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 Press. EJOSS supports Open Access. The electronic full text version of the journal is available Free of Charge (FOC).
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
The Influence of Perceived Ease of Use, Perceived Usefulness, Self-Efficacy, Digital Literacy, and Perceived Enjoyment on Online Learning Motivation among Secondary School Students in Baling, Kedah
Online learning motivation is a critical determinant of student success in digital learning environments, particularly among secondary school learners in rural settings who often face both technological and psychological barriers. This conceptual paper proposes and justifies a theoretical model integrating the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT) to explain how perceived ease of use, perceived usefulness, self-efficacy, digital literacy, and perceived enjoyment influence students’ motivation for online learning. The model is developed based on a synthesis of recent literature surrounding technology acceptance, psychological motivation, and challenges in rural online education. It is recommended that future empirical testing adopts a sequential explanatory mixed methods design involving PLS-SEM followed by qualitative interviews to deepen interpretation of the findings. The proposed model posits that system related beliefs (ease of use and usefulness), students’ technological capability (digital literacy), and psychological drivers (self-efficacy and enjoyment) jointly predict online learning motivation. Digital literacy and perceived enjoyment are highlighted as variables that exert both direct and indirect influences by strengthening ease of use, usefulness, and academic confidence, which ultimately improve motivation. The model offers theoretical advancement by linking TAM and SDT to motivational outcomes and provides practical implications for enhancing rural online learning, suggesting that policies and instructional strategies must support not only access to digital tools but also create enjoyable and competence supportive learning environments. This paper therefore provides a theoretically grounded basis for future empirical research to guide interventions that enhance online learning motivation among rural secondary school students.
Copyright (c) 2026 Ahmad Fakharudin Mat Zin, Siti Zuraidah Md Osman http://creativecommons.org/licenses/by-nc-sa/4.0
Validation of a Game-Based Chemistry Learning Module (KimCraft): Expert Review and Preliminary Findings
Chemistry is a core subject that plays an important role in developing students’ scientific literacy. However, abstract topics such as Matter and Atomic Structure often pose significant challenges, leading to misconceptions, low academic achievement, and negative attitudes toward learning chemistry. In line with Sustainable Development Goal 4 (SDG 4), a game-based learning module known as KimCraft was developed using Minecraft Education to support the teaching of this topic in a more interactive manner. The module was designed based on the ADDIE instructional design model and grounded in Vygotsky’s Social Constructivism Theory, which emphasizes collaborative learning and instructional scaffolding within the Zone of Proximal Development. This study aimed to evaluate the content validity of the module through expert review. A 23-item checklist was assessed by nine experts and analysed using the Content Validity Index (CVI). The findings showed that both the I-CVI and S-CVI/Ave achieved a value of 1.00, indicating excellent content validity. These results confirm that the KimCraft module is relevant, curriculum-aligned, and has strong potential to support more effective and engaging chemistry learning.
Copyright (c) 2026 Zuhailah Hashim, Nurul Ashikin Izhar, Muhammad Salehuddin Ahmad, Ahmad Haziq Danial Hussaini http://creativecommons.org/licenses/by-nc-sa/4.0
The Impact of Project-Based Learning in a Metaverse Setting on Programming Performance and Attitudes among Malaysian Secondary Students
Learning computer programming is often perceived as a challenging task for secondary students, leading to low achievement and negative attitudes. This research examines the influence of Project-Based Learning (PBL) when combined with a metaverse platform on students’ performance, retention, and attitudes toward programming. Guided by Bruner’s Cognitive Learning Theory, the study employed a quasi-experimental design involving 60 Form Four students from two urban schools in Kedah. Thirty students were placed in the experimental group and taught using metaverse-based PBL, while another thirty received conventional instruction. The assessment tools consisted of a Programming Achievement Test aligned with the national curriculum and a modified Computer Science Attitude Survey (CSAS). Results from independent-samples t-tests showed significant differences favoring the experimental group in programming achievement (t (58) =−4.77, p<.01), retention of knowledge (t (58) =−5.86, p<.01), and positive attitudes toward programming (t (58) =−3.83, p<.01). No significant differences were observed for attitude retention. Overall, the findings demonstrate that PBL integrated with metaverse technologies can promote creativity, engagement, and deeper conceptual understanding. Recommendations are provided for teachers and policymakers to leverage immersive tools in cultivating 21st-century skills.
Copyright (c) 2026 Mohd Saiful Akmal Ahmad, Siti Zuraidah Md Osman http://creativecommons.org/licenses/by-nc-sa/4.0
Designing A STEM Module Through EDP: A Conceptual Framework for Enhancing Science Achievement and Motivation
Science education in Malaysia continues to face pressing challenges, particularly in students’ conceptual understanding of topics such as Force and Motion. International assessments, including TIMSS and PISA, consistently report low achievement among Malaysian students. At the same time, motivation to learn science remains a significant concern, with many perceiving it as abstract and disconnected from real life. This conceptual paper proposes a framework for a STEM learning module grounded in the Engineering Design Process (EDP). The framework is anchored in constructivist learning theory and structured through the ADDIE instructional design model to organise the five EDP phases namely Ask, Imagine, Plan, Create and Improve. To strengthen the affective dimension of learning, Self Determination Theory (SDT) is incorporated by aligning each design phase with the psychological needs of autonomy, competence and relatedness. The proposed framework is expected to foster students’ science achievement through hands-on experiences while also enhancing motivation by supporting their psychological needs. Although no empirical data are reported, this paper is positioned as a conceptual contribution. Accordingly, a pre-experimental design involving pre-test, post-test, and delayed post-test is proposed for future research as a pathway for future empirical validation to evaluate effectiveness and retention. By presenting a theoretically informed instructional design, this study contributes to the advancement of science education through an innovative approach that addresses both cognitive and motivational outcomes, while supporting Sustainable Development Goal (SDG) 4 on quality education.
Copyright (c) 2026 Putri Sathirah Saaban, Nur Jahan Ahmad http://creativecommons.org/licenses/by-nc-sa/4.0
Unveiling Inquiry: A Collaborative Two Decade Bibliometric Analysis of Science Learning and Investigation
This bibliometric analysis, titled "Unveiling Inquiry: A Collaborative Two Decade Bibliometric Analysis of Science Learning and Investigation," explores the evolution and impact of research in science learning and investigation from 2000 to 2024. The study addresses the growing need to understand how educational methodologies and inquiry-based learning (IBL) have developed over the years, reflecting their significance in shaping modern educational practices. Utilizing data retrieved from the Scopus database and analysed using VOSviewer, this research systematically examines a dataset comprising 1,239 publications. The analysis focuses on identifying trends, key contributors, as well as influential publications within the field. The results reveal a significant upward trend in the number of publications, particularly between 2010 and 2018, indicating heightened research activity likely driven by advancements in educational technologies and pedagogical strategies. Journal articles dominate the publication types, accounting for 73.7% of the total, underscoring the academic community's preference for peer-reviewed dissemination. Conference papers, making up 26.3%, highlight the importance of rapid idea exchange and emerging research. Key journals, comprising the Journal of Research in Science Teaching and the International Journal of Science Education, serve a pivotal role in sharing research findings. The variation in publication trends from other sources illustrates the dynamic nature of the field. The analysis further emphasizes the contributions of prolific authors, highlighting the field’s collaborative and interdisciplinary nature. Overall, the study affirms the strong and growing interest in science learning and investigation, demonstrating its significant impact on the development of educational theories and practices over the past two decades.
Copyright (c) 2026 Nurashikin Muzafar, Nur Jahan Ahmad http://creativecommons.org/licenses/by-nc-sa/4.0
A Kinesthetic Pedagogical Approach to Teaching Fleming’s Left-Hand Rule Using the FLHR Tri-Vector Guide in The Malaysian Matriculation Physics Curriculum
Fleming’s Left-Hand Rule (FLHR) is a key concept in understanding the motor effect and magnetic force in the study of electromagnetism. Despite its importance in the Malaysian Matriculation Physics curriculum, many students struggle to visualize and apply the rule correctly due to its abstract and three-dimensional nature. This study introduces the FLHR Tri-Vector Guide, a symbolic and kinesthetic learning tool designed to simplify and concretize the understanding of vector directions in FLHR—force, magnetic field and current. Developed using a design-based research methodology, the guide mimics a 90-degree slingshot structure to represent the spatial relationship between the vectors. The model was validated by matriculation physics lecturers and tested with students through a pre-test, post-test I, and post-test II. Findings indicate a significant improvement in student comprehension and engagement, with learners reporting that the guide was intuitive and helpful in mastering this complex concept. Descriptive analysis of repeated measurements at three time points was conducted to determine the mean scores, standard deviations, minimum and maximum scores. The FLHR Tri-Vector Guide thus presents a promising pedagogical aid that aligns with 21st-century teaching practices and supports more effective physics instruction in Malaysian classrooms.
Copyright (c) 2026 Nik Norhasrina Nik Din http://creativecommons.org/licenses/by-nc-sa/4.0
Artificial Intelligence Literacy Scale: Adapting and Validating a Contextualised Scale for Pre-Service Teachers in Northern Malaysia
Artificial intelligence (AI) is transforming education, making AI literacy a vital competency for teachers. Defined across four dimensions of awareness, usage, evaluation, and ethics, AI literacy enables educators to integrate technology effectively while upholding ethical standards. Although robust instruments exist internationally, Malaysia lacks culturally and linguistically relevant tools for assessing pre-service teachers’ AI literacy. This study adapted and validated the Artificial Intelligence Literacy Scale (AILS) developed by Wang et al. (2023) for use in northern Malaysia. Using back-to-back translation, expert review, and quantitative survey methods with 385 pre-service teachers, the scale underwent face and content validity testing followed by reliability analysis. Results confirmed strong face validity, unanimous content validity (S-CVI = 1.00), and high internal consistency (α = 0.933 overall). The validated scale provides an essential diagnostic tool for teacher education, supporting curriculum design, research, and policy development aimed at cultivating future-ready educators.
Copyright (c) 2026 Mohd Ridzuan Mohd Taib, Siti Zuraidah Md Osman http://creativecommons.org/licenses/by-nc-sa/4.0
From experts to app: Crafting an Engaging Mobile Learning App for form four Additional Mathematics using Nominal Group Technique
This study outlines the design phase of the Interactive Surd, Indices & Logarithm Mobile App (INSUMA), a mobile learning (m-learning) application developed for Form Four Additional Mathematics students using the Design and Development Research (DDR) model by Richey and Klein. The design was guided by insights from the Nominal Group Technique (NGT), involving nine subject matter experts in a face-to-face session. Through structured consensus, seven key constructs were identified to inform both instructional and interface design. Construct 1 had four elements (one selected), Construct 2 had ten (eight selected), Construct 3 had four (two selected), while Constructs 4 to 7 had a total of 23 elements, all selected. These validated constructs shaped the app’s pedagogical and functional components, ensuring content relevance, usability, and alignment with learners’ needs. Overall, this design phase establishes a strong foundation for the subsequent development and implementation of INSUMA, which aims to enhance students’ understanding of challenging mathematical topics through a mobile-based, game-enhanced learning experience tailored to the Malaysian curriculum.
Copyright (c) 2026 Indirani Munusamy, Mohd Faizal Nizam Lee Abdullah, Shahrul Amri Mohamad http://creativecommons.org/licenses/by-nc-sa/4.0
Pengurusan Program Akademik dari Persepktif Jaminan Kualiti: Kajian Tematik terhadap Cabaran Pendidikan Generasi Alpha
Generasi Alpha adalah generasi yang lahir bermula tahun 2010. Dalam konteks Malaysia, Generasi Alpha awal kini berumur lingkungan 15 tahun dalam tahun semasa. Para penyelidik secara umumnya melihat bahawa golongan ini cenderung kepada kehidupan berasaskan teknologi kecerdasan buatan (artificial intelligence, AI). Walau bagaimanapun, memandangkan generasi ini kini masih berada dalam peringkat persekolahan menengah, kajian yang meninjau terhadap aspek pendidikan tinggi berkaitan golongan ini masih terhad. Justeru, isu dan cabaran dalam pendidikan tinggi bagi Generasi Alpha perlu dianalisis dalam pelbagai peringkat pendidikan, bentuk dan sudut kajian. Kajian ini menjurus kepada kajian tematik berdasarkan isu dan cabaran pendidikan Generasi Alpha yang dibincangkan dalam dalam literatur sehingga kini. Analisis ini menekankan keperluan untuk mempersiapkan generasi ini agar mampu mencapai kompetensi program, objektif pembelajaran, dan hasil pembelajaran merentas pelbagai disiplin akademik. Kajian diharapkan dapat melihat potensi sumbangan secara teoretikal menjurus kepada faktor-faktor yang boleh menyumbang kepada aspek prestasi dalam konteks pendidikan tinggi di kalangan penuntut khususnya terhadap Generasi Alpha. Secara praktikal kajian ini diharap dapat memberi implikasi kepada aspek semakan semula pengurusan program akademik oleh pemberi pendidikan tinggi (PPT) berdasarkan Kod Amalan Akreditasi Program (Code of Practice for Programme Accreditation, COPPA) oleh Agensi Kelayakan Malaysia (Malaysian Qualifications Agency, MQA).
Copyright (c) 2025 Mohd Zefli Ghaus Mohamed, Suhartini Samsudin http://creativecommons.org/licenses/by-nc-sa/4.0
Harnessing Data Analytics for Smart Academic Management
In today's rapidly evolving educational landscape, higher education institutions (HEIs) must adopt data-driven strategies to improve efficiency, decision-making, and student success. Collecting diverse data types is essential for developing a holistic understanding of students and institutional operations. Student-related data, such as academic performance, attendance records, demographic details, and socio-economic factors, provide valuable insights into learning progress and support needs. Meanwhile, institutional data, which includes accreditation reports, research outputs, and stakeholder satisfaction scores, helps institutions refine curricula, enhance administrative processes, and strengthen industry partnerships. By leveraging data analytics, HEIs can develop intelligent academic management systems that optimize learning pathways, streamline administrative tasks, and foster deeper collaboration with internal and external stakeholders. This paper presents a hub-and-spoke framework for smart academic management, incorporating data analytics, along with relevant data metrics for HEIs and their corresponding hub-spoke pairings. Through automation, adaptive learning, and continuous feedback, HEIs can create a seamless, student-centered ecosystem that enhances academic achievement and operational efficiency. Furthermore, key innovations, challenges, and strategic approaches involved in implementing data-driven academic transformation are critically explored.
Copyright (c) 2025 Hamimah Ujir, Majina Sulaiman, Irwandi Hipiny, Shanti Faridah Salleh http://creativecommons.org/licenses/by-nc-sa/4.0
Empowering Self-Determining Biochemistry Learners: The XPLORATE Module for Gen Z with Alpha Features
This study emphasizes the implementation of the XPLORATE module for Biochemistry learning as a transformation based on the principles of heutagogy and project-based learning. This module is designed according to the HEUBRID Model, to strengthen learning ownership among Generation Z who also have the characteristics of Generation Alpha learners, namely digital, flexible, and reflective. A total of 64 Bachelor of Education (Biology) students from a public university in Malaysia implemented learning using this module. This study used a combination of quantitative and qualitative design. The questionnaire instrument was built based on the Technology Acceptance Model (TAM) to measure students' perceptions of the experience of using XPLORATE. Meanwhile, structured interviews were conducted to obtain more in-depth reflective views. Quantitative findings showed high acceptance in terms of Perceived Usefulness (PU), Perceived Ease of Use (PEOU), and Behavioural Intention (BI). The interview sessions also found four main themes: learning ownership, research skills, time management, and active engagement. This study proves that the XPLORATE module is able to develop students who are independent, reflective, and skilled in the use of technology. The implication is that the heutagogy-based approach should be expanded in an effort to strengthen the marketability of graduates, improve the quality of teaching, and prepare higher education institutions for the challenges of future generations of learners
Copyright (c) 2025 Shakinaz Desa, Putri Nuratira Elliya Azizan Shah http://creativecommons.org/licenses/by-nc-sa/4.0
Sarjana Pendidikan Sains: Inovasi Akademik Pascasiswazah Berasaskan Nilai, Fleksibiliti, Stackable Yang Berimpak Tinggi dan Berteraskan Kompetensi
Program baharu Sarjana Pendidikan Sains direka bentuk sebagai satu program akademik yang dinamik bagi menyahut cabaran Revolusi Industri 5.0 dan keperluan Generasi Alpha dalam pendidikan tinggi. Justeru, fokus pembentangan ini adalah bagi mengetengahkan pendekatan inovatif dalam penggubalan program akademik yang mengintegrasikan Value-Based Education (VBE), Flexible Learning Pathway (FLP), Global Sustainability Agenda (GSA), yang dilaksanakan dalam bentuk Micro-credential Course (MC). Keunikan program ini terletak pada pelaksanaan pengajian secara blok yang lebih berfokus dan pembelajaran stackable berimpak tinggi bagi membolehkan pelajar mengikuti pembelajaran bermodul secara intensif, sistematik dan fleksibel. Selain itu, penerapan kompetensi profesional guru sains yang digabungjalin dalam program ini ditaksir secara berstruktur melalui pemetaan hasil pembelajaran terhadap standard kompetensi guru, dan dilaporkan secara rasmi untuk mengiktiraf kemajuan kompetensi individu guru. Kaedah pelaksanaan yang mengutamakan aspek pembelajaran antara disiplin, penggunaan teknologi imersif, serta kesepaduan prinsip kelestarian global dalam kandungan kurikulum program baharu ini seiring dengan keperluan menghadapi cabaran dunia VUCA-RR yang sangat dititikberatkan dalam pendidikan tinggi. Intipati pembentangan ini juga menyoroti bagaimana inovasi program ini memperkasa pelajar menjadi profesional guru sains yang celik teknologi, beretika global dan berwibawa dalam mendukung agenda kelestarian sejagat. Program ini diunjurkan sebagai model rintis pendidikan pascasiswazah stackable masa depan yang dinamik, responsif dan berorientasikan impak tinggi yang komprehensif dan fleksibel
Copyright (c) 2025 Syakirah Samsudin, Nur Izwani Mohd. Shapri, Ahmad Muslihin Ahmad, Som Cit Si Nang http://creativecommons.org/licenses/by-nc-sa/4.0
Sorotan Naratif ChatGPT dalam Pendidikan: Peluang, Cabaran dan Kebimbangan Etika
Kehadiran ChatGPT dalam dunia teknologi maklumat telah mencetuskan minat yang mendalam dalam kalangan pendidik dalam pendidikan tinggi. Ia merangsang berbagai perdebatan berkaitan tentang faedah, cabaran dan implikasi penggunaan ChatGPT dalam pengajaran dan pembelajaran di institusi pengajian tinggi. Bagi memenuhi perdebatan ini, kajian sistematik ini telah dilaksanakan dengan meneliti sebanyak 82 penerbitan artikel dalam pangkalan data Scopus antara tempoh Januari 2023 hingga Januari 2025. Empat isu teras yang menjadi fokus kajian dan perbincangan artikel penyelidikan ilmiah dalam tempoh berkenaan adalah potensi ChatGPT dalam meningkatkan pembelajaran yang diperibadikan, keupayaan memberikan maklum balas segera yang mempercepatkan tugas pentadbiran, sokongan dalam meningkatkan penyelidikan dan penciptaan kandungan bahan pembelajaran. Isu-isu utama yang berkaitan dengan penggunaan ChatGPT dalam pendidikan adalah seperti kebimbangan integriti akademik, risiko penurunan elemen pemikiran kritis dalam kalangan pelajar kerana terlalu bergantung ChatGPT, dan potensi maklumat salah atau maklumat berat sebelah daripada kandungan yang dijana AI. Implikasi kajian literatur ini mencadangkan pengubalan dasar yang disokong oleh garis panduan etika serta perlaksanaan latihan khusus untuk kedua-dua pendidik dan pelajar. Usaha-usaha ini perlu dilakukan bagi memastikan penggunaan ChatGPT yang bertanggungjawab dan berkesan dalam pembelajaran dan pengajaran.
Copyright (c) 2025 Maizatul Hayati Mohamad Yatim, Che Soh Said, Ramlah Mailok, Mohd Fadhil Harfiez Abdul Muttalib, Rasyidi Johan, Muhamad Hariz Muhamad Adnan, Nazre Abdul Rashid http://creativecommons.org/licenses/by-nc-sa/4.0
Pengalaman Emosi Murid dalam Memahami Watak Cerpen Kesusasteraan Melayu Komunikatif: Aplikasi Pendekatan Mengalami dan Menghayati
Pengajaran Kesusasteraan Melayu Komunikatif (KMK) menuntut pendekatan pedagogi yang bukan sahaja menekankan analisis teks, malah mampu membina penghayatan emosi dan empati murid terhadap karya sastera. Sehubungan dengan itu, kajian ini bertujuan meneliti pengalaman emosi murid dalam memahami watak cerpen KMK melalui aplikasi Pendekatan Mengalami dan Menghayati. Kajian ini menggunakan reka bentuk kajian kualitatif berbentuk penyelidikan di bilik darjah dengan melibatkan seramai 25 orang murid Tingkatan 4 yang mengikuti mata pelajaran KMK. Instrumen kajian terdiri daripada pemerhatian berfokus, refleksi bertulis murid dan temu bual separa berstruktur. Data dianalisis secara tematik dengan sokongan analisis kekerapan respons yang dipersembahkan dalam bentuk graf. Dapatan kajian menunjukkan bahawa pengalaman emosi murid dapat dibahagikan kepada tiga tema utama, iaitu empati terhadap watak, kesedaran nilai kemanusiaan dan penghayatan makna karya. Kajian ini membuktikan bahawa Pendekatan Mengalami dan Menghayati berkesan dalam membantu murid memahami watak cerpen secara lebih mendalam, bermakna dan kontekstual. Implikasi kajian ini mencadangkan agar pendekatan ini dijadikan salah satu strategi utama dalam pengajaran KMK bagi membentuk murid yang berfikir, berempati dan menghargai nilai kemanusiaan melalui sastera.
Copyright (c) 2025 Nur Athirah binti Ahmad, Nordiana binti Hamzah http://creativecommons.org/licenses/by-nc-sa/4.0
Nurturing Industrial Revolution 4.0 Ready Graduates Through Sustainable Academic Programmes
Industrial Revolution 4.0 (IR 4.0) is characterized by a range of new technologies that are combining the physical, digital, and biological worlds that impact all discipline, industry, economy, and education. Universiti Malaysia Sarawak has responded appropriately to prepare both educators and students to thrive the future by rethinking and redesigning their current curriculum approach in academic programmes. This paper discusses on how Universiti Malaysia Sarawak nurture the IR4.0 ready graduates through robust academic programmes in two perspectives: (1) sustainability of academic programmes and (2) monitoring of High Impact Educational Practices (HIEPs) and Future Ready Curriculum (FRC) framework implementation. Sustainability of academic programmes are calculated based on four indicators: programme popularity, graduate on time, graduate employability, and merit of entry. HIEPs and FRC implementation in academic programmes are monitored based on their respective criteria via key performance indicator (KPI) internal audit. The academic programme sustainability index data for the student intake between 2014 and 2016 indicated that most programmes require strengthening strategies or curriculum modification in order to produce future ready graduates. Excellent percentage of HIEPs and FRC implementation in academic programmes were recorded in 2018 and 2023 (90-100%). In conclusion, Universiti Malaysia Sarawak strategic initiatives showed its strong commitment towards enhancement of academic programme for nurturing IR4.0 ready graduates.
Copyright (c) 2025 Rohana Sapawi, Rafeah Wahi, Azzahrah Anuar, Shanti Faridah Salleh, Maya Asyikin Mohamad Arif, Nur Tahirah Razali, Asrani Lit, Nazreen Junaidi, Sharifah Masniah Wan Masra, Nordiana Rajaee, Maimun Huja Husin http://creativecommons.org/licenses/by-nc-sa/4.0
Hati nurani dan kemekaran insan melalui teknik TPDM dalamera Pendidikan 5.0
Cabaran utama dalam era Pendidikan 5.0 ialah untuk melahirkan individu yang bermoral, berkarakter dan mekar insan tanpa mengabaikan kemahiran teknologi serta kerjaya. Individu murid yang berkembang mekar diharap dapat menyumbang kepada kesejahteraan manusia secara lokal dan global, seperti yang digariskan dalam matlamat Sustainable Development Goals (SDG). Dalam hubungan ini satu unsur yang perlu diambil kira ialah hati nurani yang menjadi asas kemekaran insan. Pemerkasaan hati nurani perlu bermula dari sekolah dengan menggunakan strategi dan teknik pengajaran yang kreatif dan inovatif. Justeru, kajian ini bertujuan untuk menggunakan satu teknik inovatif iaitu Teater Perbincangan Dilema Moral (TPDM) dalam pengajaran dan pembelajaran Pendidikan Moral. Murid-murid dilibatkan dalam empat langkah TPDM iaitu: (i) pengembangan skrip (ii) lakonan immoral (iii) perbincangan dilemma dan (iv) lakonan penyelesaian dilema, untuk memperkasa hati nurani yang menjadi tunjang kemekaran insan. Data dikumpul secara kualitatif dan dianalisis dengan menggunakan kaedah analisis tema. Sebanyak 4 tema terjana daripada data yang dianalisis iaitu kesedaran moral, emosi moral, sikap rasional dan empati moral. Tema-tema yang terjana memberi impliksi terhadap perkembangan hati nurani yang menjadi paksi kemekaran insan murid sekolah menengah.
Copyright (c) 2025 Nadarajan Thambu http://creativecommons.org/licenses/by-nc-sa/4.0
Holistic 360° Teaching Evaluation Toward a Teaching Effectiveness Index (TEX)
This article reported teaching evaluations from three viewpoints: students, teaching colleagues, and self-evaluations. The data was gathered from Malaysia's largest public institution, Universiti Teknologi MARA (UiTM), including contributions from diploma, foundation, undergraduate, and postgraduate students, together with their lecturers, during two consecutive semesters (20232 and 20234). We employed statistical analysis software to scrutinise the dataset for a comprehensive descriptive analysis of demographic information and three separate teaching evaluation scores across colleges, faculties, academic centres, and branch campuses. The Teaching Effectiveness Index (TEX) analysis demonstrated a slight enhancement in the 20234 semester relative to the 20232 semester. This dataset offers critical insights for higher education institutions, both public and private, aiming to develop, improve, and execute comprehensive 360° teaching evaluation systems through a wider comparison of teaching evaluation effectiveness across various faculties and campuses nationwide.
Copyright (c) 2025 Mohd Idzwan Mohd Salleh, Suriyani Ariffin, Zainuddin Ibrahim, Ahmad Razi Ramli, Sharifah Aliman http://creativecommons.org/licenses/by-nc-sa/4.0
Program dinamik pendidikan tinggi: Micro-Credential, hala tuju pendidikan negara
Artikel ini membincangkan potensi program micro-credential dalam membentuk satu kerangka baharu pendidikan tinggi yang lebih fleksibel, responsif, dan dinamik. Dalam landskap persaingan yang semakin mencabar, universiti-universiti di Malaysia perlu meneroka pendekatan inovatif yang boleh menyesuaikan diri dengan keperluan industri serta kecenderungan pelajar. Micro-credential yang dikawal selia oleh MQA melalui Quality Verification Centre (QVC) memberikan peluang kepada pelajar untuk membentuk laluan pembelajaran tersendiri melalui penggabungan kursus-kursus bersifat modular dan boleh dikumpulkan (stackable). Kajian ini menggunakan kaedah analisis dokumen untuk meneliti amalan terbaik dari negara maju, potensi pelaksanaan di Malaysia serta cabaran yang perlu diatasi bagi memastikan kejayaan inisiatif ini.
Copyright (c) 2025 Zainuddin Ibrahim, Ahmad Razi Ramli, Mohd Idzwan Mohd Salleh, Suriyani Arifin, Sharifah Aliman http://creativecommons.org/licenses/by-nc-sa/4.0
Program doktor amalan profesional: Pendekatan sesuai untuk golongan profesional bekerja
Program Doktor Amalan Profesional (DPP) merupakan suatu pendekatan alternatif dalam pendidikan tinggi yang membolehkan golongan profesional meneruskan pengajian di peringkat kedoktoran tanpa perlu meninggalkan kerjaya mereka. Program ini menggabungkan pembelajaran berasaskan amalan dengan fleksibiliti pembelajaran dalam talian melalui Open and Distance Learning (ODL), dan dibangunkan berdasarkan keperluan industri serta garis panduan Agensi Kelayakan Malaysia (MQA). Teras program ini ialah projek industri berstruktur yang dikenali sebagai Capstone Project, yang menyatukan unsur penyelidikan, refleksi profesional dan impak industri. Kertas ini menghuraikan kepentingan program ini dalam konteks Malaysia, struktur pelaksanaannya, pematuhannya terhadap standard kualiti kebangsaan serta sumbangannya kepada pembangunan modal insan dan inovasi sektor industri.
Copyright (c) 2025 Mohamed Sukri Mat Ali, Rohaida Basiruddin, Noor Hazarina Hashim, Norah Md Noor, Norazrena Abu Samah http://creativecommons.org/licenses/by-nc-sa/4.0
Pembinaan garis panduan penyoalan dalam drama berasaskan Teori Anderson
Kajian ini memfokuskan kepada Pembinaan Garis Panduan Penyoalan Dalam Drama Berasaskan Kepada Teori Anderson. Kajian ini dibina kerana terdapat beberapa masalah dalam kalangan guru Kesusasteraan Melayu dalam membina soalan-soalan berlainan aras kepada murid-murid. Kajian ini mempunyai dua objektif, pertama, menganalisis keperluan pembinaan garis panduan penyoalan dalam drama. Kedua, mereka bentuk dan membangunkan garis panduan penyoalan dalam drama menggunakan teori Anderson. Selain itu, metodologi kajian ini menggunakan model ADDIE sebagai panduan dalam merangka proses pembinaan penyoalan, namun begitu dalam kajian ini pengkaji hanya menggunakan proses ADDIE ini sehingga fasa pembangunan sahaja. Manakala, teori kognitif yang digunakan adalah teori Lorin Anderson dan Krathwohl (2001). Sampel yang digunakan dalam kajian ini adalah persampelan bertujuan, manakala bilangan sampel kajian yang akan digunakan adalah sebanyak 3 orang guru Kesusasteraan Melayu untuk menjawab soalan temu bual. Dapatan kajian menunjukkan bahawa terdapat keperluan dalam membangunkan garis panduan ini iaitu keperluan penyoalan untuk menilai kefahaman murid, merangsang minat murid dan juga mlelancarkan PdP guru. Oleh itu, pengkaji telah mereka bentuk dan membangunkan garis panduan ini mengikut beberapa proses yang telah dikenalpasti dan telah dijelaskan secara terperinci dalam Bab 4 dan Bab 5 dalam kajian ini. Garis panduan ini dijangka dapat memudahkan proses pengajaran dan pembelajaran guru dalam kelas serta garis panduan ini juga mampu membantu guru-guru Kesusasteraan Melayu khususnya kepada guru-guru yang baharu.
Copyright (c) 2025 Nor Asyfaa Mansor, Hasrina Baharum http://creativecommons.org/licenses/by-nc-sa/4.0
The Relationship Between Bedtime Procrastination, Rumination, and Sleep Quality Among Physically Inactive Undergraduate Students
This study investigated the relationships between bedtime procrastination, rumination, and sleep quality among physically inactive students. Using a cross-sectional online survey design, a total of 135 physically inactive undergraduate students participated in the study. The participants were recruited through purposive sampling. It was hypothesized that both bedtime procrastination and rumination were associated with sleep quality. The study used the Bedtime Procrastination Scale (BPS), Ruminative Response Scale (RRS), and Pittsburgh Sleep Quality Index (PSQI) to assess bedtime procrastination, ruminative thought, and sleep quality, respectively. Data analysis was conducted using Pearson correlation coefficient. The results found a significant positive correlation between bedtime procrastination and sleep quality, r(135) = .758, p < .001. Similarly, a significant positive correlation was found between rumination and sleep quality, r(135) = .614, p < .001. In conclusion, the findings highlight that physically inactive students with greater levels of bedtime procrastination and rumination exhibited poorer sleep quality.
Copyright (c) 2025 Nur Syahirah Zakaria, Fatanah Ramlee, Vanida Tian http://creativecommons.org/licenses/by-nc-sa/4.0