Jurnal Pendidikan Bitara UPSI
type: channel
description: Jurnal Pendidikan Bitara UPSI (BITARA) [eISSN 2821-3173]. Published twice a year (April & October) by Faculty of Human Development, Sultan Idris Education University. It published academic writings and refereed research reports regarding issues on education. Articles are published in Malay and English. The editorial contents are ownership of Sultan Idris Education University. The authors of signed contributions are alone responsible for statements and opinion in them. All articles that have been submitted will be evaluated through double blind method where the writer and the evaluator did not know each other. BITARA supports Open Access. The electronic full text version of the journal is available Free of Charge (FOC).
publisher: PKM UPSI
language: en
publication name: Jurnal Pendidikan Bitara UPSI
issn: 2821-3173
items: Kesediaan Guru Pendidikan Islam dalam Mengintegrasikan KBAT: Satu Analisis Konseptual Berasaskan Teori Konstruktivisme dan Model TAM
items: Faktor Utama yang Mempengaruhi Stigma Awam Terhadap Pendidikan Tvet dalam Era Transformasi Digital: Kaedah Nominal Group Technique (NGT)
items: Peranan Komunikasi Efektif dalam Kalangan Pelajar Agroindustri Ternakan Poltri di Kolej Vokasional (Pertanian) Chenor
items: Pengalaman Berasaskan Sekolah dalam Pendidikan Guru: Pencapaian Objektif dan Kesesuaian Pentaksiran Berterusan
items: Pembinaan Model Brain Gym Integrasi AI dan Realiti Terimbuh untuk Transformasi Fokus Pembelajaran
items: Integrasi Kecerdasan Buatan (Ai) Generatif Dalam Pembangunan Profesional Guru: Analisis Keberkesanan Alat Berasaskan Ai Terhadap Kecekapan dan Penglibatan Dalam Pengajaran
items: Kertas Konsep Pengurusan Sosioemosi Murid Autisme dalam Pengajaran dan Pembelajaran Pogram Pendidikan Khas Integrasi di Kelantan
items: Integrasi Pendekatan Tradisional dan Digital dalam Pendidikan Solat: Suatu tinjauan literatur sistematik
items: Academic Challenges and Success Strategies of International Medical Students in a Private Medical Institution in Malaysia: A Conceptual Analysis
items: Pembangunan Modul Digital Interaktif Pendidikan Islam Murid Berkeperluan Khas (MBK) Bermasalah Pembelajaran di Sekolah Program Pendidikan Khas Integrasi (PPKI): Satu Tinjauan Konseptual
items: Pembangunan dan persepsi kebolehgunaan Kit Permainan Immunology Sircus bagi standard kandungan Pertahanan Badan Tingkatan 2
items: Teaching practices of excellent Special Education teachers in Malaysia: A Conceptual review
items: Pembangunan E-Modul Interaktif Hidangan Roti untuk Murid Berkeperluan Khas di Kolej Vokasional
items: Breaking barriers: Harnessing project-based learning to empower students with learning disabilities
items: Gema Tanpa Suara: Pembangunan Modul Geometri Berasaskan Metaverse bagi Murid Ketidakupayaan Pendengaran di Malaysia
items: Tajweed game for children with autism: An interactive game for autism children to learn tajweed
items: From research to classroom: A narrative review of assistive technology forlow-functioning pupils
items: Parental denial of children with Special Educational Needs (SEN)in preschool setting: A case study
items: Empowering physical activity through ‘Active Fun Play’
items: The role of digital technologies in enhancing inclusive education: A systematic review of current trends
items: Exploring preservice teachers' affective and behavioural responses towards inclusive education: A qualitative inquiry
items: “This is me!”: Creative digital storytelling with teacher–student and AI collaboration
items: Revolutionising tourism accessibility for the deaf and hard of hearing with XR Technology
items: Development of mobile application to improve the communication ability of autism spectrum disorder children
items: Historical evolution and conceptual definition of differentiated instruction through scholarly lenses
items: 21st Century learning transformation for special needs students: Redesigning educational spaces in Special Education Schools
items: The teachers' Attitudes toward Mnemonic strategies in improving the basic multiplication facts retrieval among Inclusive Primary School students
items: The Effectiveness of Peer-Mediated Lego-Based Intervention to Improve the Social Skills of Primary School Students with ASD
items: The effectiveness of early detection and intervention programme for 4-6 years old preschoolers with developmental delays in Malaysia
items: Navigating Narratives: An Epistemological Exploration of Visually Impaired Graduates through the Social Model of Disability and Labov’s Analytical Framework

Kesediaan Guru Pendidikan Islam dalam Mengintegrasikan KBAT: Satu Analisis Konseptual Berasaskan Teori Konstruktivisme dan Model TAM
type: item
description: Kemahiran Berfikir Aras Tinggi (KBAT) merupakan elemen penting dalam pendidikan abad ke-21 yang menuntut transformasi kaedah pengajaran bagi membentuk pemikiran kritis dalam kalangan murid. Dalam konteks Pendidikan Islam, pelaksanaan KBAT bertujuan memperkasa kefahaman murid terhadap ajaran Islam secara lebih mendalam serta mengaitkannya dengan cabaran dunia moden. Namun, tahap kesediaan Guru Pendidikan Islam (GPI) dalam mengintegrasikan KBAT masih menjadi persoalan utama yang perlu diperhalusi. Artikel ini menganalisis kesediaan GPI dalam pelaksanaan KBAT berdasarkan tiga dimensi utama: pengetahuan, sikap dan penggunaan teknologi. Perbincangan ini berasaskan Teori Konstruktivisme dan Model Penerimaan Teknologi (TAM) bagi menjelaskan pengaruh faktor-faktor ini terhadap keberkesanan pengajaran Pendidikan Islam. Teori Konstruktivisme menekankan pembelajaran berasaskan pengalaman dan interaksi, manakala Model TAM menggariskan bagaimana penerimaan serta penggunaan teknologi oleh guru boleh memperkukuh pelaksanaan KBAT secara lebih berkesan. Selain itu, beberapa cabaran utama seperti kekangan pengetahuan, kurangnya latihan profesional dan penerimaan teknologi yang sederhana turut diketengahkan. Artikel ini mencadangkan strategi peningkatan kesediaan guru melalui latihan berkala, pemerkasaan pedagogi berbantu teknologi dan pengukuhan sokongan institusi pendidikan. Diharapkan perbincangan ini dapat menjadi rujukan bagi pembuat dasar dan pihak berkepentingan dalam merangka strategi yang lebih efektif bagi memastikan KBAT dapat diterapkan secara menyeluruh dalam Pendidikan Islam, selaras dengan aspirasi pendidikan abad ke-21.
subject: Articles
  topic: section
subject: Kesediaan Guru
  topic: keywords
subject: KBAT
  topic: keywords
subject: Pendidikan Islam
  topic: keywords
subject: Teori Konstruktivisme
  topic: keywords
subject: Model TAM
  topic: keywords
subject: Penggunaan Teknologi
  topic: keywords
creator: Muhammad Haziq Zainal Abidin
creator: Mohd Syaubari Othman
creator: Abu Bakar Yusof
creator: Mohd Zarkhuan Zainol
creator: Azlina Abu Bakar @ Mohd
creator: Mohd Afifi Bahurudin Setambah
creator: Mohd Ridhuan Mohd Jamil
rights: Copyright (c) 2025 Muhammad Haziq bin Zainal Abidin, Mohd Syaubari Othman, Abu Bakar Yusof, Mohd Zarkhuan Zainol, Azlina Abu Bakar @ Mohd, Mohd Afifi Bahurudin Setambah, Mohd Ridhuan Mohd Jamil http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-23
publication date: 2025-12-23
starting page: 241
ending page: 250
doi: 10.37134/bitara.vol18.2.21.2025

Faktor Utama yang Mempengaruhi Stigma Awam Terhadap Pendidikan Tvet dalam Era Transformasi Digital: Kaedah Nominal Group Technique (NGT)
type: item
description: Kajian ini bertujuan mengenal pasti faktor-faktor utama yang mempengaruhi stigma awam terhadap pendidikan Teknikal dan Latihan Vokasional (TVET) dalam era transformasi digital di Malaysia. Kaedah Nominal Group Technique (NGT) digunakan bagi mendapatkan konsensus daripada 12 peserta yang terdiri daripada pendidik, pelajar, ibu bapa dan wakil industri. Melalui analisis sistematik, sebanyak sebelas faktor dikenal pasti sebagai penyumbang kepada persepsi negatif terhadap TVET, dengan lima faktor menunjukkan tahap kesepakatan tertinggi, iaitu kurang kesedaran awam, persepsi bahawa laluan akademik lebih berprestij, kekurangan pendedahan media positif, persepsi rendah terhadap peluang kerjaya, serta pengaruh budaya sosial terhadap status pekerjaan. Dapatan menunjukkan bahawa stigma terhadap TVET bukan hanya berpunca daripada isu dasar atau infrastruktur, tetapi juga hasil interaksi kompleks antara faktor sosial, komunikasi awam dan budaya pendidikan yang berakar lama. Kajian ini menegaskan keperluan memahami semula dimensi sosiobudaya yang membentuk persepsi masyarakat terhadap TVET agar bidang ini dapat dihargai sebagai teras pembangunan modal insan dalam era ekonomi digital
subject: Articles
  topic: section
subject: TVET
  topic: keywords
subject: stigma awam
  topic: keywords
subject: persepsi sosial
  topic: keywords
subject: transformasi digital
  topic: keywords
subject: Nominal Group Technique
  topic: keywords
creator: Abdul Muqsith Ahmad
creator: Azizul Qayyum Basri
creator: Nur 'Adnin Syamil Halik Bassah
creator: Mohd Ridhuan Mohd Jamil
creator: Mohd Syaubari Othman
creator: Mohd Muslim Md Zalli
creator: Mohamed Nor Azhari Azman
rights: Copyright (c) 2025 Abdul Muqsith Ahmad, Azizul Qayyum Basri, Nur 'Adnin Syamil Halik Bassah, Mohd Ridhuan Mohd Jamil, Mohd Syaubari Othman, Mohd Muslim Md Zalli, Mohamed Nor Azhari Azman http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-22
publication date: 2025-12-22
starting page: 220
ending page: 230
doi: 10.37134/bitara.vol18.2.19.2025

Peranan Komunikasi Efektif dalam Kalangan Pelajar Agroindustri Ternakan Poltri di Kolej Vokasional (Pertanian) Chenor
type: item
description: Komunikasi adalah proses penyampaian maklumat, perasaan, idea, dan fikiran antara individu. Dari segi etimologi, perkataan "komunikasi" berasal daripada bahasa Latin, iaitu "cum" yang bermaksud "dengan" dan "umus" yang bermaksud "satu." Tanpa komunikasi yang efektif, salah tafsir maklumat boleh berlaku, membawa kepada perselisihan faham. Masalah ini kerap berlaku dalam kalangan pelajar, membatasi pergaulan dan proses pembelajaran. Kajian ini bertujuan untuk mengenal pasti peranan komunikasi efektif dalam kalangan pelajar Agroindustri Ternakan Poltri di Kolej Vokasional (Pertanian) Chenor, serta mencadangkan langkah-langkah untuk mengatasi masalah komunikasi. Penyelidikan ini menggunakan pendekatan kualitatif melalui temu bual, dengan analisis data menggunakan perisian tematik. Kajian ini memberikan sumbangan penting kepada pemahaman mengenai peranan komunikasi berkesan dalam kalangan pelajar, serta menyarankan langkah-langkah untuk memperkukuh komunikasi di Kolej Vokasional (Pertanian) Chenor. Hasil kajian ini juga dapat membantu institusi dalam meningkatkan amalan komunikasi antara pelajar dan pensyarah
subject: Articles
  topic: section
subject: Komunikasi efektif
  topic: keywords
subject: Agroindustri Ternakan Poltri
  topic: keywords
subject: Kolej Vokasional Chenor
  topic: keywords
subject: Masalah komunikasi pelajar
  topic: keywords
creator: Muhammad Ainol Jufri Fadzli
creator: Mohd Amirul Hussain
creator: Mohd Yusof Kamaruzaman
creator: Mohd Nazri Abdul Raji
creator: Zaliza Hanapi
creator: Azizul Qayyum Basri
rights: Copyright (c) 2025 Muhammad Ainol Jufri Fadzli, Mohd Amirul Hussain, Mohd Yusof Kamaruzaman, Mohd Nazri Abdul Raji, Zaliza Hanapi, Azizul Qayyum Basri http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-19
publication date: 2025-12-19
starting page: 214
ending page: 219
doi: 10.37134/bitara.vol18.2.18.2025

Pengalaman Berasaskan Sekolah dalam Pendidikan Guru: Pencapaian Objektif dan Kesesuaian Pentaksiran Berterusan
type: item
description: Kajian ini bertujuan untuk mengenal pasti kesan pencapaian objektif PBS, menilai kesesuaian tugasan Pentaksiran Berterusan semasa PBS, meninjau sokongan pihak sekolah kepada guru pelatih semasa PBS serta meneroka kepentingan menyediakan Portfolio PBS. Data diperoleh melalui kaedah analisis deskriptif yang digunakan untuk menganalisis data kajian yang telah dikumpulkan menggunakan Perisian Statistical Package for the Social Sciences (SPSS) 26 serta secara tematik. Sampel kajian terdiri daripada 95 guru pelatih Semester II Tahun Dua yang telah melaksanakan Pengalaman Berasaskan Sekolah (PBS) kali ke-3. Instrumen kajian pula terdiri daripada borang soal selidik yang telah diedarkan secara atas talian kepada sampel kajian melalui kaedah google form. Keputusan kajian memberikan gambaran yang komprehensif mengenai pelaksanaan PBS dalam konteks pendidikan guru. Dapatan menunjukkan bahawa PBS berperanan penting dalam memahami budaya sekolah, menyesuaikan diri dengan budaya tersebut, dan memperoleh pengetahuan pengurusan sekolah. Selain itu, pengalaman PBS turut membantu dalam menghayati kerjaya sebagai guru dan memahami pengurusan serta strategi Pembelajaran dan Pengajaran (PdP). Selain daripada aspek pembelajaran secara langsung dalam bilik darjah, kajian ini juga menunjukkan kepentingan Portfolio PBS sebagai pentaksiran yang bermanfaat. Kajian ini menunjukkan sokongan yang tinggi dari pentadbir sekolah dan guru mata pelajaran, serta ketersediaan kemudahan di sekolah untuk membantu guru pelatih. Implikasi kajian ini dapat digunakan sebagai landasan untuk menyelaraskan dan meningkatkan program PBS dalam pendidikan guru, memastikan persediaan guru yang berkualiti dan bersedia menghadapi cabaran yang komplek serta pendidikan kontemporari.
subject: Articles
  topic: section
subject: Pengalaman Berasaskan Sekolah (PBS)
  topic: keywords
subject: Pencapaian
  topic: keywords
subject: Pentaksiran Berterusan
  topic: keywords
subject: portfolio
  topic: keywords
subject: guru pelatih
  topic: keywords
creator: Chee Keong Chin
creator: Siti Seri Kartini Mohd Yatim
creator: Noor Fadzilah Aris
rights: Copyright (c) 2025 Chin Chee Keong, Siti Seri Kartini Mohd Yatim, Noor Fadzilah Aris http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-19
publication date: 2025-12-19
starting page: 202
ending page: 213
doi: 10.37134/bitara.vol18.2.17.2025

Pembinaan Model Brain Gym Integrasi AI dan Realiti Terimbuh untuk Transformasi Fokus Pembelajaran
type: item
description: Brain Gym sebagai strategi pembelajaran berasaskan pergerakan diiktiraf mampu meningkatkan tumpuan dan fungsi eksekutif murid, namun pelaksanaannya masih dominan dalam bentuk tradisional yang kurang sejajar dengan keperluan pembelajaran digital dan inklusif masa kini. Kertas konsep ini mengemukakan pembinaan model pengajaran Brain Gym Digital yang mengintegrasikan Kecerdasan Buatan (AI) dan Realiti Terimbuh (AR) untuk mentransformasi fokus pembelajaran di bilik darjah inklusif peringkat sekolah rendah. Melalui sintesis literatur 2020–2025 tentang active breaks/physically active lessons, EdTech, dan aplikasi AI–AR, serta penggubalan metodologi Reka Bentuk dan Pembangunan (DDR) tiga fasa (Analisis Keperluan → Reka Bentuk & Pembangunan → Penilaian), kertas ini merumuskan kerangka konseptual yang mengandungi: rutin pergerakan berpandu AR dengan maklum balas masa nyata; modul AI attention analytics bagi pemperibadian tahap kesukaran dan tempo aktiviti; elemen gamifikasi untuk mengekalkan keterlibatan; serta papan pemuka data untuk guru memantau time-on-task, penglibatan, dan kemajuan individu. Model dicadangkan sejajar dengan UDL (Universal Design for Learning) dan garis panduan privasi data, serta disahkan melalui Fuzzy Delphi Method dan ujian rintis terhad sebelum penilaian keberkesanan berskala kecil. Sumbangan utama ialah (i) teoritikal—menggabungkan neuroeducation dengan inovasi AI–AR dalam satu kerangka yang padu; (ii) metodologi—memperkenal laluan DDR yang boleh diulang guna bagi intervensi berasaskan pergerakan; (iii) praktikal—menyediakan reka bentuk model, komponen, dan indikator hasil (tumpuan, motivasi, tingkah laku on-task); dan (iv) dasar—menyokong aspirasi PPPM 2013–2025 dan Pendidikan Inklusif. Keterbatasan semasa (belum diuji empirikal luas) diatasi melalui rancangan penilaian mixed-methods yang mengukur tumpuan, penglibatan, dan hasil akademik. Secara keseluruhan, model ini menawarkan laluan berimpak tinggi untuk penskalaan amalan pengajaran berasaskan …
subject: Articles
  topic: section
subject: Brain Gym
  topic: keywords
subject: Kecerdasan Buatan (AI)
  topic: keywords
subject: Augmented Realiti (AR)
  topic: keywords
subject: Fokus Pembelajaran
  topic: keywords
creator: Shiau Ching Lau
rights: Copyright (c) 2025 Lau Shiau Ching http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-19
publication date: 2025-12-19
starting page: 190
ending page: 201
doi: 10.37134/bitara.vol18.2.16.2025

Integrasi Kecerdasan Buatan (Ai) Generatif Dalam Pembangunan Profesional Guru: Analisis Keberkesanan Alat Berasaskan Ai Terhadap Kecekapan dan Penglibatan Dalam Pengajaran
type: item
description: Kertas konsep ini meneliti peranan Kecerdasan Buatan (AI) dalam pembangunan profesional guru dengan memberi tumpuan kepada penggunaan alat berasaskan AI, tahap kecekapan guru dalam menguasai teknologi tersebut, serta peranan sokongan institusi dalam memastikan integrasi yang berkesan. AI menawarkan potensi transformatif dalam proses pengajaran dan pembelajaran melalui pembelajaran diperibadikan, peningkatan penglibatan pelajar dan pengurusan bilik darjah yang lebih efisien. Kajian ini menggunakan reka bentuk konseptual berasaskan tinjauan literatur untuk meneliti faktor-faktor kritikal yang mempengaruhi keberkesanan integrasi AI dalam pendidikan. Dapatan literatur menunjukkan bahawa kejayaan penggunaan AI bergantung kepada kecekapan guru dalam menerapkan teknologi, keberkesanan latihan profesional berterusan, serta kekukuhan sokongan institusi dari segi infrastruktur dan dasar. Secara keseluruhannya, analisis konsep ini merumuskan bahawa integrasi AI memerlukan pendekatan pembangunan profesional yang bersepadu, beretika, dan berasaskan data bagi memperkasa guru sebagai pemimpin pedagogi digital dalam era pendidikan masa hadapan
subject: Articles
  topic: section
subject: AI Generatif
  topic: keywords
subject: Kecekapan Guru
  topic: keywords
subject: Pembangunan Profesional
  topic: keywords
subject: Sokongan Institusi
  topic: keywords
subject: Teknologi Pendidikan
  topic: keywords
creator: Nithyavani Manikam
creator: Rosmaria Omar
creator: Rosinah Mahmood
creator: Kanakesvary Poongavanam
creator: Puvaneswaran Parmasivam
rights: Copyright (c) 2025 Nithyavani Manikam, Rosmaria Omar, Rosinah Mahmood , Kanakesvary Poongavanam, Puvaneswaran Parmasivam http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-18
publication date: 2025-12-18
starting page: 175
ending page: 189
doi: 10.37134/bitara.vol18.2.15.2025

Kertas Konsep Pengurusan Sosioemosi Murid Autisme dalam Pengajaran dan Pembelajaran Pogram Pendidikan Khas Integrasi di Kelantan
type: item
description: Kajian ini akan mengkaji pengaruh pengetahuan,Kemahiran dan sikap guru terhadap keyakinan guru mengurus sosioemosi murid autisme dalam pengajaran dan pembelajaran dalam kelas PPKI. Kajian oleh Naagaroobin,B.I&Hasnah T(2023) menunjukkan bahwa tahap pengetahuan guru mengenai tahap pengurusan sosioemosi,tahap perkembangan sosioemosi dan ciri-ciri sosioemosi murid autisme disekolah Adalah rendah. Terdapat guru kurang mempunyai kecekapan dalam pengenalpastian masalah murid aautisme berkaitan masalah pengajaran dan pergaulan (Zima & Suziyani,2023). Sikap dan keperibadaian guru memainkan peranan penting dalam perkembangan murid. Masih terdapat guru yang tidak dapat mengurus sosioemosi murid. Damayanti Nahampun (2017) menyatakan ada beberapa tindakan yang belum mencerminkan sikap dan keperibadian seseorang guru yang mampu mengelola emosi murid autisme. Guru harus bersedia dengan sebarang kemungkinan daripada kegagalan komunikasi dengan murid autisme (Naagaroobin,B.I&Hasnah T,2023). Kajian ini akan dijalankan adalah menggunakan pendekatan reka bentuk dan pembangunan atau Design and Development Research (DDR) yang dipelopori Richey dan Klein (2007). Pengunaan pendekatan ini amat bersesuaian untuk kajian berbentuk pembangunan modul pengurusan sosio-emosi murid autisme. Menurut Mohd Ridhuan et.al, 2018: Ramlan,(2017), pendekatan DDR amat bersesuaian dalam usaha untuk membangun reka bentuk pelbagai bidang kajian termasuk strategi pembelajaran, pembangunan program, pembangunan modul dan pembangunan produk. Kesimpulan kajian diharapkan dapat menghasilkan penemuan Baharu iaitu model pengurusan sosioemosi murid autisme dan dapat meningkatkan kompetensi guru pendidikan khas.
subject: Articles
  topic: section
subject: Sosioemosi
  topic: keywords
subject: autisme
  topic: keywords
subject: pengajaran dan pembelajaran
  topic: keywords
subject: program pendidikan khas
  topic: keywords
creator: Siti Sarah Razip
creator: Kama Shaffeei
rights: Copyright (c) 2025 Siti Sarah binti Razip, Kama bin Shaffeei http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-04
publication date: 2025-12-04
starting page: 134
ending page: 141
doi: 10.37134/bitara.vol18.2.12.2025

Integrasi Pendekatan Tradisional dan Digital dalam Pendidikan Solat: Suatu tinjauan literatur sistematik
type: item
description: Pendidikan solat merupakan asas penting dalam pembentukan jati diri dan spiritual umat Islam. Secara tradisional, pengajaran solat dilaksanakan melalui kaedah demonstrasi dan bimbingan guru yang berkesan memastikan kesahihan bacaan serta gerakan. Namun, dalam era digital, pendekatan ini dilihat kurang menarik minat generasi baharu yang lebih responsif terhadap pembelajaran berasaskan teknologi. Justeru, kajian ini meninjau secara sistematik literatur berkaitan integrasi pendekatan tradisional dan digital dalam pendidikan solat bagi mengenal pasti kekuatan, kelemahan, serta jurang kajian sedia ada. Kajian ini menggunakan kaedah Systematic Literature Review (SLR) berlandaskan protokol PRISMA dengan meneliti artikel dari pangkalan data Scopus, Web of Science, dan Google Scholar. Sebanyak 250 artikel dikenal pasti, 40 digugurkan kerana duplikasi, manakala 20 artikel akhir dianalisis secara mendalam. Artikel disaring berdasarkan kriteria kemasukan iaitu relevan dengan pendidikan solat, teks penuh, serta diterbitkan dalam jurnal berwasit. Dapatan kajian dikelaskan kepada empat tema utama: keberkesanan pendekatan tradisional, keberkesanan pendekatan digital, integrasi nilai rohani dan teknologi, serta cabaran dan jurang kajian. Pendekatan tradisional menekankan aspek penghayatan dan hubungan guru–murid, manakala pendekatan digital seperti aplikasi mudah alih, multimedia interaktif, video animasi, dan Augmented Reality (AR) meningkatkan motivasi serta akses pembelajaran. Walau bagaimanapun, kedua-duanya menunjukkan keterbatasan apabila diaplikasikan secara berasingan. Kesimpulannya, integrasi kaedah tradisional dan digital disarankan sebagai model pendidikan solat yang lebih holistik. Kajian masa hadapan wajar memberi tumpuan kepada penilaian longitudinal dan pembangunan modul integratif yang mampu menyeimbangkan aspek teknikal serta rohani.
subject: Articles
  topic: section
subject: Pendidikan solat
  topic: keywords
subject: pendekatan tradisional
  topic: keywords
subject: pendekatan digital
  topic: keywords
subject: multimedia interaktif
  topic: keywords
subject: tinjauan literatur sistematik
  topic: keywords
creator: Khairil Fikri Mohd Din
creator: Mohd Shahidan Ramli
creator: Mohd Nizam Sahad
rights: Copyright (c) 2025 Khairil Fikri bin Mohd Din, Mohd Shahidan bin Ramli, Mohd Nizam bin Sahad http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-04
publication date: 2025-12-04
starting page: 107
ending page: 119
doi: 10.37134/bitara.vol18.2.10.2025

Academic Challenges and Success Strategies of International Medical Students in a Private Medical Institution in Malaysia: A Conceptual Analysis
type: item
description: Background: As Malaysia positions itself as a regional hub for international medical education, understanding the academic experiences of international students in private medical schools has become increasingly critical. While existing literature addresses general challenges faced by international students, limited research specifically examines the unique academic, cognitive, and social challenges encountered by international medical students pursuing high-stakes medical degrees. Theoretical Framework: This study employs an integrated theoretical approach combining Bronfenbrenner's Ecological Systems Theory and Tinto's Theory of Student Retention to examine student experiences from multiple perspectives, contextualizing academic integration within both institutional and broader ecological systems that influence learning and adaptation. Purpose: This conceptual analysis aims to explore the multifaceted academic challenges faced by international medical students, moving beyond traditional language and cultural adjustment issues to examine cognitive preparedness differences that may impact academic performance and retention. Key Findings: The analysis reveals that academic challenges extend beyond conventional adaptation issues, suggesting that international medical students may exhibit inherent differences in cognitive preparedness that significantly influence their academic success. These findings highlight the need for more responsive institutional frameworks that align pedagogical approaches with diverse student readiness levels. Implications: The study advocates for culturally and cognitively inclusive educational practices that promote meaningful academic integration. Recommendations include developing adaptive teaching methodologies and support systems tailored to the diverse cognitive and cultural backgrounds of international medical students. Conclusion: This research contributes to the broader discourse on educational internationalization by providing actio…
subject: Articles
  topic: section
subject: International medical students
  topic: keywords
subject: cognitive preparedness
  topic: keywords
subject: Tinto's theory
  topic: keywords
subject: Bronfenbrenner's ecological model
  topic: keywords
subject: sustainability
  topic: keywords
subject: academic integration
  topic: keywords
subject: medical education
  topic: keywords
subject: Malaysia
  topic: keywords
creator: Parmasivam Puvaneswaren
creator: Rosmaria Omar
creator: Rosinah Mahmood
creator: Mahani Abdul Malik
creator: Poongavanam Kanakesvary
creator: Manikam Nithyavani
rights: Copyright (c) 2025 Puvaneswaren Parmasivam, Rosmaria Omar, Rosinah Mahmood, Mahani Abdul Malik, Kanakesvary A/P Poongavanam, Nithyavani A/P Manikam http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-04
publication date: 2025-12-04
starting page: 93
ending page: 106
doi: 10.37134/bitara.vol18.2.9.2025

Pembangunan Modul Digital Interaktif Pendidikan Islam Murid Berkeperluan Khas (MBK) Bermasalah Pembelajaran di Sekolah Program Pendidikan Khas Integrasi (PPKI): Satu Tinjauan Konseptual
type: item
description: Perkembangan teknologi digital dalam era Revolusi Industri 4.0 telah mendorong transformasi pendidikan global ke arah pendekatan pedagogi yang lebih interaktif dan berpusatkan murid. Walau bagaimanapun, pengajaran Pendidikan Islam kepada Murid Berkeperluan Khas (MBK) bermasalah pembelajaran masih dibelenggu kaedah tradisional yang kurang responsif terhadap variasi keupayaan kognitif, emosi dan sosial mereka. Kajian ini bertujuan menganalisis model dan teori pendidikan yang relevan untuk pembangunan modul digital interaktif Pendidikan Islam bagi MBK, dalam usaha menangani kekurangan bahan bantu mengajar yang inklusif serta menyokong keperluan guru terhadap pedagogi digital yang adaptif. Pendekatan kajian kepustakaan digunakan dengan meneliti teori pembelajaran dan model reka bentuk instruksional seperti ADDIE, Taba, McKillip, Universal Design for Learning (UDL), serta pendekatan pedagogi Islam oleh Ibnu Khaldun dan teori konstruktivisme Vygotsky. Dapatan menunjukkan bahawa pengintegrasian elemen pedagogi Islam dengan model pembangunan instruksional moden mampu menghasilkan modul yang sistematik, responsif dan bermakna. Modul digital ini dapat meningkatkan penglibatan murid, mempermudah pemahaman konsep abstrak seperti akidah dan ibadah, serta membekalkan guru dengan strategi pengajaran yang lebih berstruktur dan fleksibel. Modul yang dibangunkan juga selari dengan aspirasi Dasar Pendidikan Digital dan Matlamat Pembangunan Mampan (SDG 4) ke arah pendidikan yang inklusif dan saksama. Keseluruhannya, modul digital interaktif ini berpotensi menjadi satu inovasi dalam pendidikan khas yang mampu menyumbang ke arah ekosistem pembelajaran yang lebih adil, holistik dan berkesan bagi MBK.
subject: Articles
  topic: section
subject: modul digital interaktif
  topic: keywords
subject: model instruksional
  topic: keywords
subject: reka bentuk pembangunan
  topic: keywords
subject: inovasi pendidikan khas
  topic: keywords
subject: pendidikan Islam
  topic: keywords
subject: MBK
  topic: keywords
creator: Wan Amirah Wan Ismail
creator: Noor Syahida Md Soh
creator: Nursafra Mohd Zhaffar
creator: Mohamad Faizel Ali
creator: Wan Nusrah Wan Ismail
rights: Copyright (c) 2025 Wan Amirah Wan Ismail, Noor Syahida Md Soh, Nursafra Binti Mohd Zhaffar, Mohamad Faizel Bin Ali, Wan Nusrah Binti Wan Ismail http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-04
publication date: 2025-12-04
starting page: 63
ending page: 73
doi: 10.37134/bitara.vol18.2.6.2025

Pembangunan dan persepsi kebolehgunaan Kit Permainan Immunology Sircus bagi standard kandungan Pertahanan Badan Tingkatan 2
type: item
description: Kajian ini bertujuan untuk membangunkan kit permainan Immunology Sircus bagi standard kandungan Pertahanan Badan Sains Tingkatan 2. Pembangunan kit permainan Immunology Sircus berpandukan model ADDIE. Instrumen yang digunakan dalam kajian ini adalah borang penilaian kesahan muka dan kandungan dan borang soal selidik persepsi kebolehgunaan yang melibatkan skala Likert empat mata. Kesahan dilakukan oleh dua orang pensyarah Kimia dan dianalisis menggunakan rumus peratus kesahan pakar. Nilai kesahan muka dan kandungan dan kesahan soal selidik persepsi yang diperolehi adalah 98.75% dan 100%. Kedua-duanya berada di tahap boleh diterima. Nilai kebolehpercayaan yang direkodkan iaitu nilai pekali Alpha Cronbach bagi soal selidik kebolehpercayaan adalah 0.836. Borang soal selidik persepsi kebolehgunaan pula diedarkan kepada 118 orang responden yang terdiri daripada pelajar Tingkatan 2 di sebuah sekolah di daerah Marang, Terengganu secara persampelan mudah. Data dianalisis menggunakan kaedah analisis deskriptif untuk mendapatkan nilai min, sisihan piawai, kekerapan dan peratusan. Nilai purata min bagi setiap konstruk adalah 3.62 (reka bentuk), 3.62 (kebolehgunaan) dan 3.70 (kepuasan) dan berada di tahap tinggi. Kesimpulannya, kit permainan Immunology Sircus mempunyai nilai kesahan dan intepretasi min yang tinggi. Implikasinya, kajian ini adalah dapat membantu pelajar tingkatan dua lebih memahami standard kandungan Pertahanan Badan dan meningkatkan pencapaian pelajar dalam subjek Sains.
subject: Articles
  topic: section
subject: kit permainan
  topic: keywords
subject: persepsi
  topic: keywords
subject: kebolehgunaan
  topic: keywords
subject: pertahanan badan
  topic: keywords
subject: kesahan
  topic: keywords
creator: Nurulain Nazurah Mahathir Iskandar
creator: Wan Mohd Nuzul Hakimi Wan Salleh
rights: Copyright (c) 2025 Nurulain Nazurah Mahathir Iskandar, Wan Mohd Nuzul Hakimi Wan Salleh http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-02
publication date: 2025-12-02
starting page: 40
ending page: 50
doi: 10.37134/bitara.vol18.2.4.2025

Teaching practices of excellent Special Education teachers in Malaysia: A Conceptual review
type: item
description: The third wave of the Malaysian Education Blueprint (2021–2025) reinforces the imperative of equitable, high-quality educational access for students with disabilities across urban and rural contexts, directly aligning with Malaysia’s national commitment to Sustainable Development Goal 4. Despite progressive policy ambitions, special education teaching in Malaysia remains constrained by outdated pedagogical practices and insufficient adaptation to heterogeneous learner needs. Recent government statistics indicate a significant increase in the number of students with special educational needs—from 88,118 in 2022 to 97,494 in 2023—underscoring the urgency for enhanced teacher competencies and innovative classroom approaches. This study uses a conceptual review approach to policy, theory and empirical studies. This conceptual review synthesises Malaysian policy frameworks, theoretical models, and educational scholarship, with particular reference to the role of Excellent Teachers (Guru Cemerlang Pendidikan Khas) and Slavin’s (1994) Model of Effective Teaching. The paper explores the dimensions of pedagogical mastery, differentiated instruction, and stakeholder engagement, establishing a conceptual foundation to guide future empirical research and reform. In doing so, it positions effective teaching practices as pivotal for realising inclusive education and advancing Malaysia’s SDG 4 agenda. This study contributes to the development of a conceptual model of effective teaching practices in special education as well as serving as a basis for future empirical research.
subject: Articles
  topic: section
subject: Excellent Teacher
  topic: keywords
subject: Teaching Practices
  topic: keywords
subject: Inclusive Education
  topic: keywords
subject: SDG 4
  topic: keywords
subject: Special Education
  topic: keywords
subject: Malaysia
  topic: keywords
creator: Hifzan Mat Hussin
creator: Kama Shaffeei
creator: Nurul Iman Ahmad Bukhari
creator: Nur Amalina Samsudin
rights: Copyright (c) 2025 Hifzan Mat Hussin, Kama Shaffeei, Nurul Iman Ahmad Bukhari, Nur Amalina Samsudin http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-02
publication date: 2025-12-02
starting page: 31
ending page: 39
doi: 10.37134/bitara.vol18.1.3.2025

Pembangunan E-Modul Interaktif Hidangan Roti untuk Murid Berkeperluan Khas di Kolej Vokasional
type: item
description: Kajian ini bertujuan untuk membangunkan E-Modul Interaktif bagi Hidangan Roti untuk Murid Berkeperluan Khas Kolej Vokasional. E-Modul Interaktif ini direka khas untuk menyokong gaya pembelajaran yang berbeza dan memastikan keterlibatan murid yang optimum. Kajian ini berasaskan pendekatan reka bentuk dan pembangunan (DDR) yang merupakan antara kaedah yang terkenal dalam penyelidikan pendidikan untuk membangunkan modul. Terdapat tiga fasa iaitu fasa analisis keperluan, fasa rekabentuk dan pembangunan dan fasa penilaian dengan sampel yang berbeza bagi setiap fasa. Dapatan pada fasa satu dengan menemubual tiga orang pakar menunjukkan terdapat keperluan membangunkan E-Modul Interaktif hidangan roti dengan memasukkan elemen audio, visual dan kuiz. Fasa reka bentuk dan pembangunan dijalankan untuk mendapat kesahan daripada tiga orang pakar yang dipilih. Dapatan dalam fasa ini menunjukkan kesahan yang positif diberi oleh tiga orang pakar dengan purata keseluruhan ialah 99%. Dapatan pada fasa penilaian kebolehgunaan menunjukkan peratusan murid memberi penilaian pada skala sesuai dan sangat sesuai terhadap kebolehgunaan ialah 98% (n=20), mudah digunakan 96% (n=20) dan kepuasan terhadap e-modul interaktif ialah 99% (n=20). Implikasi kajian menunjukkan E-Modul Interaktif memberi kesan yang baik terhadap pemahaman murid mengenai topik hidangan roti dan menjadi bahan bantu mengajar yang menarik kepada murid bekeperluan khas.
subject: Articles
  topic: section
subject: Pembangunan
  topic: keywords
subject: E-Modul
  topic: keywords
subject: Interaktif
  topic: keywords
subject: Kolej Vokasional
  topic: keywords
subject: Pendidikan Khas
  topic: keywords
creator: Anis Najihah Muftar
creator: Mohd Nazri Abdul Raji
rights: Copyright (c) 2025 Anis Najihah Muftar, Mohd Nazri Abdul Raji http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-02
publication date: 2025-12-02
starting page: 1
ending page: 12
doi: 10.37134/bitara.vol18.2.1.2025

Breaking barriers: Harnessing project-based learning to empower students with learning disabilities
type: item
description: This study examines the effectiveness of Project-Based Learning (PBL) as an instructional approach for students with learning disabilities (LD). It focuses on how PBL promotes autonomy, collaboration, critical thinking, and problem-solving skills among students with diverse learning needs. Using a qualitative research approach, the study reviews existing literature on PBL and learning disabilities, as well as case studies from four schools that implemented PBL strategies. The case studies involved a period of 8 weeks, with interviews conducted with 10 educators and analysis of student portfolios to understand the practical application of PBL in inclusive classrooms. The study highlights the significant impact of PBL on student engagement and motivation. PBL helps students with LD by fostering a more dynamic learning experience compared to traditional passive learning environments. It promotes critical thinking, enhances collaboration, and supports self-regulation. The integration of assistive technologies, such as speech-to-text applications, proved crucial in supporting students’ cognitive development and keeping them motivated. Challenges identified include cognitive overload, executive function difficulties, and the need for individualized support. The study discusses how these challenges can be mitigated through differentiated instruction, clear scaffolding, and appropriate use of assistive technologies. The paper concludes that PBL can empower students with LD when thoughtfully structured and supported with the right tools. Practical implications for educators include the need for professional development in PBL strategies, the integration of assistive technology, and the importance of providing tailored support structures for students.
subject: Articles
  topic: section
subject: Project-Based Learning
  topic: keywords
subject: Learning Disabilities
  topic: keywords
subject: Technology Integration
  topic: keywords
subject: Differentiated Instruction
  topic: keywords
subject: Student Engagement
  topic: keywords
subject: Educational Empowerment
  topic: keywords
creator: Lie Chien Bong
creator: Vestly Liang Soon Kong
creator: Suresh Kumar Kuppusamy
rights: Copyright (c) 2025 Bong Lie Chien, Vestly Kong Liang Soon, Suresh Kumar Kuppusamy http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-22
publication date: 2025-09-22
starting page: 222
ending page: 227
doi: 10.37134/bitara.vol18.sp.21.2025

Gema Tanpa Suara: Pembangunan Modul Geometri Berasaskan Metaverse bagi Murid Ketidakupayaan Pendengaran di Malaysia
type: item
description: Dalam era pascapandemik, metaverse muncul sebagai inovasi berimpak tinggi dalam pendidikan, namun aplikasinya dalam pendidikan khas di Malaysia masih kurang diterokai. Bagi murid ketidakupayaan pendengaran (MKP), metaverse berpotensi mewujudkan ruang pembelajaran maya interaktif yang merapatkan jurang akses dan memperkayakan pengalaman inklusif. Literatur menunjukkan MKP kerap bergelut memahami konsep geometri, terutamanya peralihan 2D–3D yang menuntut pendekatan berfokus visual-spasial dan kinestetik. Kertas konsep ini membentangkan pembangunan modul geometri berasaskan metaverse (GeoMETriA) untuk memenuhi keperluan tersebut. Objektifnya: (1) meneroka potensi metaverse sebagai medium pembelajaran interaktif bagi MKP, (2) mengenal pasti ciri pembelajaran imersif yang inklusif dan mesra MKP, dan (3) menentukan teori pembelajaran yang menyokong reka bentuk modul geometri dalam persekitaran metaverse. Pendekatan konseptual berasaskan tinjauan literatur sistematik digunakan. Kerangka konseptual disintesis daripada literatur pedagogi digital dan dipandu oleh Teori Kognitif Pembelajaran Multimedia (CTML), Model Kognitif-Afektif Pembelajaran Imersif (CAMIL), dan Konstruktivisme Sosial Vygotsky. Modul ini dijangka meningkatkan kefahaman geometri 2D–3D, memupuk efikasi kendiri dan motivasi, serta mengurangkan beban kognitif melalui interaktiviti, scaffolding, dan sokongan sosial-emosi. Implikasi merangkumi pengukuhan pedagogi inklusif berasaskan Reka Bentuk Pembelajaran Sejagat (UDL) dan penyepaduan pembelajaran visual-spasial bagi menyokong transformasi digital pendidikan khas di Malaysia.
subject: Articles
  topic: section
subject: metaverse
  topic: keywords
subject: pendidikan khas
  topic: keywords
subject: murid ketidakupayaan pendengaran
  topic: keywords
subject: geometri
  topic: keywords
subject: pembelajaran imersif
  topic: keywords
creator: Ai Peng Chong
creator: Kung Teck Wong
creator: Vestly Liang Soon Kong
rights: Copyright (c) 2025 Chong Ai Peng, Wong Kung-Teck, Vestly Kong Liang Soon http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-12-02
publication date: 2025-12-02
starting page: 13
ending page: 30
doi: 10.37134/bitara.vol18.2.2.2025

Tajweed game for children with autism: An interactive game for autism children to learn tajweed
type: item
description: Tajweed knowledge is very important in reciting the Quran.Teaching Tajweed faces specific hurdles during the delivery of education to children who have Autism Spectrum Disorder (ASD). Researchers developed a unique interactive system which was made for autistic students to learn the detailed specifications of Tajweed. The methodology utilizes multisensory learning principles as well as gamification techniques and adaptive technologies to implement visual, auditory and kinesthetic learning elements that optimize the mental and sensory processing needs of ASD children. This study employed a mixed-methods approach, involving 20 children aged 6 to 12 diagnosed with ASD, who participated in a 6-week intervention program consisting of twice-weekly 30-minute sessions. The presented approach receives a detailed description, including design specifications and implementation details, which prioritize evidence-based methods for addressing sensory differences alongside user-specific learning requirements. A pilot test of the educational method produced substantial improvements among participants, ranging from their involvement to their ability to understand and memorize Tajweed principles. Research results demonstrate that customized interactive learning systems create better possibilities for autistic children to learn the Quran effectively and find pleasure in their education. The research adds major importance to inclusive education by developing a new framework which combines classical religious instruction techniques with modern educational reform strategies. The finding carry profound implications for inclusive education, providing a clear mandate to develop policies that ensure the genuine integration of children with special needs into faith-based learning environments.
subject: Articles
  topic: section
subject: Interactive game
  topic: keywords
subject: Autism Children
  topic: keywords
subject: Tajweed
  topic: keywords
creator: Nadiah Ramlan
creator: Maisarah Saidin
creator: Hayati Hussin
rights: Copyright (c) 2025 Nadiah Ramlan, Maisarah Saidin , Hayati Hussin http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-22
publication date: 2025-09-22
starting page: 215
ending page: 221
doi: 10.37134/bitara.vol18.sp.20.2025

From research to classroom: A narrative review of assistive technology forlow-functioning pupils
type: item
description: Assistive technology (AT) is increasingly recognised as a powerful enabler of inclusion for pupils with complex intellectual, motor, and communicative disabilities. Yet, practical guidance for its effective use in classrooms remains limited. This narrative review synthesises evidence from 33 studies involving approximately 1,100 pupils (median sample size = 10; intervention durations up to 12 weeks) identified through an AI-assisted systematic search. Two researchers independently screened, appraised, and cross-verified all eligible studies. Across diverse contexts, tools such as eye-gaze systems, speech-generating devices, tablet applications, and speech-to-text software consistently improved expressive communication, early literacy and numeracy, and on-task classroom behaviour—provided they were tailored to individual needs, embedded in explicit teaching routines, and supported by sustained teacher coaching. Without these supports, even advanced technologies produced minimal gains. Beyond academics, AT often enhanced learner agency and peer interaction, suggesting wider psychosocial benefits. These findings highlight the need for ongoing teacher professional development, careful device customisation, and seamless integration of AT into daily learning activities. While the small scale and short duration of most studies limit certainty, the evidence underscores that implementation quality matters more than the novelty of the device. Future large-scale, long-term studies should examine cost-effectiveness and participation outcomes to guide equitable, scalable AT adoption in mainstream education.
subject: Articles
  topic: section
subject: Assistive technology
  topic: keywords
subject: low-functioning pupils
  topic: keywords
subject: expressive communication
  topic: keywords
subject: inclusive education
  topic: keywords
subject: implementation quality
  topic: keywords
creator: Rosmalily Salleh
creator: Vaikunthan Rajaratnam
rights: Copyright (c) 2025 Rosmalily Salleh, Vaikunthan Rajaratnam http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-22
publication date: 2025-09-22
starting page: 201
ending page: 214
doi: 10.37134/bitara.vol18.sp.19.2025

Parental denial of children with Special Educational Needs (SEN)in preschool setting: A case study
type: item
description: Parental denial of children with special educational needs (SEN) in preschool settings poses significant challenges to early intervention and inclusive education. While parental acceptance can facilitate timely support, many caregivers struggle with denial, often influenced by social stigma, fear of judgment, and skepticism toward professional assessments. This qualitative case study examines parental reluctance through semi-structured interviews conducted with three mothers from a preschool in North Malaysia. The interview data were analyzed using thematic analysis to identify patterns in parental responses and perceptions. The findings reveal two overarching themes: denial and social stigma. The respondents justified their child's behaviors by comparing them to family members, rejecting educators' concerns, and resisting formal diagnoses due to fear of labeling. Skepticism toward teacher assessments and personal doubts about SEN indicators further contributed to their hesitation. Moreover, social stigma played a critical role, as external pressures from extended family and community perceptions discouraged them from seeking professional evaluations. This avoidance of intervention delays critical support, potentially impacting a child's developmental trajectory. The findings underscore the importance of equipping early childhood educators with the skills to engage sensitively with parents, recognize signs of denial, and foster trust in professional assessments. Addressing these barriers requires psychoeducational programs, parent support initiatives, and public awareness campaigns to foster informed decision-making. Strengthening collaboration among parents, educators, and healthcare providers is crucial to bridging the acceptance gap. By promoting a more supportive and well-informed environment, families can be empowered to navigate their child's needs confidently. Ultimately, this study contributes to early childhood education by highlighting the need for cultura…
subject: Articles
  topic: section
subject: Parental denial
  topic: keywords
subject: parental acceptance
  topic: keywords
subject: special educational needs (SEN)
  topic: keywords
creator: Aznan Che Ahmad
creator: Salizawati Omar
creator: Sivabala Naidu
creator: Ranjit Singh Gill
rights: Copyright (c) 2025 Aznan Che Ahmad, Salizawati Omar, Sivabala Naidu, Ranjit Singh Gill http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-22
publication date: 2025-09-22
starting page: 191
ending page: 200
doi: 10.37134/bitara.vol18.sp.18.2025

Empowering physical activity through ‘Active Fun Play’
type: item
description: Active Fun Play (AFP) is an interactive multi-approach combining Roblox platform with exercise games designed to support children with Autism Spectrum Disorder through an engaging, interactive and inclusive digital learning experience in physical activity. The AFP also incorporates real-world physical activity embedded with exercise games through immersive storyboards creating a seamless blend of virtual and physical world. This purpose of this innovation is to adopt an interactive multi-approach to empower a fun gamified system to help children with ASD to improve their motor skills by connecting their mind and body, encouraging them to plan and execute movements while responding to their environment. The AFP has been implemented within inclusive educational settings in schools which demonstrated a positive impact on the development of physical activity skills among ASD students. The AFP proves its value in inclusive education being more engaging, fun and interactive. Through its interactive capabilities, it provides a safe and stimulating environment where learners can learn and acquire vital physical activity skills at their pace by guaranteeing an enjoyable and accessible education experience for all.
subject: Articles
  topic: section
subject: Active
  topic: keywords
subject: Physical Activity
  topic: keywords
subject: Autism Spectrum Disorder
  topic: keywords
subject: Children
  topic: keywords
creator: Malisa Haziqah Mohammad Haffizie
creator: Boon Sian Teo
creator: Ngien Siong Chin
creator: Kie Yin Teng
creator: Michelle Melini Ak Walter
creator: Clarriechel Walter Lakun
rights: Copyright (c) 2025 Malisa Haziqah binti Mohammad Haffizie, Teo Boon Sian, Chin Ngien Siong, Teng Kie Yin, Michelle Melini Ak Walter, Clarriechel Walter Lakun http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-17
publication date: 2025-09-17
starting page: 185
ending page: 190
doi: 10.37134/bitara.vol18.sp.17.2025

The role of digital technologies in enhancing inclusive education: A systematic review of current trends
type: item
description: The integration of digital technologies in Inclusive Education (IE) has gained significant momentum in recent years, enhancing accessibility, engagement, and personalised learning for diverse learners, including students with Special Educational Needs (SEN). This small-scale systematic review explores the latest trends in digital applications supporting IE, drawing on studies published between 2020 and 2025. Five major academic databases—Scopus, Web of Science, Google Scholar, IEEE Xplore, and Wiley Online Library—were used to identify peer-reviewed literature aligned with the objectives of the review. Adherence to the PRISMA framework enhanced the transparency and replicability of the review process. Key emerging trends include assistive technologies such as speech-to-text and text-to-speech tools, AI-driven personalised learning systems, and game-based learning platforms that support students with SEN. Additionally, immersive technologies such as augmented reality (AR) and virtual reality (VR) are fostering interactive and differentiated instruction, enhancing learning experiences for students with SEN. Mobile learning and cloud-based platforms are also promoting universal design for learning (UDL) principles, ensuring flexibility in content delivery. However, challenges such as the digital divide, teacher training gaps, and concerns over data privacy remain. Addressing these challenges requires strategic investments in infrastructure, professional development, and ethical policies to optimise digital inclusivity. The findings suggest that a thoughtful integration of digital tools can significantly improve inclusivity in education, fostering equity and engagement for all learners. Future research should explore how emerging technologies, such as AI-driven adaptive learning and blockchain-based credentialing, can further enhance inclusive digital education. This review contributes to the growing body of literature on digital inclusivity and highlights implications …
subject: Articles
  topic: section
subject: Inclusive Education (IE)
  topic: keywords
subject: Special Educational Needs (SEN)
  topic: keywords
subject: Universal Design for Learning (UDL)
  topic: keywords
subject: Augmented Reality (AR)
  topic: keywords
subject: Virtual Reality (VR)
  topic: keywords
subject: personalised learning
  topic: keywords
creator: Kie Yin Teng
creator: Anthea Yulticia Liden
creator: Cassandra Racha John Girrie
creator: Jasnita Naja Dinggat
creator: Hou Yew Lee
rights: Copyright (c) 2025 Teng Kie Yin, Anthea Yulticia Liden, Cassandra Racha John Girrie, Jasnita Naja Dinggat, Lee Hou Yew http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-17
publication date: 2025-09-17
starting page: 178
ending page: 184
doi: 10.37134/bitara.vol18.sp.16.2025

Exploring preservice teachers' affective and behavioural responses towards inclusive education: A qualitative inquiry
type: item
description: This qualitative study explores preservice teachers’ perceptions of inclusive education (IE), focusing on their preparedness, challenges, and emotional and behavioural responses during practicum, as well as strategies that support effective inclusion. Data was collected through semi-structured interviews with six preservice teachers and analysed thematically across two key domains: affective and behavioural. The affective domain highlights preservice teachers’ emotions, attitudes, and values toward IE, while the behavioural domain addresses instructional practices such as differentiated instruction, peer support, and use of assistive technologies. Findings reveal themes including emotional preparedness, communication challenges, instructional adaptation, and classroom management. Although participants demonstrate a strong commitment to inclusion, many feel unprepared to manage classroom dynamics and engage students with special educational needs (SEN), particularly those with autism spectrum disorder (ASD) or hearing impairments. The study underscores the need for experiential learning in teacher education programmes and improved support systems to enhance effective and behavioural competencies in inclusive settings. Despite limitations such as small sample size and reliance on self-reports, this study contributes to ongoing discussions on inclusive teacher training and offers practical recommendations for future research and practice. These limitations were acknowledged to maintain transparency in the findings and to suggest future research directions using triangulation and a broader sample base.
subject: Articles
  topic: section
subject: Inclusive education
  topic: keywords
subject: preservice teachers
  topic: keywords
subject: affective
  topic: keywords
subject: behavioural
  topic: keywords
subject: practicum
  topic: keywords
subject: special educational needs
  topic: keywords
creator: Syafiqa Qadrina Mohamad Izan
creator: Nurul Asyhmeera Mohammad Zaidi
creator: Amalia Aina Rusli
creator: Kie Yin Teng
creator: Hou Yew Lee
rights: Copyright (c) 2025 Syafiqa Qadrina Mohamad Izan, Nurul Asyhmeera binti Mohammad Zaidi, Amalia Aina binti Rusli, Teng Kie Yin, Lee Hou Yew http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-17
publication date: 2025-09-17
starting page: 171
ending page: 177
doi: 10.37134/bitara.vol18.sp.15.2025

“This is me!”: Creative digital storytelling with teacher–student and AI collaboration
type: item
description: Deaf students often face significant challenges in language learning, resulting in reading literacy levels that consistently lag behind those of their hearing peers, creating barriers to quality education. To address this issue, this study implemented a digital storytelling project in which teachers and deaf students collaboratively crafted storybooks that are deeply rooted in their identities and lived experiences within the school community. This approach makes the storybooks both engaging and meaningful, ensuring that all teachers and deaf students feel included and valued in the storytelling process. Additionally, artificial intelligence (AI) was integrated as a collaborative tool, enriching the storytelling process with innovative resources and support for both teachers and deaf students. Findings from the study indicate significant improvements in deaf students’ reading literacy and engagement, as well as in teachers’ pedagogical practices. Thus, this study proposes a replicable framework for creating digital storytelling project by blending teacher–student creativity and AI support, fostering literacy and cultivating a reading culture in schools. By emphasizing identity-driven narratives, the project bridges the gap in reading literacy outcomes, offering a practical and inclusive approach to deaf education.
subject: Articles
  topic: section
subject: Artificial intelligence
  topic: keywords
subject: creativity
  topic: keywords
subject: deaf students
  topic: keywords
subject: digital storytelling
  topic: keywords
subject: reading literacy
  topic: keywords
creator: Julianah Ahmad
creator: Sabariah Sharif
creator: Rosy Talin
rights: Copyright (c) 2025 Julianah Ahmad, Sabariah Sharif, Rosy Talin http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-17
publication date: 2025-09-17
starting page: 163
ending page: 170
doi: 10.37134/bitara.vol18.sp.14.2025

Revolutionising tourism accessibility for the deaf and hard of hearing with XR Technology
type: item
description: Extended Reality (XR) technology has emerged as a powerful tool for enhancing accessibility and inclusiveness across various industries, including tourism. Despite technological advancements, deaf and hard-of-hearing individuals continue to face significant challenges in fully engaging with tourism experiences due to communication barriers and the lack of tailored accommodations. This systematic review explores the potential of XR technologies to improve accessibility for this community, evaluates their effectiveness in addressing existing challenges, and examines their impact on travel experiences. A total of 16 studies were identified through a keyword search in the Scopus and Web of Science databases. The review analyses research methodologies, types of XR technologies utilised—including Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR)—and the advantages and limitations of their implementation. Findings suggest that XR can bridge communication gaps by providing immersive sign language translations, real-time captioning, and interactive visual guides, thereby enabling more engaging, informative, and independent tourism experiences for deaf and hard-of-hearing travelers. However, challenges such as high development and implementation costs, usability concerns, and the absence of standardised guidelines limit widespread adoption. This review highlights the need for user-centred design, active collaboration with the deaf and hard-of-hearing community, and further empirical studies to validate XR solutions. Future research should focus on improving long-term user engagement, enhancing the usability of XR applications, and expanding their integration across different tourism sectors. By addressing these gaps, XR technology can contribute to a more inclusive, accessible, and immersive tourism landscape for all travelers.
subject: Articles
  topic: section
subject: Extended Reality
  topic: keywords
subject: Augmented Reality
  topic: keywords
subject: Deaf
  topic: keywords
subject: Hearing
  topic: keywords
subject: Tourism
  topic: keywords
subject: Accessibility
  topic: keywords
creator: Mohd Harith Syazwan Samsawi
creator: Suriati Khartini Jali
creator: Mohamad Imran Bandan
creator: Syahrul Nizam Junaini
creator: Sylvester Arnab
creator: Phei Chin Lim
creator: Kuryati Kipli
creator: Sarni Suhaila Rahim
rights: Copyright (c) 2025 Mohd Harith Syazwan Samsawi, Suriati Khartini Jali, Mohamad Imran Bandan, Syahrul Nizam Junaini, Sylvester Arnab, Lim Phei Chin, Kuryati Kipli, Sarni Suhaila Rahim http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-17
publication date: 2025-09-17
starting page: 150
ending page: 162
doi: 10.37134/bitara.vol18.sp.13.2025

Development of mobile application to improve the communication ability of autism spectrum disorder children
type: item
description: Children with communication disabilities have difficulty communicating with others, making it difficult to socialize with the people around them. To address this issue, various assistive tools have been developed. However, most existing tools have several limitations, such as being traditional, non-portable, offering a limited selection of sentences, and being available only in English. These limitations hinder children from adding new sentences and make the tools inaccessible to non-English speakers, particularly Indonesian users. Therefore, this study aims to develop a mobile application, Katakan yang Kamu Ingin (KKI), according to the needs of children with autism spectrum disorder and to assess changes in their communication skills after using the application. This study employed Richey and Klein's Design and Development Research method to develop the mobile application KKI. The participants were two nonverbal children with ASD from a special education school. The resulting product was an Android-compatible APK featuring customizable sentence categories and user-friendly audio-enabled communication options. The application also contains menu items such as a selection of sentences commonly used for communicating in a school environment, and the function of adding sentences by the user. Following validation by three expert evaluators, the results indicate that the product is highly feasible, with revisions based on expert suggestions. Observational data on communication performance in subjects A and B show improvements in communication skills across the initial baseline, intervention, and final baseline phases. These findings demonstrate that the KKI mobile application can positively impact the communication abilities of nonverbal ASD children, making it an effective tool for supporting communication in a school setting.
subject: Articles
  topic: section
subject: mobile application
  topic: keywords
subject: augmentative and alternative communication
  topic: keywords
subject: communication skills
  topic: keywords
subject: children with communication disabilities
  topic: keywords
subject: autism spectrum disorder
  topic: keywords
creator: Zulma Indra Rahmi Putri
creator: Yanuar Khaldun
creator: Toviyani Widi Saputri
creator: Amat Jamaludin
creator: Pujaningsih
rights: Copyright (c) 2025 Zulma Indra Rahmi Putri, Yanuar Khaldun, Toviyani Widi Saputri, Amat Jamaludin, Pujaningsih http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-17
publication date: 2025-09-17
starting page: 139
ending page: 149
doi: 10.37134/bitara.vol18.sp.12.2025

Historical evolution and conceptual definition of differentiated instruction through scholarly lenses
type: item
description: This study examines the concept of differentiated education through a systematic review of literature. A total of 66 pertinent studies were identified by using a multi-step process that involved keyword selection, database searches, and article screening. The historical development of differentiated instruction reveals its roots in the 18th century's focus on individual needs and student-centered learning. However, a lack of consensus on a single definition exists, with scholars offering various conceptualizations that emphasize catering to student diversity and maximizing learning growth. This emphasizes the necessity of a precise and uniform definition to direct efficient application. The paper concludes by suggesting further research on how educators translate these definitions into classroom practices and the impact of different differentiation strategies on student learning outcomes.
subject: Articles
  topic: section
subject: Conceptual Definitions
  topic: keywords
subject: Differentiated Instruction
  topic: keywords
subject: Diverse Learners
  topic: keywords
subject: Evolution
  topic: keywords
subject: Historical Foundations
  topic: keywords
creator: Mariyam Shareefa
rights: Copyright (c) 2025 Mariyam Shareefa http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-17
publication date: 2025-09-17
starting page: 131
ending page: 138
doi: 10.37134/bitara.vol18.sp.11.2025

21st Century learning transformation for special needs students: Redesigning educational spaces in Special Education Schools
type: item
description: The transformation of 21st century education emphasizes inclusivity, innovation, and adaptability to meet the diverse needs of students, including those with special needs. This study explores the impact of redesigning educational spaces in special education schools to enhance learning outcomes for students with unique learning requirements. By integrating principles of universal design, sensory-friendly environments, and collaborative spaces, the research identifies key elements that contribute to creating supportive and stimulating learning environments. According to the Malaysian Education Act 1996, integrated education programs with conducive infrastructure facilities and learning spaces are necessary for students with special needs in line with SDG4 of Education Quality and SSDG9 of UNESCO Infrastructure. Four sub-projects have been planned involving infrastructure, conducive learning spaces, quail farming and economic generation of the Herb Park. This project is implemented with community and industry network certificates. All projects have been implemented within 12 months involving surveys, knowledge transfer, preparation of 21st century learning spaces and communal work. The results of the project effectiveness evaluation showed that the participants had benefited from this project through the addition of knowledge on herb crops, quail farming, 21st century learning and entrepreneurship. On average, 65% of students strongly agree and 32% of students agree that this program is indispensable to them. This shows that programs like this can help students improve their learning performance in the classroom. Furthermore, 68% of students strongly agreed and 19% of students agreed that they really had knowledge of learning in the 21st century classroom. The study employs a quantitative analysis of student engagement. Findings reveal that thoughtfully designed learning spaces not only improve accessibility but also foster emotional well-being, creativity, and active…
subject: Articles
  topic: section
subject: Education
  topic: keywords
subject: Learning
  topic: keywords
subject: Transformation
  topic: keywords
subject: Special Needs
  topic: keywords
subject: Educational Spaces
  topic: keywords
creator: Othman Zainon
creator: Siti Radiaton Adawiyah Zakaria
creator: Nurul Syakima Mohd Yusoff
creator: Norhidayah Md. Yunus
creator: Ainur Zaireen Zainudin
creator: Nurul Hana Adi Maimun
rights: Copyright (c) 2025 Othman Zainon, Siti Radiaton Adawiyah Zakaria, Nurul Syakima Mohd Yusoff, Norhidayah Md. Yunus, Ainur Zaireen Zainudin, Nurul Hana Adi Maimun http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-17
publication date: 2025-09-17
starting page: 120
ending page: 130
doi: 10.37134/bitara.vol18.sp.10.2025

The teachers' Attitudes toward Mnemonic strategies in improving the basic multiplication facts retrieval among Inclusive Primary School students
type: item
description: The current quasi-experimental comparative study investigated the teachers' attitudes toward Mnemonic strategies (Visual Imagery and Story-linking) compared to Traditional Strategies (Rote Learning, Multiplication Quizzes, Daily Multiplication Habit, and Repeated Addition Strategy) in enhancing basic multiplication fact retrieval among Grade 3 students with and without disabilities in 20 inclusive primary schools. A sequential explanatory mixed-methods design was adopted, prioritizing quantitative analysis to establish causal relationships, followed by qualitative exploration for more profound insight. The Non-equivalent Control Group Design (NECGD) was utilized in the quantitative phase, comprising 20 teachers: 10 in the experimental group (Mnemonic strategies) and 10 in the control group (Traditional Strategies). In addition, the authors administered a pre-test and post-test survey, which included questionnaires and open-ended questions, to measure changes in teachers' attitudes before and after the intervention. Moreover, interviews were conducted with the teachers to gather more in-depth qualitative data. Additionally, a Paired-Samples T-test revealed a statistically significant increase in teachers’ positive attitudes toward Mnemonic strategies following a one-day professional development program (t(9) = 15.00, p < 0.001), indicating that exposure to innovative teaching strategies positively influenced the teachers’ attitudes. Although the control group (Traditional Strategies) also showed significant improvement in their attitudes (t (9) = 9.80, p < 0.001), the experimental group demonstrated a more substantial change, suggesting that Mnemonic strategies were more effective in fostering a positive shift in teacher attitudes. The qualitative findings have also supported the quantitative results, highlighting the increasing confidence of teachers in using Mnemonic strategies to assist students with diverse learning needs. These results contribute to the broader …
subject: Articles
  topic: section
subject: Mnemonic strategies
  topic: keywords
subject: teacher attitudes
  topic: keywords
subject: instructional efficacy
  topic: keywords
subject: cognitive load theory
  topic: keywords
subject: dual-coding theory
  topic: keywords
subject: professional development
  topic: keywords
subject: inclusive education
  topic: keywords
creator: Norimune Kawai
creator: Verra Wulandary
rights: Copyright (c) 2025 Norimune Kawai, Verra Wulandary http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-10
publication date: 2025-09-10
starting page: 101
ending page: 119
doi: 10.37134/bitara.vol18.sp.9.2025

The Effectiveness of Peer-Mediated Lego-Based Intervention to Improve the Social Skills of Primary School Students with ASD
type: item
description: Peer-mediated LEGO-based interventions have been a promising intervention to enhance the social skills of primary school students with ASD. This study examines the effectiveness of peer-mediated LEGO-based intervention in improving the social skills of primary school students in an integrated government school, looking into the findings, challenges, and recommendations. This LEGO-based intervention is a structured activity focusing on social initiations and responses. A total of 30 students, 10 students with ASD and 20 typically developing students, participated in a seven-week intervention that psychology students facilitated. These students were organized into ten groups, each consisting of two typically developing children and one child diagnosed with ASD. The findings showed a significant improvement in social skills regarding social responses and social initiations from the third week onwards. In addition, there was a slight decrease in the peer prompts by typically developing children post-intervention, which indicates that there are great opportunities for individuals with ASD to develop their independence. However, there are challenges faced during the intervention, which include limited resources, an unconducive environment, and time constraints. Regardless of the challenges, the findings showed a significant increase in social skills among primary school students with ASD. The results have implications that notify important authorities, such as educators and practitioners, to advocate for having a structured social skill intervention accommodated in government schools. Increasing the funds for necessary resources, such as intervention materials and teacher training, helps create an inclusive environment and support the social development of children with ASD.
subject: Articles
  topic: section
subject: peer-mediated
  topic: keywords
subject: LEGO-based intervention
  topic: keywords
subject: Autism Spectrum Disorder
  topic: keywords
subject: integrated school
  topic: keywords
subject: social skills
  topic: keywords
creator: Daashwinni Vijaendren
creator: Anne Noor Sri Juwaneeta Jamaludin
rights: Copyright (c) 2025 Daashwinni Vijaendren , Anne Noor Sri Juwaneeta Jamaludin http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-10
publication date: 2025-09-10
starting page: 78
ending page: 100
doi: 10.37134/bitara.vol18.sp.8.2025

The effectiveness of early detection and intervention programme for 4-6 years old preschoolers with developmental delays in Malaysia
type: item
description: Early detection and intervention for developmental delays in preschool children are crucial for fostering school readiness skills. In response to this need, the Ministry of Education (MOE), through its Special Education Division, initiated the Early Detection and Intervention Programme for Preschool Children, also known as Program Pengesanan Perkembangan dan Intervensi Murid Prasekolah (ProsPIM) in 2024 to address this need systematically. This study aims to evaluate the effectiveness of ProsPIM in detecting and providing interventions for preschool children with developmental delays across Malaysia, focusing on motor skills, language development, personal-social skills, and cognitive development. A comprehensive developmental screening was conducted using the Senarai Semak Pengesanan Perkembangan (SSP) or Developmental Detection Checklist for children aged 4-6 years. Teachers underwent systematic training, with 9,411 preschool teachers (96.75% of the target population) trained through 96 nationwide workshops. Structured interventions were implemented using the Preschool Student Development Intervention Kit over 3-6 months. Out of 215,920 preschool children screened, 4,134 (1.91%) were identified with developmental delays. The age distribution of affected children was 4 years (3.7%), 5 years (38.8%), and 6 years (57.8%), with a gender distribution of 68% males and 32% females. Post-intervention assessments showed that 2,115 children (51%) achieved age-appropriate developmental milestones after 3-6 months of structured intervention targeting developmental delays. ProsPIM demonstrates significant effectiveness in early detection and intervention for developmental delays among preschool children. The 51% success rate in achieving age-appropriate development suggests that structured early intervention programmes can significantly improve developmental outcomes. These findings support the continued implementation and expansion of systematic early detection and interventi…
subject: Articles
  topic: section
subject: early intervention
  topic: keywords
subject: developmental delay
  topic: keywords
subject: preschool education
  topic: keywords
subject: special education
  topic: keywords
subject: Malaysia
  topic: keywords
creator: Mahfuzah Zainol
creator: Iffah Rashida Mazlan
creator: Che’Rozaniza Azizan
creator: Solehah Misron
creator: Rodiah Idris
rights: Copyright (c) 2025 Mahfuzah Zainol, Iffah Rashida Mazlan, Che’Rozaniza Azizan, Solehah Misron, Rodiah Idris http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-10
publication date: 2025-09-10
starting page: 62
ending page: 77
doi: 10.37134/bitara.vol18.sp.7.2025

Navigating Narratives: An Epistemological Exploration of Visually Impaired Graduates through the Social Model of Disability and Labov’s Analytical Framework
type: item
description: The research process is vital for any research, as it helps to discover issues and reveal new information. Finalising the methodology of the study is important, as it gives the research a clear structure and ensures consistent and reliable data collection and analysis. This study presents the methodological framework employed to explore the perceptions and experiences of visually impaired and blind graduates from a higher educational institute in the Maldives. The study employs a narrative inquiry to explore how individuals make sense of their experiences through storytelling, adopting an epistemological stance. This study employs Vygotsky's sociocultural theory, the emancipatory research paradigm, and Mike Oliver's social disability model as theoretical frameworks to contextualise the stories while also utilising the emancipatory paradigm to amplify the voices of marginalised groups and empower them. Data is gathered from the purposefully selected nine Maldivian visually impaired graduates from a higher educational institute through in-depth, semi-structured interviews. Labov's narrative analytics model is used to analyse the data and identify story themes. Ethical considerations are rigorously followed throughout the study, including informed consent, trusting the participants to tell truthful stories, confidentiality, integrity, sensitivity, and relationships with them. This methodological approach helps us understand the participants' problems and the effects of social interaction, societal support, and attitudes toward visually impaired and blind students. Knowing these makes it easier to create better policies.
subject: Articles
  topic: section
subject: Narrative inquiry
  topic: keywords
subject: Higher education
  topic: keywords
subject: Blind graduates
  topic: keywords
subject: visually impaired graduates
  topic: keywords
creator: Visama Hassan
creator: Fathimath Muna
creator: Mcxin Tee
rights: Copyright (c) 2025 Visama Hassan, Fathimath Muna, Mcxin Tee http://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-09-10
publication date: 2025-09-10
starting page: 54
ending page: 61
doi: 10.37134/bitara.vol18.sp.6.2025