusan Bengkel di kalangan ketua bengkel Program Teknologi Elektrik di Kolej Vokasional (KV). Daripada 57 edaran soal selidik, seramai 51 orang ketua bengkel Program Teknologi Elektrik di Kolej Vokasional memberikan maklum balas. Pendekatan kuantitatif digunakan, dengan instrumen soal selidik berasaskan Model Unified Theory of Acceptance and Use of Technology (UTAUT). Hasil kajian menunjukkan adanya keperluan mendesak untuk pembangunan sistem pengurusan bengkel. Dapatan juga mengesahkan bahawa tahap penerimaan awal terhadap sistem pengurusan bengkel adalah sangat tinggi (Min = 4.18), di mana Jangkaan Prestasi (Min = 4.38) merupakan peramal utama. Ketua bengkel yakin sistem ini dapat meningkatkan produktiviti dan kecekapan operasi mereka. Secara kesimpulan, kajian ini memberikan justifikasi yang kukuh dan spesifikasi fungsian yang jelas untuk meneruskan reka bentuk dan pembangunan sistem pengurusan bengkel bagi mengatasi jurang kecekapan dan keselamatan dalam pengurusan bengkel TVET. This study aims to evaluate the level of readiness and acceptance of a Workshop Management System among Electrical Technology Program workshop heads at Vocational Colleges (KV). Out of 57 distributed questionnaires, 51 workshop heads provided feedback. A quantitative approach was employed, utilizing a survey instrument based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The results indicate an urgent need for the development of a workshop management system. Findings also confirm that the initial acceptance level toward the system is very high (Mean =4.18), with Performance Expectancy (Mean =4.38) identified as the primary predictor. Workshop heads are confident that this system can enhance their productivity and operational efficiency. In conclusion, this study provides a strong justification and clear functional specifications to proceed with the design and development of a workshop management system to bridge efficiency and safety gaps in TVET workshop management. KEYWORDS: Needs Analysis, Workshop Management System, Workshop Management, UTAUT, Technology Acceptance.
Copyright (c) 2026 Mohd Lutfi Mohd Raffi, Mohd Azlan Mohammad Hussain http://creativecommons.org/licenses/by-nc-sa/4.0
Factors That Influence the Business Success of Young Entrepreneurs in SMEs In Malaysia
This study examines the factors influencing the business success of young entrepreneurs in Small and Medium Enterprises (SMEs) in Malaysia. Despite the growth of SMEs in Malaysia, limited research has specifically focused on young entrepreneurs as a distinct group with unique challenges and capabilities. The study aims to determine the influence of financial literacy, innovation, business networking and entrepreneurial attitude on business success. A quantitative research design was employed. Primary data were collected using a structured questionnaire distributed via Google Forms to 200 young entrepreneurs aged 18-30 operating SMEs in the Klang Valley. The sampling technique applied was simple random sampling. Data were analysed using SPSS version 27 including descriptive statistics, reliability analysis, Spearman correlation and multiple linear regression. The findings indicate that financial literacy is the most significant predictor of business success (β = 0.35, p < 0.001), followed by innovation (β = 0.29, p = 0.002), networking (β = 0.21, p = 0.015), and entrepreneurial attitude (β = 0.18, p = 0.032). The model explains 62% of the variance in business success (R² = 0.62). The results highlight the importance of strengthening financial capability and innovation skills among young entrepreneurs. The study contributes to entrepreneurship literature by focusing specifically on young SME entrepreneurs and offers practical implications for policymakers and support agencies.
Copyright (c) 2026 Mohd Zulazahar A.R. Rahim, Rosmini Ismail, Mohd Danial Afiq Khamar Tazilah http://creativecommons.org/licenses/by-nc-sa/4.0
Kompetensi Digital Guru Sebagai Teras Transformasi Pendidikan Abad Ke-21
Era digital telah mengubah ekosistem pendidikan global serta menuntut profesion keguruan untuk beradaptasi terhadap perubahan teknologi maklumat dan komunikasi (ICT). Dalam konteks Malaysia, pembangunan kompetensi digital dalam kalangan guru menjadi keperluan asas bagi memastikan keberkesanan pembelajaran dan pemudahcaraan, inovasi pedagogi dan pembelajaran abad ke-21 serta penggunaan ICT secara profesional. Pelaksanaan Dasar Pendidikan Digital Kementerian Pendidikan Malaysia memperkukuh usaha negara dalam melahirkan pendidik yang berdaya digital, selaras dengan aspirasi Pelan Pembangunan Pendidikan Malaysia dan Matlamat Pembangunan Lestari 4. Artikel ini menghuraikan konsep dan teori kompetensi digital guru berdasarkan Model Kepercayaan Kompetensi Asas ICT Guru oleh Rubach dan Lazarides yang menekankan enam elemen utama kompetensi digital. Selain itu, artikel ini mensintesiskan 10 kajian empirikal terkini iaitu lima di Malaysia dan lima antarabangsa bagi menilai perkembangan dan cabaran kompetensi digital guru. Berdasarkan analisis literatur, artikel ini mencadangkan satu model konseptual pembangunan guru digital yang sejajar dengan dasar pendidikan nasional dan agenda global. Artikel ini membawa implikasi yang ketara di peringkat antarabangsa dan nasional. Di peringkat global, ia menyelaraskan pembangunan kompetensi digital guru dengan piawaian UNESCO dan memperluaskan model kompetensi digital Rubach dan Lazarides. Ia juga menyediakan asas untuk perbandingan merentas negara yang mengukuhkan transformasi digital merentas sistem pendidikan. Di peringkat nasional, penemuan ini memberi panduan strategik kepada Kementerian Pendidikan Malaysia dalam melaksanakan pembangunan profesional yang berbeza di bawah Dasar Pendidikan Digital dan dalam memperkukuh peranan pengetua dalam memupuk budaya sekolah digital. Dapatan ini menyokong perancangan berpandukan data dalam Pelan Pembangunan Pendidikan Malaysia serta memperkukuh usaha melahirkan guru mahir digital yang bersedia menghadapi cabaran masa depan. The digital era has transformed the global education ecosystem and required the teaching profession to adapt to changes in information and communication technology (ICT). In the Malaysian context, the development of digital competence among teachers is a basic requirement to ensure the effectiveness of learning and facilitation, innovative pedagogy and 21st-century learning as well as the professional use of ICT. The implementation of the Malaysian Ministry of Education’s Digital Education Policy strengthens the country’s efforts in producing digitally capable educators, in line with the aspirations of the Malaysia Education Blueprint and Sustainable Development Goal 4. This article describes the concept and theory of digital competence for teachers based on the Teachers’ Basic ICT Competence Beliefs Model for Teachers by Rubach and Lazarides which emphasizes six main elements of digital competence. In addition, this article synthesizes 10 recent empirical studies, five in Malaysia and five internationally, to assess the development and challenges of digital competence for teachers. Based on a literature analysis, this article proposes a conceptual model of digital teacher development that is structured based on national policies and global agendas. At the global level, it aligns the development of teachers’ digital competencies with UNESCO standards and extends the Rubach and Lazarides digital competency model. It also provides a basis for cross-country comparisons of implementing digital transformation across education systems. At the national level, these findings provide strategic guidance to the Ministry of Education Malaysia in implementing differentiated professional development under the Digital Education Policy and in strengthening the role of principals in building a digital school culture. These findings support data-driven planning in the Malaysian Education Blueprint and strengthen efforts to produce digitally proficient teachers who are ready to face the challenges of the future. KEYWORDS: Teacher digital competence, Rubach and Lazarides model, Digital Education Policy, Malaysia's Education Development Plan.
Copyright (c) 2026 Zurinawati Hamzah, Dayang Rafidah Syariff M. Fuad http://creativecommons.org/licenses/by-nc-sa/4.0
The Effectiveness of Using Comics to Improve Reading Skills Among Primary School Pupils
This research aims to identify the role of comics in improving reading skills among pupils in primary schools. The participants in this study consisted of five year two pupils in one of the primary schools in the Hulu Selangor district. The pupils involved were pupils who were weak in mastering reading skills well. This study uses a qualitative method. This research was conducted based on the model of Stephen Kemmis & Mc Taggart. This research was carried out with the aim of describing the appropriate use of comics as a teaching aid in the teaching and learning (T&L) in addition to seeing that the use of comics can help pupils’ interest in reading and subsequently the effectiveness of comics in improving pupils' reading performance. This research used semi-structured interviews. Data was collected using observation forms, document analysis and performing pre- and post-tests. The findings of the study show an increase in pupils' reading skills, and are also seen as an excellent teaching tool for the year two class. By carrying out this study, the dignity of comic books can be raised to a higher level than other educational materials. The societal stigma that comics are just a waste of time needs to be addressed. In reality, comic books can be used as the main teaching tool for Malay subjects and other subjects that will facilitate the teaching and learning process
Copyright (c) 2026 Nada Rahmatika, Mazarul Hasan Mohamad Hanapi, Noor Falahan Zainal Abiddin http://creativecommons.org/licenses/by-nc-sa/4.0
Cognitive and Metacognitive Strategies for Learning Algebra: A Mini Review
Algebra learning can be strengthened with a combination of cognitive and metacognitive strategies. This effectiveness is most evident when learning support is arranged sequentially and tailored to students' proficiency and task complexity. However, many students have difficulty understanding symbolic procedures to algebraic concepts that involve abstract structures and relationships. Thus, this mini review aims to synthesize all studies done from 2015 to 2025, which related to the cognitive and metacognitive mechanisms that support algebra learning and also to report the use of cognitive and metacognitive strategies to enhance conceptual understanding, problem-solving and self-regulated learning in algebraic education. The study focuses on several specific themes for learning algebra namely, instructional approaches, metacognitive strategies and cognitive strategies for learning algebra. The databases used for searching literature for this review using keywords included Scopus, ProQuest and Google Scholar regarding strategies in learning Algebra for conceptual understanding and problem-solving. A total of 423 articles for full-text review and 43 were finally selected for this review. The findings of this mini-review reveal the combination of cognitive and metacognitive strategies contribute to stronger knowledge retention, transfer and mathematical resilience. Cognitive strategies can support structured algebraic reasoning and procedural clarity while metacognitive strategies can enhance monitoring, reflection and error correction during completed the task. To this end, this review highlights the transformative potential of innovative learning strategies into algebra curricula. However, the existing evidence base remains limited due to the short intervention period, inconsistent definitions and measurements of metacognition, and inconsistent classroom implementation. Further investigations should expand empirical validation and explore instructional designs more specific and reliable
Copyright (c) 2026 Izan Roziana Mohd Dadiri, Rohaidah Masri, Mazlini Adnan , Mohd Syazwan Mohd Roslan http://creativecommons.org/licenses/by-nc-sa/4.0
Pembinaan Modul Peningkatan Imaginasi-Kreatif (PIK) Prasekolah Berasaskan Lagu Rakyat Kanak-Kanak: Dapatan Fasa Dua Kedudukan Dan Keutamaan Terhadap Aktiviti Pembelajaran
Kajian ini bertujuan untuk membangunkan Modul Peningkatan Imaginasi-Kreatif (PIK) Prasekolah berasaskan lagu rakyat kanak-kanak dari segi Kedudukan dan Keutamaan Terhadap Aktiviti Pembelajaran bagi memupuk dan meningkatkan kemahiran imaginasi serta kreativiti dalam kalangan kanak-kanak prasekolah. Proses reka bentuk dan pembinaan modul ini dilaksanakan melalui gabungan kaedah penyelidikan Modified Nominal Group Technique (MNGT) dan Fuzzy Delphi Method (FDM). Artikel ini memfokuskan kepada dapatan fasa dua, iaitu proses validasi kandungan modul oleh panel pakar dari segi Kedudukan dan Keutamaan Terhadap Aktiviti Pembelajaran. Objektif utama bagi fasa ini adalah untuk menentukan: (1) kesepakatan pandangan pakar terhadap aktiviti pembelajaran yang perlu ada dalam modul; (2) hubungan antara setiap aktiviti pembelajaran berdasarkan kesepakatan tersebut; dan (3) klasifikasi aktiviti pembelajaran untuk menginterpretasi modul PIK. Seramai 12 orang pakar bidang Pendidikan Awal Kanak-Kanak (PAKK), Pakar muzik, Pakar bahasa dan guru cemerlang prasekolah telah terlibat dalam kajian ini. Data daripada penilaian pakar dianalisis menggunakan FDM untuk mencapai konsensus. Hasil analisis FDM menunjukkan kesepakatan penuh (100%) dalam kalangan pakar terhadap 20 aktiviti pembelajaran yang dibangunkan, dengan nilai threshold (d) ≤ 0.159. Hasil ini membuktikan kesahan dan kebolehgunaan modul secara empirik. Kedudukan dan Keutamaan Terhadap Aktiviti Pembelajaran yang mendapat skor tertinggi (A=0.878) ialah aktiviti berbentuk konkrit dan kreatif seperti penggunaan bahan maujud, lakonan, serta manipulatif seni. Kajian ini menyimpulkan bahawa pendekatan integratif berasaskan lagu rakyat kanak-kanak berpotensi besar dalam merangsang imaginasi dan kreativiti kanak-kanak prasekolah This study aims to develop the Preschool Creative-Imagination Enhancement (PIK) Module based on folk songs, focusing on the Ranking and Priority of Learning Activities to foster and enhance imagination and creativity skills among preschool children. The design and development process of this module was implemented through a combination of the Modified Nominal Group Technique (MNGT) and the Fuzzy Delphi Method (FDM). This article focuses on the findings of phase two, specifically the content validation process of the module by an expert panel regarding the Ranking and Priority of Learning Activities. The primary objectives of this phase were to determine: (1) expert consensus on the learning activities to be included in the module; (2) the relationship between each learning activity based on that consensus; and (3) the classification of learning activities to interpret the PIK module. A total of 12 experts in the fields of Early Childhood Education (ECE), music, language, as well as excellent preschool teachers, were involved in this study. Data from the expert evaluations were analyzed using FDM to achieve consensus. The results of the FDM analysis showed full consensus (100%) among the experts regarding the 20 developed learning activities, with a threshold value of (d) ≤ 0.159. These results empirically prove the validity and usability of the module. The Ranking and Priority of Learning Activities that received the highest score (A=0.878) were concrete and creative activities, such as the use of realia (concrete objects), role-play, and art manipulatives. This study concludes that an integrative approach based on children's folk songs has great potential in stimulating the imagination and creativity of preschool children. KEYWORDS: Creative-Imagination, Enhancement Module (PIK), Modified Nominal Group Technique (MNGT), Fuzzy Delphi Method (FDM)
Teknik Kumpulan Nominal yang Diubah Suai
Copyright (c) 2026 Nurul Jannah Kamaruddin, Abdul Halim Masnan, Nur Atiqah Mat Saberi, Siti Nur Nadirah Ibrahim, R Jayavani Rajamanickam, Nur’Ain Hj Husin Suhaimi http://creativecommons.org/licenses/by-nc-sa/4.0
Barriers to Effective Career Transition Planning for Students with Special Educational Needs in Malaysia: A Qualitative Study of PPKI Teachers’ Experiences
Globally, students with special educational needs (SEN) continue to face substantial barriers in securing meaningful employment, and these challenges persist in Malaysia despite the existence of structured transition programs. The Program Pendidikan Khas Integrasi (PPKI) serves as a key national initiative to equip SEN students with life and vocational skills, workplace readiness and community integration. However, limited empirical research has qualitatively examined the day-to-day realities faced by teachers in implementing such programs. This study addresses this gap by exploring the experiences of four PPKI teachers through semi-structured interviews, analysed using Braun and Clarke’s thematic analysis. Five interrelated challenges were identified: limited parental involvement, peer influence, employer perceptions, insufficient teacher training and inadequate facilities. These findings highlight systemic and school-level barriers that directly affect the quality and sustainability of transition services. Practical implications include strengthening school–family partnerships, fostering positive peer environments, enhancing employer readiness through awareness initiatives, providing targeted professional development for teachers and improving vocational infrastructure. Addressing these issues can advance Sustainable Development Goal 4 (Quality Education) by ensuring inclusive and equitable vocational opportunities and Sustainable Development Goal 17 (Partnerships for the Goals) through stronger multi-stakeholder collaboration.
Copyright (c) 2026 Siti Noorhafiznas Husna Husni, Low Hui Min http://creativecommons.org/licenses/by-nc-sa/4.0
Persepsi Guru Terhadap Pelaksanaan Modul Numerasi untuk Murid Bekeperluan Khas: Satu Analisis Keperluan
Kemahiran numerasi memainkan peranan penting dalam perkembangan kognitif murid, termasuk murid berkeperluan khas (MBPK). Walau bagaimanapun, mereka sering menghadapi cabaran dalam menguasai konsep nombor dan operasi asas, yang boleh memberi kesan terhadap pencapaian akademik serta kehidupan harian mereka. Sehubungan itu, kaedah pengajaran yang lebih interaktif dan menggunakan alat bantu seperti Pop It semakin mendapat perhatian dalam pendidikan khas. Kajian ini bertujuan untuk mengkaji persepsi guru terhadap keberkesanan kaedah numerasi Pop It dalam meningkatkan pemahaman Matematik dalam kalangan MBPK. Pendekatan kuantitatif digunakan dalam kajian ini melalui soal selidik yang diedarkan kepada 100 orang guru pendidikan khas. Hasil analisis menunjukkan bahawa min keseluruhan adalah 4.44, yang mencerminkan tahap persetujuan yang tinggi terhadap keberkesanan kaedah ini. Item dengan min tertinggi ialah “Kaedah numerasi Pop It membantu MBPK memahami konsep asas Matematik” (min = 4.6). Selain itu, nilai korelasi (>0.75) menunjukkan hubungan positif antara keberkesanan Pop It dengan motivasi serta pemahaman murid. Kesimpulannya, guru secara keseluruhan bersetuju bahawa kaedah Pop It berkesan dalam meningkatkan pemahaman Matematik MBPK, di samping menjadikan pembelajaran lebih mudah dan menyeronokkan. Kajian ini mencadangkan agar kaedah ini diperluaskan dalam pendidikan khas dengan sokongan latihan yang mencukupi kepada guru bagi memastikan penggunaannya lebih efektif. Numeracy skills play a crucial role in the cognitive development of students, including those with special educational needs (SEN). However, they often face challenges in mastering number concepts and basic operations, which can impact their academic performance and daily life. Therefore, interactive teaching methods that incorporate teaching aids such as Pop It are gaining attention in special education. This study aims to examine teachers’ perceptions of the effectiveness of the Pop It numeracy method in enhancing the understanding of Mathematics among SEN students. A quantitative approach was employed in this study through a survey distributed to 100 special education teachers. The analysis revealed that the overall mean score was 4.44, indicating a high level of agreement among teachers regarding the effectiveness of this method. The highest-rated item was “The Pop It numeracy method helps SEN students understand basic mathematical concepts” (mean = 4.6). Additionally, the correlation values (>0.75) indicated a strong positive relationship between the effectiveness of Pop It and students’ motivation and comprehension. In conclusion, teachers generally agree that the Pop It numeracy method effectively improves SEN students’ mathematical understanding, while also making the learning process easier and more engaging. This study suggests that the implementation of this method should be expanded in special education, with adequate teacher training support to ensure its effective use. KEYWORDS: Numeracy skills, Students with special educational needs (MBPK), Pop It teaching method, Mathematics learning, Teacher perceptions
Murid bekeperluan Pendidikan khas (MPPK)
Copyright (c) 2026 Faiqah Mohammad Fauzi, Low Hui Min, Phoon Hooi San http://creativecommons.org/licenses/by-nc-sa/4.0
Advancing Education for Sustainable Development in STEM: A Systematic Review of Innovative Pedagogies, Digital Integration, Cognitive-Emotional Engagement, and Community-Policy Strategies
The integration of Education for Sustainable Development (ESD) into Science, Technology, Engineering, and Mathematics (STEM) education (ESD-STEM) is essential to prepare students for global challenges. This systematic literature review (SLR), guided by the PRISMA framework, analysed 29 studies published between 2020 and 2024. Four key themes emerged: (1) innovative pedagogies, including problem-based learning, flipped classroom, and transdisciplinary approaches, which enhance critical thinking and problem-solving; (2) integration of digital tools such as AI, robotics, and Open Educational Resources, which support engagement and real-world application; (3) cognitive, emotional, and cross-disciplinary elements that foster intellectual readiness and emotional investment in sustainability; and (4) community and policy engagement that links theory to practice and institutional support. Despite these advances, challenges such as rigid curricula, insufficient resources, and limited teacher training remain. The study concludes that creative pedagogies, curriculum redesign, professional development, and resource allocation are pivotal to advancing 21st-century ESD-STEM.
Education for Sustainable Development (ESD)
Copyright (c) 2026 Phey S. Ling, Fadzilah Amzah, Aziah Ismail http://creativecommons.org/licenses/by-nc-sa/4.0
Work Engagement: Global Trends, Bibliometric Analysis (2020-2025)
This study examines global trends in work engagement research from 2020 to 2025 through a bibliometric analysis, with particular attention to Pakistan’s contribution. Using Scopus data, 1,616 publications authored by 5,767 scholars were analyzed. Bibliometric indicators, including citations, h-index, g-index, and m-index, were generated using BiblioMagika and visualized through Microsoft Excel. The findings indicate steady growth in work engagement research, with dominant contributions from Business, Management, Psychology, and Social Sciences. The United States, Spain, and the United Kingdom emerged as leading countries in publication output, while authors such as Bartelmus and Markandya demonstrated high citation impact. Frontiers in Psychology and the International Journal of Environmental Research and Public Health were identified as highly influential journals. Despite the expanding global literature, research output remains concentrated in developed countries, with limited contributions from Pakistan. The study highlights the need for greater geographic diversity, methodological expansion, and integration of related constructs to guide future work engagement research.
Copyright (c) 2026 Nabia Manzoor Shah, Aziah Ismail http://creativecommons.org/licenses/by-nc-sa/4.0
Mapping the Landscape of Artificial Intelligence (AI)-Powered Assessment: A Bibliometric Analysis of Scopus and Web of Science (WoS)
The surge of interest in Artificial Intelligence (AI) in higher education has led to rapid growth in research regarding its potential applications in assessment. This study analyzes publication trends, document types, and citation patterns related to AI in educational assessment, alongside the emergence of AI-powered literature search platforms. Data from Scopus and Web of Science (WoS) databases (2020–2024) were retrieved for analysis. A total of 42 publications were analyzed using VOSviewer for keyword mapping and cluster identification, while Harzing’s Publish or Perish was utilized for citation metrics. The results show a consistent increase in publications related to AI-based assessment, with articles being the primary format. Keyword analysis revealed dominant clusters centered on student perceptions and automated grading systems. This study provides an updated bibliometric landscape that guides researchers in identifying research gaps and emerging directions in AI assessment, while highlighting how AI-powered search tools can enhance systematic literature mapping.
Copyright (c) 2026 Nurul Ashikin Izhar, Yahya Al-Dheleai http://creativecommons.org/licenses/by-nc-sa/4.0
Designing and Validating a CEFR-Aligned Speaking Rubric for Rural Primary ESL Learners
This study reports the development and validation of a CEFR-aligned analytic speaking rubric designed for upper primary ESL learners in rural Malaysia. Adopting a quantitative instrument development and validation design, the study focused on establishing the rubric’s content validity and scoring reliability. Six TESL experts evaluated the relevance and clarity of the rubric descriptors, while a pilot study involving 30 upper primary pupils from two rural schools provided empirical scoring data. Content validity was examined using the Item-Level Content Validity Index (I-CVI) and Scale-Level Content Validity Index (S-CVI). The findings indicated that all rubric domains achieved acceptable I-CVI values (≥ 0.83), with an overall S-CVI of 0.93, demonstrating strong expert agreement. Scoring reliability was assessed through inter-rater reliability using Cohen’s Kappa (κ = 0.61–0.76), indicating moderate to substantial agreement, and internal consistency using Cronbach’s alpha (α = 0.84), reflecting good internal reliability. These results provide initial evidence that the rubric is conceptually sound and can be applied with reasonable scoring consistency. The study contributes a context-responsive, CEFR-aligned speaking assessment rubric that supports more systematic and transparent evaluation of speaking proficiency among rural primary ESL learners.
Copyright (c) 2026 Emynordiana Jamil, Nor Asniza Ishak, Afza Diyana Abdullah, Zuhailah Hashim, Putri Sathirah Saaban http://creativecommons.org/licenses/by-nc-sa/4.0
Improving ESL Writing Performance through Computational Thinking in Primary School: A Pilot Study
This study examined the integration of Computational Thinking (CT) principles into English as a Second Language (ESL) writing instruction to enhance primary school pupils’ writing performance. CT principles, including abstraction, decomposition, pattern recognition, generalisation, and evaluation, were embedded in writing lessons to support content development, organisation, and language use. A quasi-experimental design was employed involving 55 Year 4 pupils from a suburban primary school, divided into an experimental group (n = 27) and a control group (n = 28). The intervention was conducted over eight weeks, during which the experimental group received CT-integrated writing instruction, while the control group followed the standard Year 4 writing curriculum. The findings showed that the experimental group achieved significantly higher post-test writing performance than the control group (p < .001). The most substantial improvements were observed in content development and organisation, whereas improvements in language use were comparatively modest. Overall, the results indicate that integrating CT into ESL writing instruction is an effective pedagogical approach for improving primary pupils’ writing performance.
Copyright (c) 2026 Mohd Shahril Izwan Mustafa, Muhammad Kamarul Kabilan Abdullah, Yusnita Md. Yunus, Nor Sanak Mohd Nabil, Faharol Zubir, Masturah Sabri http://creativecommons.org/licenses/by-nc-sa/4.0
Peralihan Bahasa Pribumi dalam Kalangan Pelajar di Sebuah Institut Pendidikan Guru (IPG), di Daerah Kota Kinabalu Berdasarkan EGIDS
Kajian ini meneliti fenomena peralihan bahasa dalam kalangan pelajar pribumi di sebuah Institut Pendidikan Guru (IPG) dengan menggunakan teori peralihan bahasa oleh Fishman (1991) dan diukur dengan menggunakan kerangka EGIDS (Expanded Graded Intergenerational Disruption Scale). Kajian ini, Berdasarkan reka bentuk kaedah campuran dengan pendekatan urutan penerokaan (sequential exploratory), reka bentuk urutan penerokaan dimulakan dengan kajian kualitatif menggunakan pemerhatian turut serta dan rakaman tidak sedar terlebih dahulu dan diikuti oleh kajian kuantitatif dengan menggunakan soal selidik untuk mengukuhkan dapatan kajian. Dalam kajian ini pengkaji telah mengenal pasti pola penggunaan bahasa serta tahap ancaman kepupusan bahasa melalui instrumen pemerhatian, rakaman tidak sedar, dan soal selidik. Dapatan menunjukkan bahawa bahasa etnik semakin kurang digunakan oleh generasi muda dan hanya bertahan dalam domain adat dan kekeluargaan. Kajian ini mencadangkan intervensi linguistik melalui pendidikan dan dokumentasi bagi mengelakkan bahasa tersebut daripada pupus. This study examines the phenomenon of language shift among indigenous students at a Malaysian Institute of Teacher Education (IPG) by applying Fishman’s (1991) theory of language shift and measuring it using the EGIDS (Expanded Graded Intergenerational Disruption Scale) framework. The study adopts a mixed-methods research design with a sequential exploratory approach. The exploratory sequence begins with a qualitative phase involving participant observation and covert audio recordings, followed by a quantitative phase using questionnaires to strengthen and validate the research findings. In this study, the researcher identified patterns of language use and levels of language endangerment through observation instruments, covert recordings, and questionnaires. The findings indicate that ethnic languages are increasingly less used by the younger generation and are maintained only within traditional and family domains. This study proposes linguistic interventions through education and documentation to prevent these languages from becoming extinct. KEYWORDS: Language shift, EGIDS, Language extinction, IPGM
Copyright (c) 2026 Dzulkifli Mohd Aspah, Muhammad Hazim Kasrin, Mohd Khaidir Abdul Wahab http://creativecommons.org/licenses/by-nc-sa/4.0
Bridging Gaps with Technology: A Systematic Review of Digital Scaffolding in ESL Classrooms
Digital scaffolding has gained increasing attention in English as a Second Language (ESL) education; however, its conceptualisation and implementation remain fragmented. This systematic literature review synthesises empirical research on digital scaffolding in ESL contexts, examining how it is defined, the factors driving its adoption, and how it is implemented across formal educational settings. Guided by PRISMA 2020 protocols, a structured Scopus search identified 214 records published between 2020 and 2025, of which 8 studies met the inclusion criteria after screening. The synthesis reveals persistent conceptual ambiguity: while some studies equate digital scaffolding with technological affordances such as automated feedback or digital prompts, others frame it as adaptive, contingent, and fading support grounded in sociocultural learning theory. Drivers of digital scaffolding are broadly shared but contextually framed, with global studies emphasising enrichment, learner autonomy, and personalization, and Malaysian studies highlighting equity-related constraints such as feedback scarcity, infrastructural challenges, and assessment demands. Implementation spans micro-level tools, meso-level instructional sequences, and macro-level learning ecosystems, yet most interventions remain skill-specific, short-term, and limited in attention to scaffold fading and transfer. Overall, the review demonstrates that digital scaffolding extends beyond technology use and requires pedagogically designed, layered support that is sensitive to learner development and contextual conditions.
Copyright (c) 2026 Afza Diyana Abdullah, Nurul Ashikin Izhar, Mohd Ali Samsudin http://creativecommons.org/licenses/by-nc-sa/4.0