INTERNATIONAL JOURNAL OF MODERN EDUCATION (IJMOE)

TRANSFORMATION OF CARVING LEARNING: A STUDY ON THE UTILIZATION OF DIGITAL MEDIA AS A SOURCE OF ADAPTIVE LEARNING FOR THE YOUNG GENERATION OF CARVERS IN JEPARA

2026-03-03T12:38:19+08:00

The Jepara carved furniture industry in Indonesia has historically relied on the transmission of cultural knowledge between generations through Nyantrik, a traditional apprenticeship system. However, shifting socio-cultural contexts and the increasing accessibility of digital technologies have changed the way young generations acquire and develop carving skills. This study examines the transformation of carving learning by analysing the integration of digital media as an adaptive learning resource. Using a sequential exploration mixed method design, this study investigated the attitudes of young artisans and assessed their readiness to adopt digital tools. The research findings show how technology exposure is mediated by adaptive capacity to produce a hybrid of traditional innovation and continuity. Quantitative analysis using One-Way ANOVA revealed significant differences in perceptions of design evolution among sculptors, entrepreneurs, and designers [F (2, 154) = 15.42, p < 0.001], but identified an integrated commitment to adaptive strategies. The study concluded that effective use of digital media, when combined with guidance from senior carvers, is essential to sustain Jepara's carving industry. This research contributes a theoretical framework for heritage preservation in the digital age, offering a foundation for integrating modern pedagogy with local wisdom.

INSTRUCTIONAL COMPETENCY IN DIGITAL ECOSYSTEM CULTURE: A SYSTEMATIC REVIEW OF ASSISTANT HEADTEACHERS’ LEADERSHIP

2026-03-04T11:28:05+08:00

The rapid digitalisation of education has intensified the demand for leadership practices that go beyond technical adoption to shaping sustainable school cultures. This study conducted a Systematic Literature Review (SLR) guided by the PRISMA 2020 protocol and PICo framework to examine how digital ecosystem culture influences the instructional competency of Assistant Headteachers in primary education. A total of 32 peer-reviewed studies published between 2020 and 2025 in Scopus and Web of Science were systematically identified, screened, and thematically analysed. Six interrelated themes emerged: digital competence, professional learning communities, differentiated professional development, socio-technical integration, addressing barriers to digital competency, and networking and collaboration beyond school walls. Collectively, these themes highlight the evolving role of Assistant Headteachers as strategic instructional leaders who must balance technological, pedagogical, and cultural demands. The findings extend theoretical perspectives on distributed and supportive leadership while providing practical insights for leadership training and policy development. This review not only synthesises current evidence but also advances the conceptualisation of Assistant Headteachers as pivotal ecosystem builders, offering a framework that can inform both future empirical research and educational policy reform.

FROM ACADEMIC SUPPLEMENT TO THERAPEUTIC IMPERATIVE: A SYSTEMATIC CRITICAL REVIEW OF GLOBAL HOSPITAL SCHOOLING PARADIGMS AND TRAJECTORIES (2010–2025)

2026-03-10T11:08:13+08:00

Hospital education has progressed from a marginal and largely informal provision into an increasingly recognised component of holistic care for hospitalised children. While increased scholarly focus on hospital schooling exists, conceptualization of this research remains fragmented with studies pertaining to isolated factors such as school absence, psychosocial well-being, or reintegration outcomes. It thus deserves an assessment of its relevance to the broader conceptual development of hospital education as an emerging educational field. This study addresses this gap through a systematic literature review of 87 peer-reviewed studies published between 2010 and 2025. Using a temporally stratified thematic analysis, the review examines how the purposes, pedagogical orientations, and technological dimensions of hospital-based education have evolved over time. The synthesis identifies four interconnected phases in the development of the field: (1) foundational recognition and rights-based advocacy (2010–2013); (2) psychosocial reframing toward emotional well-being and normalisation (2014–2017); (3) professionalisation and systemic integration (2018–2021); and (4) digital hybridity and advanced psychopedagogical practice (2022–2025). Across these phases, technology shifts from a supplementary tool to a central pedagogical infrastructure supporting continuity of learning, identity, and social presence. Concurrently, the professional role of hospital teachers expands toward boundary-spanning practice that connects clinical, educational, familial, and digital domains. By providing a temporally grounded synthesis, this review reconceptualises hospital education as a hybrid educational domain situated at the intersection of pedagogy, healthcare, and digital mediation, with implications for research, policy, and practice in disrupted learning environments.

MELESTARIKAN IKLIM BILIK DARJAH POSITIF DI SEKOLAH MENENGAH DI ERA DIGITAL

2026-03-29T10:24:30+08:00

Iklim bilik darjah yang positif merujuk kepada kualiti persekitaran sosial, emosi dan akademik yang dibina secara bersama oleh guru dan murid dalam proses pembelajaran. Iklim yang kondusif merupakan asas penting kepada keberkesanan pengajaran serta pencapaian murid yang optimum. Dalam era digital yang semakin berkembang, peranan guru menjadi semakin penting dalam memastikan persekitaran pembelajaran yang menyokong perkembangan akademik dan kesejahteraan murid. Kertas konsep ini berasaskan dua perspektif teori yang saling melengkapi iaitu Teori Penentuan Kendiri (Self-Determination Theory) dan Teori Konektivisme (Connectivism Theory). Teori Penentuan Kendiri menjelaskan bagaimana amalan pengajaran guru yang menyokong autonomi, kompetensi dan hubungan guru-murid dapat meningkatkan motivasi intrinsik serta penglibatan murid dalam pembelajaran. Sementara itu, teori Konektivisme menerangkan bagaimana pembelajaran berlaku melalui rangkaian pengetahuan, interaksi sosial dan penggunaan teknologi digital dalam persekitaran pembelajaran moden. Kertas konsep ini mensintesis literatur terkini berkaitan strategi untuk mengekalkan dan melestarikan iklim bilik darjah yang positif dalam konteks pendidikan digital serta implikasinya terhadap hasil pencapaian murid. Antara strategi utama yang dikenal pasti termasuk pembinaan hubungan guru–murid yang positif, amalan pengajaran yang menyokong autonomi murid, pengurusan bilik darjah yang konsisten, pembangunan profesional guru dan sokongan kepimpinan sekolah. Model konseptual yang dicadangkan merangkumi amalan guru dalam era digital, sistem sokongan profesional, iklim bilik darjah positif yang berkekalan serta hasil pencapaian murid. Hasil pencapaian murid dilihat daripada beberapa dimensi iaitu pencapaian akademik, literasi dan kompetensi digital, hubungan sosioemosi serta pembelajaran terkawal kendiri. Kertas konsep ini turut mengemukakan saranan kepada guru, kepimpinan sekolah dan penggubal dasar untuk memberi penekanan kepada pembangunan profesional berterusan, pembentukan budaya sekolah kolaboratif serta pemantauan berterusan terhadap kelestarian iklim bilik darjah yang positif dalam era digital.

A positive classroom climate refers to the quality of the social, emotional and academic environment co-constructed by teachers and students within the learning process. Such a supportive environment forms a critical foundation for effective teaching and optimal student achievement. In the rapidly evolving digital era, the role of teachers has become increasingly significant in ensuring that the learning environment supports both academic development and students’ well-being. This concept paper is grounded in two complementary theoretical perspectives: Self-Determination Theory (SDT) and Connectivism Theory. Self-Determination Theory explains how teaching practices that support students’ autonomy, competence, and teacher–student relatedness can enhance intrinsic motivation and student engagement in learning. Meanwhile, Connectivism explains how learning occurs through networks of information, social interaction, and digital technologies within modern learning environments. This paper synthesizes recent literature on strategies to sustain a positive classroom climate in digital learning contexts and its implications for student outcomes. Key strategies identified include fostering positive teacher–student relationships, implementing autonomy-supportive teaching practices, maintaining consistent classroom management, promoting continuous professional development for teachers, and strengthening school leadership support. The proposed conceptual model encompasses teachers’ practices in the digital era, professional support systems, a sustainable positive classroom climate, and student learning outcomes. Student outcomes are examined across several dimensions, including academic achievement, digital literacy and competencies, socio-emotional relationships, and self-regulated learning. This concept paper also provides recommendations for teachers, school leaders, and policymakers to emphasize continuous professional development, the development of collaborative school cultures, and ongoing monitoring of sustainable positive classroom climates in the digital era.

DUAL LANGUAGE PROGRAMME IMPLEMENTATION IN MALAYSIA: SCIENCE TEACHERS ACROSS EXPERIENCE LEVELS

2026-03-31T16:11:06+08:00

The Dual Language Programme (DLP), which involves teaching Science and Mathematics in English, was introduced in Malaysia in 2016. The aim is to strengthen English proficiency while maintaining the status of Bahasa Malaysia as the national language. The program is optional, allowing approved schools autonomy in managing its implementation. Effective DLP implementation depends largely on classroom-level enactment by teachers. Despite increasing research interest, limited studies have examined how teachers’ years of DLP teaching experience influence classroom practice. The study investigates how teachers’ years of DLP teaching experience influence their perceptions of the reform, classroom practices, and challenges in implementation. Three Science teachers from a secondary school in Selangor participated in the study, with two, five and nine years of DLP teaching experience respectively. A qualitative research design was adopted, with data collected through semi-structured interviews. The findings revealed that experience, gained through repeated DLP instruction, had significant impact on teachers’ perceptions, their classroom enactment and the way they viewed the challenges. Teachers expressed strong views regarding the value of DLP for their professional practice and English proficiency development. More experienced teachers perceived long-term language gains more strongly, while novice teachers were more cautious in their optimism. More experienced teachers demonstrated stronger confidence in the long-term benefits of DLP and adopted more systematic instructional scaffolding, while less experienced teachers relied more heavily on reactive strategies such as code-switching. Experience influenced instructional confidence but did not eliminate structural constraints. Persistent challenges included student language proficiency gaps and cognitive load. The findings suggest the need for differentiated professional development support based on career stage. These findings highlight the need for differentiated professional development and sustained institutional support to ensure effective long-term implementation of the DLP.

EXPLORING FACTORS SHAPING THE COMMERCIALISATION OF UNIVERSITY RESEARCH IN MALAYSIA: A CONCEPTUAL PAPER

2026-02-24T13:44:07+08:00

The commercialisation of research conducted within a university has a significant role to play in supporting both the innovation and economic development of a nation as well as the transfer of knowledge. While in Malaysia the commercialisation of research is relatively ineffective despite the various initiatives of the government and the different funding schemes. The intention of this paper is to outline a research methodology which can be used to determine the factors which contribute to commercialisation of the results of university research. This framework focuses on four independent variables: knowledge and technology transfer from universities, the use and protection of intellectual property, collaboration between universities and industry, and market validation. This research proposes that a researcher expertise can be a key factor in the commercialisation process. This expertise, which reflects a researcher's ability, awareness and preparedness, can influence the way a commercialises its scientific output. At the core of the proposed mechanism is the Knowledge Spillover Theory of Entrepreneurship (KSTE). This theory suggests that universities facilitate innovation in the regions where they are located by engaging academics in business and through other knowledge spillover channels. This paper provides useful indicators for those universities, research teams, policymakers and governments involved in commercialising research output for them to improve their output commercialisation performance. This study aims to help identify the key areas which need improvement so as to increase the number of successful commercialisation of research findings in Malaysia. The research findings are anticipated to lead to the development of suitable strategies which can increase the impact of research in the country. The Malaysian innovation system will thus be strengthened.

FROM TRAUMA TO SACREDNESS: THE ROLE OF SPATIAL SYMBOLS IN THE CONTRUCTION OF CULTURAL MEMORY IN CHINESE WORLD WAR II FILMS

2026-03-03T14:07:19+08:00

Chinese World War II film constructs cultural memory through sites. These films do more than recount historical events. They turn physical space into symbolic sites that carry emotional and ideological meaning. However, the role of site needs to be stated more clearly as an organizing principle that links narrative meaning to emotional response and identity formation. The analysis draws on cultural memory theory to show how site organizes narrative meaning and emotional response. It focuses on how spatial categories operate through visual framing and symbolic repetition in cinematic space. The findings show four interrelated spatial categories. Commemorative sites highlight collective sacrifice, and traumatic sites evoke shared suffering. Sacred sites link the present to cultural origin and spiritual endurance, while homeland sites express belonging, continuity, and the defense of territory. Together, these spatial categories form a layered memory structure that moves from trauma toward sacred significance. Through visual framing and symbolic repetition, cinematic space becomes a medium for shaping identity. In this way, Chinese World War II films transform geography into cultural memory, linking the past to the present and reinforcing a shared national consciousness.

KEBERKESANAN PLATFORM DIGITAL QALBI SMART DALAM MENINGKATKAN KEFAHAMAN AKHLAK ISLAMIYYAH PELAJAR TINGKATAN 4

2026-03-07T09:28:19+08:00

Perkembangan pesat teknologi digital telah mentransformasikan landskap pendidikan dengan menyediakan platform pembelajaran yang lebih interaktif dan berpusatkan pelajar. Dalam konteks Pendidikan Islam, khususnya bidang Akhlak Islamiyyah, integrasi teknologi menjadi signifikan bagi memastikan penyampaian nilai kekal relevan dengan generasi masa kini. Kajian ini menilai keberkesanan platform digital Qalbi Smart terhadap kefahaman dan penguasaan konsep adab dalam kalangan pelajar Tingkatan 4 menggunakan reka bentuk kaedah campuran (mixed-method). Komponen kuantitatif melibatkan reka bentuk kuasi-eksperimen yang membandingkan kumpulan intervensi dan kumpulan kawalan melalui ujian pra dan pasca, manakala komponen kualitatif mengumpulkan maklum balas terbuka bagi meneroka persepsi serta cadangan penambahbaikan terhadap kebolehgunaan platform. Dapatan menunjukkan kumpulan intervensi mencatatkan peningkatan skor yang lebih signifikan berbanding kumpulan kawalan yang menggunakan kaedah tradisional. Analisis kualitatif pula memperlihatkan keperluan pengayaan elemen multimedia dan penambahbaikan navigasi bagi menyokong pembelajaran kendiri. Secara keseluruhannya, Qalbi Smart berfungsi sebagai inovasi digital yang berpotensi mengurangkan kelesuan kognitif serta meningkatkan keberkesanan pembelajaran akhlak. Implikasi kajian menegaskan kepentingan pengintegrasian teknologi digital secara sistematik dalam Pendidikan Islam bagi memperkukuh pembentukan sahsiah dan pencapaian akademik pelajar.

Rapid advancements in digital technology have transformed the educational landscape by providing more interactive and student-centred learning platforms. In the context of Islamic Education, particularly Islamic Moral Education (Akhlak Islamiyyah), technological integration is essential to ensure that the transmission of moral values remains relevant to contemporary learners. This study evaluates the effectiveness of the Qalbi Smart digital platform in enhancing Form 4 students’ understanding and conceptual mastery of adab using a mixed-methods design. The quantitative component employed a quasi-experimental approach comparing an intervention group and a control group through pre- and post-tests, while the qualitative component collected open-ended feedback to explore students’ perceptions and suggestions for improving the platform’s usability. The findings indicate that the intervention group demonstrated a more significant improvement in scores compared to the control group that received traditional instruction. Qualitative analysis further revealed students’ preference for enriched multimedia elements and improved navigation to support self-directed learning. Overall, Qalbi Smart functions as a digital innovation capable of reducing cognitive fatigue and enhancing the effectiveness of moral education. The study underscores the importance of systematic digital integration in Islamic Education to strengthen character formation and academic achievement among secondary school students.

EXPLORING LECTURER CORE COMPETENCIES IN ARTIFICIAL INTELLIGENCE: A SYSTEMATIC LITERATURE REVIEW (2023-2025)

2026-03-26T12:41:44+08:00

This study systematically reviews recent literature on lecturer competencies in integrating Artificial Intelligence (AI) within higher education contexts. The review responds to the increasing demand for effective, ethical and pedagogically AI enhanced teaching practices. Using the Preferred Reporting Items for Systematic Reviews and Meta Analyses (PRISMA) approach, 455 records published between 2023 and 2025 were identified through database Scopus and ERIC. After screening and eligibility assessment, 29 articles met the predefined inclusion criteria and were included in the qualitative synthesis. The review identified three key themes: (1) lecturers’ core AI competencies including AI literacy, technological proficiency, pedagogical integration, ethical awareness and continuous professional development; (2) challenges and institutional needs such as limited training opportunities, ethical concerns related to privacy and bias and resource constraints; and (3) AI-based teaching and learning strategies, including project-based learning, gamification, AI-supported assessment and generative AI-assisted tutoring. The findings indicate that while lecturers demonstrate increasing levels of AI literacy, significant gaps remain in ethical readiness, pedagogical application and institutional support. This review provides a theoretically grounded synthesis of current trends and challenges in lecturer AI competency development, offering evidence-based insights for policymakers and higher education institutions to strengthen professional training frameworks and support sustainable AI adoption in teaching and learning.

INNOVATIVE TEACHING AND TECHNOLOGY INTEGRATION: EFFECTS ON ACADEMIC PERFORMANCE IN MALAYSIAN HIGHER EDUCATION

2026-03-31T14:11:44+08:00

The rapid development of technological advances in communication and information (ICT) has profoundly altered teaching and learning methodologies in higher education, therefore requiring the implementation of innovative pedagogical approaches. This study seeks to investigate the impact of innovative pedagogical approaches and ICT integration on students' academic performance at Malaysian public universities. This study utilizes a quantitative research design to examine the correlations among major variables related to educational techniques, ICT utilization, and academic success. Data were gathered from 405 public university students through a structured questionnaire using a convenience sample method, with individual students as the unit of analysis. Primary data were examined by frequency analysis, descriptive analysis, reliability analysis, Pearson correlation analysis, and multiple regression analysis. The results indicate that both new pedagogical approach and ICT integration are significantly positively correlated with students' academic achievement. All provided hypotheses were validated, demonstrating the significant impact of pedagogical innovation and technology-enhanced learning on enhancing academic performance. The findings offer significant insights for educators, university administrators, and policymakers aiming to improve teaching efficacy and learning quality at Malaysian public universities.

DIGITAL READING INTERVENTIONS FOR PRIMARY ENGLISH LEARNERS TO IMPROVE READING COMPREHENSION: A SYSTEMATIC LITERATURE REVIEW

2026-03-01T14:07:06+08:00

Digital approaches to reading have attracted substantial scholarly attention as a sound strategy for improving reading comprehension among primary English learners in technologically integrated learning environments. Despite the growing empirical attention, current scholarly work remains inconsistent across a range of intervention formats, student demographics, and teaching frameworks, underscoring the need for a structured consolidation of current evidence. This extensive literature review explores the prevailing research on digital reading methodologies designed to enhance reading comprehension among primary English pupils, focusing on academic achievement, digital literacy, and inclusivity. Following the PRISMA protocol, a rigorous and transparent review methodology was executed. Extensive evaluations were conducted across two major academic databases, Scopus and ERIC, using the search terms digital reading, interventions, primary children, and reading comprehension. The articles included underwent peer review and were published between 2023 and 2025 within the search parameters. After executing the processes of identification, screening, evaluating eligibility, and quality assessment, we selected a total of 28 primary studies for qualitative synthesis. Thematic analysis of the results yielded three principal themes: (1) Digital Reading Interventions and Literacy Outcomes, which underscore the mixed yet promising effects on comprehension, fluency, and vocabulary acquisition; (2) Digital Literacy, Media Literacy, and Citizenship, which accentuate the significance of both learners' and educators' digital competencies in fostering meaningful interactions with digital texts; and (3) Inclusive, Adaptive, and Technology-Supported Learning for Diverse Learners, which highlights the importance of adaptive and accessible digital methodologies for learners with a range of cognitive, linguistic, and sensory requirements. In summary, the research highlights that digital approaches to reading can greatly support comprehension when aligned with instructional strategies, context-sensitive, and inclusively crafted. The outcomes present a solid evidence framework designed to aid forthcoming research endeavours, pedagogical design, and policy creation concerning digital reading strategies in primary English teaching.

PERCEIVED IMPACT OF AI-ASSISTED LEARNING ON CRITICAL THINKING: EVIDENCE FROM CHINESE ENGLISH MAJORS

2026-03-04T10:54:04+08:00

This study explored how AI-assisted learning influences critical thinking skills (CTSs) among Chinese undergraduate English majors, focusing on analysis, evaluation, inference, and self-regulation from the Paul-Elder framework. Using a mixed-methods approach with 188 survey responses and 10 interviews, a tailored questionnaire measured students perceived CTSs changes. Findings show AI tools are widely used for writing, translation, and idea generation. While perceived analytical gains were modest (M=3.28), scores for evaluation, inference, and self-regulation hovered near neutral. Frequent AI use correlated negatively with self-regulation (r = -0.20, p = 0.007), suggesting risks of cognitive offloading. Interviews indicated that, despite recognizing AI’s limitations, students often relied uncritically on these tools under academic pressure and an efficiency-driven environment. The results highlight a core tension: as efficiency becomes central, independent thinking and metacognition risk being sidelined. Addressing how to shift AI from a cognitive shortcut to a true thinking aid emerges as a key educational challenge.

ADAPTING CYBERSECURITY KNOWLEDGE MEASURES FOR MALAYSIAN UNIVERSITY STUDENTS: INSIGHTS FROM EXPLORATORY FACTOR ANALYSIS

2026-03-10T09:58:16+08:00

The rise of digital threats in Malaysia underscores the need to integrate cybersecurity knowledge into higher education in STEM. However, contextually validated measurement tools remain scarce. This study adapted and validated a multidimensional instrument based on the six-dimensional Cybersecurity Scale (CS-S) framework. Following expert validation (I-CVI ≥ 0.78), the instrument was administered to 115 Malaysian STEM students. An Exploratory Factor Analysis (EFA) procedure using Principal Component Analysis (PCA) with Varimax rotation was employed to determine the factor structure. Results confirmed a robust six-component structure: Confidentiality, Integrity, Availability, Authenticity, Utility, and Possession/Control. The refined instrument demonstrated high internal consistency with a Cronbach’s Alpha of 0.80, exceeding the 0.70 threshold recommended for newly developed constructs. These findings provide a psychometrically sound foundation for subsequent Confirmatory Factor Analysis (CFA) and offer educators a reliable tool to assess cybersecurity preparedness. This research supports national digital resilience goals by providing a validated means to identify learning gaps among future STEM professionals.

TIKTOK AS AN EDUCATIONAL PLATFORM TO ENHANCE ESL LEARNERS’ AUTONOMY AND MOTIVATION

2026-03-26T14:54:37+08:00

The integration of social media into English as a Second Language (ESL) education has received growing scholarly attention due to its potential to promote learner-centered and autonomy-supportive learning environments. Among emerging platforms, TikTok has gained prominence; however, limited qualitative research has examined learners lived experiences of TikTok integration in higher education ESL contexts. Grounded in Learner Autonomy Theory and Self-Determination Theory (SDT), this exploratory qualitative study investigates ESL learners’ perceptions of TikTok-based activities in fostering autonomy and intrinsic motivation. The study was conducted over a 14-week semester in a Malaysian higher education institution, where structured TikTok-based speaking and content-creation tasks were systematically integrated into classroom instruction. Data were collected through written reflective responses to four open-ended questions and analyzed using Braun and Clarke’s (2006) six-phase thematic analysis. Findings indicate that TikTok-based content creation provided a supportive and low-anxiety learning environment, enhanced speaking fluency through iterative practice and self-reflection, and strengthened learners’ sense of autonomy through content choice and ownership. The study contributes qualitative insights into technology-mediated language learning and provides pedagogical implications for fostering autonomous and intrinsically motivated ESL learners.

CABARAN PENGHASILAN RUBRIK PENILAIAN DALAM PENDIDIKAN TINGGI TVET DI MALAYSIA: PENJAJARAN HASIL PEMBELAJARAN PROGRAM, DOMAIN PEMBELAJARAN, DAN PENTAKSIRAN PENDIDIKAN BERASASKAN HASIL

2026-03-31T15:50:33+08:00

Pelaksanaan Pendidikan Berasaskan Hasil (Outcome-Based Education, OBE) dalam pendidikan tinggi TVET di Malaysia menuntut sistem penilaian yang sah, boleh dipercayai, telus, dan adil. Sistem penilaian tersebut juga perlu selari sepenuhnya dengan Hasil Pembelajaran Program (Programme Learning Outcomes, PLO). Rubrik penilaian telah dikenal pasti sebagai instrumen utama bagi menyokong keperluanini, khususnya dalam menilai domain kognitif aras tinggi dan domain afektif yang bersifat kompleks serta subjektif. Walau bagaimanapun, garis panduan yang sistematik bagi pembangunan instrumen penilaian yang sejajar dengan PLO, Kerangka Kelayakan Malaysia (MQF), dan Standard Kemahiran Pekerjaan Kebangsaan (NOSS) masih terhad. Kajian ini bertujuan menghimpunkan, menganalisis dan mensintesis dapatan kajian terkini berkaitan pembangunan dan pelaksanaan instrumen penilaian dalam konteks OBE. Melalui pendekatan analisis literatur sistematik, kajian ini mensintesis dapatan kajian terdahulu berkaitan pembangunan dan pelaksanaan instrumen penilaian dalam konteks OBE. Dapatan perbincangan menunjukkan bahawa kejelasan PLO, kecekapan pedagogi pensyarah dan sokongan institusi merupakan faktor kritikal dalam memastikan keberkesanan rubrik penilaian. Kajian ini menyumbang kepada pembangunan kerangka penilaian yang lebih sistematik bagi menyokong pelaksanaan OBE dalam pendidikan tinggi TVET di Malaysia.

The implementation of Outcome-Based Education (OBE) in TVET higher education in Malaysia requires an assessment system that is valid reliable, transparent, and fair. Assessment system also must fully align with the Programme Learning Outcomes (PLO). Assessment rubrics have been identified as a key instrument to support this need, particularly in assessing high-level cognitive domains, and complex and subjective affective domains. However, systematic guidelines for the development of assessment instrument that are aligned with the PLO, Malaysian Qualifications Framework (MQF), and National Occupational Skills Standards (NOSS) are still limited. This conceptual study aims to compile, analyse, and synthesize the latest research findings on the development and implementation of assessment instrument in the context of OBE. Through a systematic literature analysis approach, this study synthesizes the findings of previous studies related to the development and implementation of assessment instruments in the context of OBE. The findings of the discussion indicate that the clarity of the PLO, the pedagogical competence of the lecturers, and institutional support are critical factors in ensuring the effectiveness of the assessment rubric. This study contributes to the development of a more systematic evaluation framework to support the implementation of OBE in TVET higher education in Malaysia.

DIGITAL AND TECHNOLOGICAL TRENDS IN QUR’ANIC RECITATION STUDIES: A BIBLIOMETRIC ANALYSIS

2026-02-22T13:04:45+08:00

The rapid advancement of digital and educational technologies has increasingly influenced the ways Qur’anic recitation is studied, taught, and disseminated, prompting growing scholarly attention across diverse academic disciplines. Despite this expansion, existing research on Qur’anic recitation remains fragmented, and a comprehensive quantitative overview of digital and technological trends in this field is still limited. Addressing this gap, the present study aims to systematically map the intellectual structure, publication patterns, and collaborative dynamics of research on digital and technological approaches to Qur’anic recitation. A bibliometric analysis was conducted using data retrieved from Elsevier’s Scopus database through an advanced search strategy, yielding a final dataset of 3,362 publications. Scopus Analyzer was employed to examine descriptive statistics and publication trends, including annual output and country contributions, while OpenRefine was used to clean, standardize, and harmonize bibliographic records to ensure data accuracy. Network visualisation and relational analyses, including keyword co-occurrence and co-authorship by country, were performed using VOSviewer. The findings reveal a steady growth in publications over the past two decades, with a marked acceleration after 2016, reflecting heightened scholarly engagement driven by digital learning platforms, artificial intelligence, and speech-related technologies. The United States, Malaysia, Indonesia, and the United Kingdom emerge as leading contributors in terms of publication output and international collaboration. Keyword co-occurrence analysis highlights the continued dominance of classical themes such as translation, exegesis, and recitation, alongside the increasing presence of technology-oriented concepts, indicating an evolving interdisciplinary landscape. Overall, this study provides a comprehensive quantitative synthesis of digital and technological trends in Qur’anic recitation studies, offering valuable insights into research trajectories, collaborative networks, and emerging thematic directions. The findings contribute to a deeper understanding of how technological innovation is reshaping Qur’anic recitation scholarship and provide a foundation for future empirical and theory-driven research in this growing field.

A CRITICAL REVIEW OF TVET POLICY ALIGNMENT AND WORK-BASED LEARNING STRATEGIES FOR INDUSTRY 4.0 TALENT DEVELOPMENT IN MALAYSIA

2026-03-03T13:47:45+08:00

The Fourth Industrial Revolution (IR4.0) demands structural alignment between education policy, industry systems, and workforce development mechanisms. This study undertakes a critical policy review of Malaysia’s Technical and Vocational Education and Training (TVET) ecosystem, with particular emphasis on Work-Based Learning (WBL) strategies under the Twelfth Malaysia Plan and Dasar TVET Negara 2030. Using qualitative document analysis and comparative policy benchmarking against Germany, Singapore, South Korea, and Finland, the study evaluates alignment across three analytical dimensions: governance coherence, institutional capacity, and industry co-ownership. The findings indicate that while Malaysia demonstrates strong policy intent in embedding digital competencies and WBL within national frameworks, structural fragmentation across ministries, limited institutional autonomy, symbolic industry partnerships, and weak longitudinal performance monitoring constrain effective implementation. Unlike coordinated dual systems such as Germany’s, Malaysian WBL operates largely within institution-led arrangements lacking regulatory obligation and shared financing mechanisms with industry actors. The study contributes a multi-tiered analytical framework for assessing IR4.0 talent alignment in developing TVET systems and proposes actionable policy reforms, including governance consolidation, performance-based funding models, structured industry co-design mechanisms, and longitudinal graduate tracking systems. These reforms are essential to shift Malaysia’s TVET transformation from policy aspiration to systemic execution capable of sustaining global competitiveness.

INOVASI DIGITAL DALAM PENGAJARAN DAN PEMBELAJARAN (PDP) PENDIDIKAN ISLAM: ANALISIS KEBERKESANAN LAMAN WEB “MYFIQH LAB” FIQAH TINGKATAN 2

2026-03-04T15:06:31+08:00

Kemajuan teknologi digital dalam era Revolusi Industri 4.0 telah mengubah landskap pendidikan secara global, sekali gus menuntut pengintegrasian ICT dalam pengajaran dan pembelajaran (PdP) selaras dengan aspirasi Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013–2025. Namun, dalam konteks Pendidikan Islam khususnya bidang Fiqah Tingkatan 2, amalan PdP didapati masih didominasi oleh kaedah tradisional yang bersifat abstrak dan kurang interaktif sehingga menyukarkan penguasaan hukum-hakam yang kompleks dalam kalangan pelajar. Kajian ini dijalankan dengan objektif utama untuk mengenal pasti tahap kebolehgunaan laman web “MyFiqh Lab”, menilai keberkesanannya dalam meningkatkan pencapaian akademik pelajar melalui analisis perbandingan ujian pra dan ujian pasca, serta meneliti tahap kepuasan pengguna terhadap platform tersebut. Kajian kuantitatif ini menggunakan reka bentuk kuasi-eksperimen satu kumpulan dan tinjauan yang melibatkan 201 orang pelajar Tingkatan 2 di sebuah Sekolah Berasrama Penuh Integrasi di Terengganu sebagai responden. Data dianalisis secara statistik deskriptif dan inferensi menggunakan ujian-t sampel berpasangan melalui perisian SPSS versi 27. Dapatan kajian menunjukkan peningkatan prestasi akademik yang sangat ketara, di mana peratusan pelajar berprestasi tinggi melonjak daripada 8% kepada 54%, manakala kumpulan pelajar berprestasi rendah menurun secara drastik daripada 12.4% kepada 0.5% selepas intervensi. Secara statistik, nilai min skor meningkat daripada 26.61 ($SD = 1.51$) kepada 28.44 ($SD = 1.24$). Keputusan ujian-t mengesahkan perbezaan signifikan ($t(200) = -40.476, p < .001$) dengan saiz kesan (Cohen’s d) pada tahap sangat besar (-2.855). Selain itu, tahap kebolehgunaan dan kepuasan pengguna berada pada tahap sangat tinggi (Min = 4.45). Kesimpulannya, MyFiqh Lab terbukti secara empirikal berkesan meningkatkan kefahaman kognitif serta motivasi pelajar, sekali gus berpotensi sebagai model inovasi digital PdP Pendidikan Islam yang dinamik bagi memenuhi keperluan pendidikan abad ke-21.

Digital technology advancement in the Fourth Industrial Revolution has transformed the global educational landscape, necessitating ICT integration in teaching and learning (T&L) aligned with the Malaysia Education Blueprint (MEB) 2013–2025. However, in Islamic Education, specifically Form 2 Fiqh, T&L practices remain dominated by traditional, abstract, and less interactive methods, hindering students' mastery of complex jurisprudential concepts. This study aims to identify the usability level of the “MyFiqh Lab” website, evaluate its effectiveness in improving academic achievement through pre-test and post-test comparative analysis, and examine user satisfaction levels. A quantitative approach was employed, utilizing a one-group quasi-experimental design and a survey involving 201 Form 2 students at an Integrated Fully Residential School in Terengganu as respondents. Data were analyzed using descriptive and inferential statistics, specifically the paired samples t-test via SPSS version 27. The findings revealed a highly significant improvement in academic performance, with high-achieving students increasing from 8% to 54%, while low-achieving students decreased drastically from 12.4% to 0.5% after the intervention. Statistically, the mean score rose from 26.61 ($SD = 1.51$) to 28.44 ($SD = 1.24$). The t-test results confirmed a significant difference ($t (200) = -40.476, p < .001$) with a very large effect size (Cohen’s d = -2.855). Furthermore, usability and user satisfaction were rated very highly (Mean = 4.45). In conclusion, MyFiqh Lab is empirically proven to enhance students' cognitive understanding and motivation, positioning it as a dynamic digital innovation model for Islamic Education T&L to meet 21st-century educational demands.

DEVELOPING A RESILIENCE DESIGN CHECKLIST FOR SCHOOL-BASED DISASTER EVACUATION CENTRES IN MALAYSIA

2026-03-26T12:05:33+08:00

Schools in Malaysia are frequently designated as temporary disaster evacuation centres during floods, landslides, and other climate-related hazards due to their accessibility and community familiarity. However, many schools were not originally designed to function as emergency shelters, resulting in challenges such as overcrowding, inadequate sanitation, limited accessibility, and insufficient space functionality. These shortcomings compromise evacuee safety, dignity, and well-being, particularly among vulnerable groups such as children, older persons, and persons with disabilities. This study aims to address these gaps by developing a Resilience Design Checklist for School-Based Disaster Evacuation Centres in Malaysia. The research adopts a qualitative approach through document analysis of national policies (NADMA, MKN, Ministry of Education, Ministry of Health) and international standards (Sphere Standards, Sendai Framework, IASC Guidelines). This is complemented by space provision assessment and content analysis using a structured questionnaire covering fifteen key design domains, including structural safety, space allocation, sanitation, accessibility, health and safety, education continuity, and sustainability. Findings reveal the absence of standardised minimum shelter design criteria and the prevalence of ad hoc adaptation of school facilities during emergencies. The proposed checklist translates international standards into a practical, context-sensitive tool that can guide assessment, retrofitting, and preparedness planning for Malaysian schools. This innovation supports Sustainable Development Goals (SDG 3, SDG 4, and SDG 11) and contributes towards building resilient, inclusive, and disaster-ready communities.

THE IMPACT MECHANISM OF WORK REQUIREMENTS ON VOCATIONAL COLLEGE STUDENTS’ CAREER DEVELOPMENT: A CASE STUDY OF JIUJIANG POLYTECHNIC UNIVERSITY OF SCIENCE AND TECHNOLOGY, CHINA

2026-03-30T18:07:23+08:00

In China, vocational education plays a critical role in addressing skilled labor shortages; however, persistent mismatches remain between higher vocational training and industry demands. However, there is a paucity of research that empirically examines the integrated mediating mechanisms (e.g., career development learning, work-integrated learning, and employability skills) and moderating mechanisms (e.g., institutional factors) underlying this relationship, particularly within the Chinese vocational education context. This study investigates the impact mechanism of work requirements on vocational students' career development, focusing on the mediating roles of career development learning, work-integrated learning, and employability skills, and the moderating role of institutional factors. The findings confirm the positive direct effect of work requirements, the significant mediating effects, and the positive moderating effect of institutional support. These results contribute to the theoretical understanding of vocational student development and offer practical implications for colleges, enterprises, and policymakers to address the skills mismatch.

ARTIFICIAL INTELLIGENCE IN LANGUAGE LEARNING AND TEACHING: A BIBLIOMETRIC REVIEW

2026-02-27T12:49:06+08:00

This study presents a bibliometric mapping of research on artificial intelligence (AI) in language learning and teaching, offering a systematic overview of trends, influential contributors, and emerging research themes. Despite rapid growth in AI-enhanced education, comprehensive analyses of global patterns and thematic focus remain scarce. Using Scopus advanced search with the keywords “AI,” “teaching,” “learning,” and “language,” 653 publications were retrieved. Data were cleaned and harmonized with OpenRefine to ensure consistency, followed by statistical and graphical analyses using Scopus Analyzer. Network visualizations were generated in VOSviewer, including keyword co-occurrence, country co-authorship, and citation linkages, to uncover research clusters and collaboration patterns. Results indicate that AI, language learning, and educational technology dominate the literature, with China, the United States, and the United Kingdom leading in productivity and international collaboration. Keyword analysis revealed six thematic clusters, highlighting personalized learning, natural language processing, machine learning applications, and AI-driven pedagogical strategies. Country co-authorship generated eight clusters, reflecting strong collaborative networks across East Asia, North America, and Europe. These findings provide critical insights into the structure and evolution of AI in language education, guiding future research priorities, fostering global collaboration, and informing educational policy. The study underscores AI’s transformative potential in language teaching and learning while charting directions for interdisciplinary and cross-national research advancement.

PENGARUH KEPIMPINAN SITUASI GURU BESAR TERHADAP KOMITMEN ORGANISASI DI SEKOLAH RENDAH: SATU TINJAUAN SISTEMATIK LITERATUR

2026-03-04T09:55:29+08:00

Artikel ini membentangkan satu ulasan sistematik literatur (Systematic Literature Review, SLR) berdasarkan model PRISMA dengan cara mengenal pasti, menganalisis, dan mensintesis bukti empirikal berkaitan pengaruh kepimpinan situasi guru besar terhadap komitmen organisasi guru di sekolah rendah. Kajian ini juga bertujuan mengenal pasti masalah tekanan kerja, isu burnout guru, cabaran dan pelaksanaannya dalam bidang ini. Data bagi kajian ini diperoleh daripada pangkalan data berprestij tinggi seperti Scopus, Web of Science, dan Google Scholar yang merangkumi penerbitan antarabangsa dalam tempoh beberapa tahun terkini bagi memastikan ketepatan dan kesegaran maklumat yang disintesis. Proses pemilihan artikel melibatkan pengenalpastian kajian yang relevan mengikut kriteria inklusi yang ditetapkan, di mana hanya artikel yang diterbitkan dalam jurnal berindeks dan membincangkan secara spesifik hubungan antara gaya kepimpinan dan komitmen organisasi dalam konteks pendidikan dipertimbangkan untuk analisis lanjut. Seterusnya, hasil carian tersebut ditapis secara ketat melalui proses saringan mengikut kriteria kelayakan yang ditetapkan, di mana artikel yang tidak memenuhi skop kajian atau mempunyai reka bentuk metodologi yang lemah akan dikeluarkan daripada kumpulan akhir kajian. Hasil sintesis menunjukkan bahawa kompetensi kepimpinan yang adaptif merupakan pemangkin utama dalam meningkatkan komitmen organisasi guru, di mana kajian sistematik terkini yang menganalisis 8 penerbitan dari 2018 hingga 2026 melalui pangkalan data Scopus, Web of Science, dan Google Scholar mengesahkan bahawa kompetensi pengurusan sekolah yang menyeluruh merupakan penyokong utama dalam meningkatkan pengurusan sekolah yang berkesan. Artikel ini turut mencadangkan agar modul latihan kepimpinan guru besar baharu dibuat, memberikan autonomi yang lebih luas kepada guru besar dan kajian seterusnya menggunakan kaedah longitudinal. Impilikasi kajian ini diharapkan dapat membantu pemimpin yang bukan sahaja peka terhadap persekitaran tempatan, tetapi juga mampu mengadaptasi strategi kepimpinan secara fleksibel untuk meningkatkan profesionalisme guru dan komitmen organisasi secara menyeluruh.

This article presents a systematic literature review (SLR) based on the PRISMA model by identifying, analyzing, and synthesizing empirical evidence related to the influence of principal situational leadership on teacher organizational commitment in primary schools. This study also aims to identify the problem of work stress, teacher burnout issues, challenges and their implementation in this field. Data for this study were obtained from high-impact databases such as Scopus, Web of Science, and Google Scholar, encompassing international publications within the last three years to ensure the accuracy and currency of the synthesized information. The selection process involved rigorous screening based on eligibility criteria, where articles that did not meet the study scope or had weak methodological designs were excluded from the final analysis. The synthesis of findings reveals that adaptive leadership competencies serve as a primary catalyst for enhancing teachers' organizational commitment, as evidenced by recent systematic reviews analyzing 18 publications from 2018 to 2026 through Scopus, Web of Science, and Google Scholar databases. This article also suggests that a new headmaster leadership training module be created, giving greater autonomy to headmasters and that further studies use a longitudinal method. The implications of this study are expected to help leaders who are not only sensitive to the local environment, but also able to flexibly adapt leadership strategies to enhance teacher professionalism and overall organizational commitment.

TRANSFORMASI DIGITAL DALAM PENDIDIKAN: IMPLIKASI PENGGUNAAN CHATGPT TERHADAP AMALAN ETIKA PROFESIONAL GURU

2026-03-07T10:39:59+08:00

Dalam era Revolusi Industri 4.0, transformasi digital telah mengintegrasikan alatan AI generatif seperti ChatGPT ke dalam sektor pendidikan, sekali gus mencetuskan polemik mengenai integriti akademik dan tanggungjawab profesional. Walau bagaimanapun, kebanyakan perbincangan semasa mengenai ChatGPT didapati lebih bersifat normatif atau konseptual, manakala bukti empirikal dalam konteks guru tempatan masih amat terhad. Masih wujud kekosongan kajian yang menghubungkan penggunaan AI secara khusus dengan amalan etika profesional guru. Oleh itu, kajian ini dijalankan untuk mengenal pasti tahap penggunaan ChatGPT, menilai amalan etika profesional guru, serta menganalisis hubungan antara kedua-dua pemboleh ubah tersebut. Konstruk penggunaan ChatGPT diperincikan merangkumi aspek tujuan penggunaan seperti perancangan pengajaran, penyediaan bahan, pentaksiran, dan refleksi pengajaran serta tahap kekerapan penggunaannya. Reka bentuk kajian menggunakan korelasi, data diperoleh melalui soal selidik yang melibatkan 248 orang guru di Selangor dan dianalisis menggunakan perisian SPSS melalui statistik deskriptif serta korelasi Pearson. Hasil kajian mendapati tahap penggunaan terhadap ChatGPT adalah sangat tinggi (98.4%), yang mencerminkan pengintegrasian alat ini secara rutin dalam tugasan harian pendidik. Analisis korelasi menunjukkan terdapat hubungan positif yang signifikan antara penggunaan ChatGPT dan amalan etika profesional, namun nilai korelasi (r= 0.279, p< 0.001) menunjukkan kekuatan hubungan yang berada pada tahap kecil ke sederhana. Pentafsiran hubungan ini perlu dilakukan secara berhati-hati kerana walaupun ia signifikan, hubungannya tidak kuat dan tidak membawa implikasi sebab-akibat. Dapatan ini memberi petunjuk bahawa kekerapan serta tujuan penggunaan ChatGPT mempunyai perkaitan dengan tahap kesedaran etika dalam kalangan pendidik. Kajian ini menekankan kepentingan integrasi AI secara reflektif dan keperluan latihan profesional yang khusus bagi menjamin kelestarian integriti profesion keguruan dalam fasa transformasi digital.

In the era of Industrial Revolution 4.0, digital transformation has led to the integration of generative AI tools like ChatGPT into the education sector, sparking intense debate over academic integrity and professional responsibility. However, most current discussions regarding ChatGPT remain primarily normative or conceptual, while empirical evidence within the context of local educators remains notably scarce. There is a persistent research gap concerning studies that specifically link AI usage to the professional ethical practices of teachers in the field. Consequently, this study was undertaken to identify the level of ChatGPT usage, evaluate teachers' professional ethical practices, and analyze the relationship between these two variables. The construct of ChatGPT usage was specifically detailed to encompass both the frequency of use and distinct professional purposes, including instructional planning, material preparation, assessment and professional reflection. Utilizing a correlational research design, data were collected via questionnaires from 248 teachers in Selangor and analyzed using SPSS through descriptive statistics and Pearson correlation. The findings indicate a very high level of ChatGPT usage (98.4%), reflecting its routine integration into educators' daily professional tasks. Correlation analysis revealed a significant positive relationship between ChatGPT usage and professional ethical practices. However, the correlation coefficient (r = 0.279, p < 0.001) suggests that the strength of the relationship is small to moderate. This relationship must be interpreted with caution; while significant, the connection is not strong and does not imply a causal effect. These results provide an indication that the frequency and purpose of ChatGPT usage are associated with the level of ethical awareness among educators. Ultimately, this study highlights the necessity of reflective AI integration and specialized professional training to safeguard the integrity of the teaching profession during this phase of digital transformation.

WHEN HIGH SCORES DO NOT MEAN ETHICAL UNDERSTANDING: REVISITING AI ETHICS MEASUREMENT AMONG MATRICULATION STUDENTS

2026-03-26T14:29:20+08:00

The rapid integration of Artificial Intelligence AI into educational contexts has led to the development of numerous AI literacy instruments aimed at assessing students’ ethical awareness and responsibility. This focus is particularly salient in matriculation colleges, which function as a critical transitional stage between secondary schooling and university education, where students begin to encounter heightened academic autonomy and ethically consequential uses of generative AI. However, most existing measures rely on self-report formats, raising concerns about the validity of inferences drawn from high ethics scores. Thus, this study examines whether self-reported AI ethics scores meaningfully reflect students’ ethical understanding and practices in authentic academic contexts. A convergent mixed-methods design was employed, combining a quantitative survey of 355 matriculation students using the ethics-related construct of the Meta AI Literacy Scale (MAILS) with qualitative semi-structured interviews involving three experienced lecturers. Quantitative results indicated statistically high mean score across all ethics subdimensions. In contrast, qualitative findings revealed systematic discrepencies between perceived and enacted ethical practices, including verbatim use of AI-generated content, limited recognition of ethical boundaries, and recurring academic integrity concerns. These findings suggest that self-report measures may overestimate ethical competence and inadequately capture ethical reasoning as enacted in situationally complex learning environments. From a measurement perspective, the results highlight a risk of construct under-representation when ethical AI use is assessed solely through questionnaires. This study contributes to AI literacy research by examining the construct validity of ethics-related self-report scores and demonstrating the value of behaviourally grounded mixed-methods approaches for strengthening AI ethics measurement.

KERANGKA KONSEPTUAL UNTUK PEMBANGUNAN MODUL CERITA SOSIAL REALITI TERIMBUH DALAM PENGAJARAN KEMAHIRAN SOSIAL MURID AUTISTIK SEKOLAH RENDAH

2026-03-31T15:33:03+08:00

Kajian ini bertujuan membangunkan serta membentangkan kerangka konseptual modul cerita sosial berasaskan realiti terimbuh yang memfokuskan kemahiran komunikasi dan interaksi sosial dalam pengajaran murid autistik di sekolah rendah. Modul ini dibangunkan dengan merujuk kepada Teori Ketidakupayaan Triad, Teori Kognitif Pembelajaran Multimedia dan Model TPACK bagi mewujudkan persekitaran pembelajaran yang lebih interaktif serta menarik. Kajian ini menggunakan pendekatan Reka Bentuk dan Pembangunan (PRP) yang diubah suai yang melibatkan tiga fasa utama, iaitu analisis keperluan, reka bentuk dan pembangunan serta penilaian. Dalam fasa pertama, kajian tinjauan dijalankan bagi mengumpul maklumat daripada 220 orang guru pendidikan khas berkaitan keperluan pembangunan modul. Fasa kedua melibatkan penggunaan kaedah Fuzzy Delphi bagi memperoleh konsensus daripada pakar dalam bidang pendidikan khas. Fasa ketiga pula menilai tahap kebolehgunaan modul dalam kalangan guru pendidikan khas. Dapatan kajian ini memberikan pendekatan yang inovatif dalam meningkatkan kemahiran sosial murid autistik melalui penggunaan teknologi realiti terimbuh serta menyokong pelaksanaan pendidikan inklusif di Malaysia.

This study aims to develop and present a conceptual framework for an augmented reality based social story module that focuses on communication skills and social interaction in the instruction of primary school students with autism. The module is developed based on the Triad Impairment Theory, Multimedia Learning Theory, and the Technological Pedagogical Content Knowledge (TPACK) model to create a more interactive and engaging learning environment. The study employs a modified Design and Development Research (DDR) approach, which involves three main phases: needs analysis, design and development, and evaluation. In the first phase, a survey study was conducted to collect data from 220 special education teachers regarding the need for developing the proposed module. The second phase involved the application of the Fuzzy Delphi Method to obtain consensus from experts in the field of special education. The third phase focused on evaluating the usability of the module among special education teachers. The findings of this study provide an innovative approach to enhancing the social skills of students with autism through the use of augmented reality technology, thereby supporting inclusive education in Malaysia.

PENGARUH TRADISI LISAN SEMAI TERHADAP AMALAN KEPIMPINAN DALAM NOVEL LUDAAD

2026-03-03T13:19:14+08:00

Kajian ini menganalisis tingkah laku kepimpinan masyarakat Semai dalam novel Ludaad karya Mahat A/L China, dengan tumpuan kepada peranan pemimpin dalam menyelesaikan konflik dalaman dan luaran komuniti. Menggunakan pendekatan kualitatif melalui kaedah analisis kepustakaan dan kerangka Teori Laluan-Matlamat, kajian ini meneliti corak tingkah laku kepimpinan watak Penghulu Busu yang mencerminkan empat dimensi utama: instrumental (mengarah), menyokong, penyertaan, dan berorientasikan pencapaian. Dapatan menunjukkan bahawa tingkah laku kepimpinan Penghulu Busu dipengaruhi oleh faktor peribadi (sebagai ketua yang dihormati dan berpengalaman) serta faktor persekitaran (ancaman luar seperti zaman Darurat dan pengaruh komunis), yang menunjukkan kepekaan terhadap konteks budaya Semai serta cabaran eksternal. Kajian ini menyumbang kepada pemahaman mendalam tentang dinamik kepimpinan dalam konteks budaya Orang Asli Semai, khususnya melalui perspektif sastera lisan dan moden yang diwarisi secara turun-temurun.

This study analyzes the leadership behavior of the Semai community in the novel Ludaad by Mahat A/L China, focusing on the role of leaders in resolving internal and external conflicts in the community.Using a qualitative approach through the method of literature analysis and the framework of Path-Goal Theory, this study examines the leadership behavior patterns of the character of Penghulu Busu which reflect four main dimensions: instrumental (directing), supportive, participatory, and achievement-oriented. Findings show that Penghulu Busu's leadership behavior is influenced by personal factors (as a respected and experienced leader) as well as environmental factors (external threats such as the Emergency period and communist influence), which shows sensitivity to the Semai cultural context and external challenges. This study contributes to a deeper understanding of the dynamics of leadership in the context of the Semai Orang Asli culture, particularly through the perspective of oral and modern literature that is passed down from generation to generation.

TRANSFORMASI PEMBELAJARAN TINGKATAN 4: KEBERKESANAN DAN PENERIMAAN E-FAITH4U

2026-03-04T12:47:14+08:00

Dalam era digital abad ke-21, integrasi platform pembelajaran digital amat diperlukan untuk meningkatkan kefahaman pelajar Pendidikan Islam di tengah cabaran adaptasi teknologi yang masih rendah di kalangan pelajar dan guru sekolah menengah. Kajian ini menangani isu rendahnya kesediaan pelajar dan guru terhadap pembelajaran digital, menyebabkan ketidakefektifan PdP tradisional walaupun KPM menggesa penggunaan teknologi. Kajian ini dijalankan dengan dua objektif utama, iaitu menilai keberkesanan platform e-Faith4U dalam membantu pelajar memahami topik Akidah melalui pembelajaran atas talian dan mengenal pasti tahap penerimaan pelajar dan guru terhadap penggunaan laman web sebagai medium pembelajaran kendiri. Metodologi kajian ini berbentuk kuantitatif melibatkan 167 responden 123 pelajar dan 44 guru GPI dari sekolah menengah harian Kuala Nerus menggunakan soal selidik skala Likert 4 mata (20 item). Sampel dipilih secara rawak mudah; data dianalisis deskriptif untuk menilai keberkesanan dan penerimaan platform. Hasil dan dapatan kajian menunjukkan tahap keberkesanan platform pada aras tinggi dengan purata min=3.60-3.95. Penerimaan pelajar dan guru juga tinggi; min= 3.60-3.91, dengan item tertinggi pada akses mudah alih iaitu pelajar min=3.72 dan guru min=3.82. Guru turut melaporkan peningkatan minat dan penglibatan aktif pelajar dalam sesi PdP apabila e-Faith4U digunakan sebagai bahan sokongan tambahan. Dapatan selari dengan PAK-21 dan konstruktivisme, di mana elemen interaktif meningkatkan motivasi serta kefahaman. Platform diterima positif sebagai medium kendiri, tetapi perlu penambahbaikan akses teknikal dan gamifikasi. Kesimpulannya, e-Faith4U berpotensi besar sebagai inovasi PdP Pendidikan Islam digital yang berkesan dengan sokongan penuh pelajar dan guru.

In the 21st-century digital era, the integration of digital learning platforms is highly necessary to enhance the understanding of Islamic Education students amid the challenge of low technological adaptation among secondary school students and teachers. This study addresses the issue of low readiness of students and teachers towards digital learning, which results in the ineffectiveness of traditional teaching and learning (PdP) despite the Ministry of Education urging the use of technology. The study was conducted with two main objectives: to evaluate the effectiveness of the e-Faith4U platform in helping students understand Aqeedah topics through online learning, and to identify the level of acceptance of students and teachers towards the use of the website as a self-learning medium. The research methodology was quantitative, involving 167 respondents—123 students and 44 Islamic Education teachers from daily secondary schools in Kuala Nerus—using a 4-point Likert scale questionnaire (20 items). The sample was selected through simple random sampling; the data were analyzed descriptively to assess the effectiveness and acceptance of the platform. The results and findings of the study show that the platform's effectiveness was at a high level with an average min of 3.60-3.95. Student and teacher acceptance was also high, with a min of 3.60-3.91, with the highest item being mobile accessibility, that is, students min=3.72 and teachers min=3.82. Teachers also reported an increase in students' interest and active engagement in teaching and learning sessions when e-Faith4U was used as supplementary material. The findings align with 21st Century Learning (PAK-21) and constructivism, where interactive elements enhance motivation and understanding. The platform was positively received as a self-directed medium, but technical access and gamification need improvement. In conclusion, e-Faith4U has great potential as an effective digital Islamic Education teaching and learning innovation with full support from students and teachers.

THE ROLE OF PRESCHOOL ENTREPRENEURS IN MINIMIZING EMOTIONAL AND BEHAVIOURAL PROBLEMS AMONG PRESCHOOL CHILDREN IN KELANTAN

2026-03-10T11:50:51+08:00

Emotional and behavioural problems (EBP) in early childhood are linked to adverse academic, social and long-term mental health outcomes. While existing research mainly focuses on child-level factors, parenting practices and classroom interventions, limited attention has been given to preschool entrepreneurs as organisational leaders who influence institutional climate, teacher practices and preventive support systems. Leadership studies in early childhood education have largely concentrated on formal administrative or Western institutional models, with insufficient exploration of culturally embedded entrepreneurial leadership in non-Western contexts. This gap limits the application of the biopsychosocio-environmental model beyond individual-level analysis to organisational leadership processes. This qualitative study examined how preschool entrepreneurs in Kelantan help minimise EBP by using the biopsychosocio-environmental model as a guiding framework. Semi-structured interviews were conducted with eight preschool entrepreneurs and analysed using thematic analysis. The findings identified four interconnected leadership domains: i) creating nurturing learning environments, ii) providing structured emotional regulation support and empathic leadership practices, iii) strengthening organisational capacity through strategic leadership, and iv) fostering systemic multi-stakeholder collaboration. These domains interact to create a preventive organisational mechanism in which emotional security, developmental alignment and coordinated professional support collectively to reduce behavioural risks. The study extends the biopsychosocio-environmental model to the organisational leadership context of early childhood education and highlights the importance of integrating entrepreneurial leadership into policy, training and regulatory frameworks aimed at promoting children’s emotional and behavioural well-being.

ANALISIS IMPAK PENGGUNAAN SMART AKHLAQ SEBAGAI PLATFORM PEMBELAJARAN DIGITAL DALAM SUBJEK PENDIDIKAN ISLAM TINGKATAN 1

2026-03-29T14:46:29+08:00

Kajian ini dilaksanakan bagi membangunkan serta menilai tahap penerimaan laman sesawang "Smart Akhlaq" sebagai satu bentuk inovasi digital dalam pembelajaran akhlak bagi pelajar Tingkatan Satu. Sejajar dengan keperluan pendidikan masa kini, platform ini mengintegrasikan modul interaktif, rujukan sistematik dan sumber visual bagi mendokong aspirasi Pembelajaran Abad Ke-21 (PAK-21). Dengan mengaplikasikan reka bentuk kaedah campuran (mixed-method), kajian ini meneroka secara mendalam persepsi pelajar terhadap penggunaan laman tersebut sebagai bahan bantu mengajar. Seramai 213 orang pelajar Tingkatan Satu dari dua buah sekolah menengah harian di Daerah Kuala Nerus telah dipilih sebagai responden melalui teknik persampelan mudah. Instrumen kajian yang digunakan merangkumi soal selidik melalui Google Form dengan skala Likert empat mata bagi memastikan pemerolehan data yang objektif. Hasil analisis deskriptif menunjukkan tahap penerimaan yang sangat tinggi terhadap penggunaan platform tersebut. Majoriti responden memberikan maklum balas bahawa laman sesawang ini amat mesra pengguna selain berupaya membantu proses pembelajaran kendiri dengan lebih efisien. Secara spesifik, sebanyak 96 peratus pelajar bersetuju bahawa penggunaan "Smart Akhlaq" memudahkan mereka memahami topik akhlak berbanding kaedah konvensional yang hanya bergantung kepada buku teks. Kesimpulannya, inisiatif ini bukan sahaja menyokong transformasi pedagogi Pendidikan Islam, malah membuktikan bahawa integrasi teknologi mampu memperkukuh kefahaman konsep dan penghayatan nilai sahsiah pelajar secara menyeluruh.

This research was conducted to develop and evaluate the acceptance level of the "Smart Akhlaq" website as a digital innovation for Form One Islamic Education. The platform integrates interactive modules, systematic references, and visual resources in alignment with 21st-century learning (PAK-21) aspirations. Utilizing a mixed-method design, the study explores students' perceptions of the website as an effective teaching aid. A total of 213 Form One students from two daily secondary schools in the Kuala Nerus District were selected as respondents through convenience sampling. Data were objectively gathered using a four-point Likert scale questionnaire administered via Google Form. Descriptive analysis revealed a high level of acceptance toward the platform's utilization. Most respondents reported that the website is user-friendly and significantly enhances self-paced learning. Notably, 96 percent of the participants agreed that "Smart Akhlaq" helped them understand ethical (akhlak) topics more effectively compared to conventional textbook-based methods. In summary, the development of "Smart Akhlaq" facilitates a pedagogical shift in Islamic Education, demonstrating that technological integration can successfully bolster conceptual understanding and the overall development of students' character.

MOTIVATION AND STUDENT ENGAGEMENT THROUGH GAMIFICATION IN MATHEMATICS LEARNING: A MINI REVIEW

2026-04-01T13:43:41+08:00

This mini-review synthesizes current evidence on the use of gamification in multiplication learning, focusing on how game-based elements influence motivation, engagement, and math fact fluency. The purpose of the review is to clarify which gamification strategies are most effective, assess their benefits and limitations, and highlight ongoing gaps in the field. A comprehensive literature search was conducted on 28 November 2025 across Scopus, Web of Science, and Google Scholar, using keywords related to gamification, mathematics education, engagement, and practice. Peer-reviewed original studies, systematic reviews, meta-analyses, and case studies published in English were included, while non-English, non-peer-reviewed, or non- gamification-focused articles were excluded. Overall, the findings suggest that gamification is associated with increased learner motivation, increases time on task, and supports short- term retention of multiplication facts through points, badges, levels, adaptive challenges, and immediate feedback. Interactive math apps and game-based platforms depict strong potential to improve participation, particularly among younger learners. However, limitations persist, including inconsistent long-term outcomes, overreliance on extrinsic rewards, unequal access to digital tools, and variability in instructional design quality. Ongoing debates concern which game elements are most pedagogically meaningful and how to balance extrinsic incentives with conceptual understanding. The review concludes that while gamification can meaningfully support multiplication learning, its effectiveness depends on purposeful design and integration with curriculum-aligned, evidence-based practices. Hence, future research should prioritize longitudinal studies, culturally responsive and inclusive game design, and standardized evaluation frameworks. In addition, hybrid instructional models that combine gamified practice with strong conceptual teaching are needed to ensure equitable and sustainable implementation.

GLOBAL RESEARCH TRENDS IN DIGITAL LITERACY AND EDUCATION

2026-02-27T12:34:47+08:00

The growing integration of technology in education has intensified the global discourse on digital literacy, positioning it as a core competency for learners and educators in the 21st century. Despite its importance, research trends on digital literacy within educational contexts remain fragmented, calling for a comprehensive bibliometric analysis to map its evolution, key contributors, and emerging themes. This study aims to examine global research patterns, collaboration networks, and thematic developments in digital literacy and education. Data were retrieved from the Scopus database using the keywords “digital literacy,” “education,” “teach,” and “learn,” yielding a total of 894 publications. The data were cleaned and harmonized using OpenRefine to ensure consistency in author names, keywords, and affiliations. Statistical and graphical analyses were conducted using the Scopus Analyzer to identify publication growth, prolific authors, institutions, and countries, while VOSviewer software was employed to visualize keyword co-occurrence, co-authorship, and citation networks. The findings reveal a consistent growth of research since 2015, with significant contributions from countries such as Indonesia, the United States, China, and the United Kingdom. The most prominent themes identified include digital literacy competence, e-learning, teacher training, and higher education transformation, indicating a strong focus should succinctly summarize the purpose of the paper, the methods used, the major results, and conclusions. on pedagogical innovation and equitable access to digital skills. Furthermore, network visualizations highlight increasing international collaboration and thematic diversification, particularly in the context of post-pandemic digital education. Overall, this study provides a holistic overview of the intellectual structure and knowledge dynamics of digital literacy in education, offering valuable insights for policymakers, educators, and researchers to strengthen digital education frameworks and guide future research directions.

FROM IDEALISM TO DISILLUSIONMENT: THE TENOR’S VOCAL EXPRESSION IN SHI GUANGNAN’S REGRET FOR THE PAST

2026-03-03T16:17:46+08:00

This paper discusses the transformation of poetic tenor heroism in an opera by Shi Guangnan titled Regret for the Past, paying specific attention to the use of voice and interpretation technique. It examines the interaction between tenor technique (the expressive control of Tessitura, legato phrasing, dynamic nuance, and tone colour) and musical structure in the portrayal of a heroic image in a particular cultural context. Based on the analysis of the score and the practice of performance, the paper identifies idiomatic elements of Shi's composition that allow vocalists to convey the heroic determination and its gradual decadence and, thus, combine music and narrative into one expressive curve. Tracing the emotional trajectory of Juan Sheng throughout the seasonality of the opera: the sunny exuberance of youthful attraction, the philosophical depression of loss, and, lastly, the downfall of tragedy. The paper claims that the work is an inimitable lyrical subjectivity in combination with social criticism in the context of the post-socialist Chinese opera aesthetics and evolving concepts of heroism. Finally, heroism in opera is redefined to emphasise perseverance and poetic greatness, where moral self-criticism is more important than success within the boundaries of history.

STUDENT PERCEPTIONS OF GAMIFICATION IN CYBERSECURITY EDUCATION: A QUANTITATIVE STUDY GROUNDED IN LANDER’S THEORY OF GAMIFIED LEARNING

2026-03-07T10:21:13+08:00

This quantitative study examines students’ perceptions of gamification in cybersecurity education, guided by Landers’ Theory of Gamified Learning, which suggests that game elements affect learning indirectly through motivational and behavioural mechanisms. As cybersecurity concepts are abstract and demanding, understanding learner responses to gamified instructional strategies is essential for designing effective pedagogical interventions. Accordingly, data were collected from 143 undergraduate students enrolled in a cybersecurity fundamentals course at Politeknik Sultan Idris Shah after they participated in a gamified learning module that incorporated points, levels, challenges, and immediate feedback. Following this, descriptive analyses revealed consistently high mean scores across all constructs, indicating strong enjoyment, attention, creativity, perceived learning, and sustained motivation. Moreover, reliability testing demonstrated excellent internal consistency across all scales (α ≥ .80). Key game elements, such as challenges, levelling systems, points, and instant feedback, were perceived as the most motivating and contributed substantially to Behavioural and Cognitive Engagement. Pearson correlation analysis exhibited strong, significant associations among Gamification Experience, Learning Motivation, Perceptions of Game Elements, and Engagement (r = .71 to .87). These support Landers’ theoretical proposition that game elements influence learning primarily through motivational pathways. Overall, these findings provide empirical evidence that well-designed gamification can enhance students’ cognitive, affective, and behavioural engagement in cybersecurity learning environments. In addition, the study underscores the significance of aligning game mechanics with learners’ motivational needs to maximise engagement and learning outcomes. Limitations include reliance on self-reported data and the short duration of the intervention. Therefore, future research should investigate long-term effects, examine individual game elements in depth, and explore adaptive or Artificial Intelligence (AI)-driven gamification to personalise cybersecurity learning.

ULASAN NARATIF BERSTRUKTUR: CABARAN DAN KEKANGAN PELAKSANAAN TVET DALAM PENDIDIKAN MENENGAH

2026-03-26T13:51:37+08:00

Ulasan naratif berstruktur ini bertujuan meneroka cabaran serta kekangan pelaksanaan Pendidikan dan Latihan Teknikal dan Vokasional (TVET) dalam pendidikan menengah dengan memberi tumpuan terhadap aspek sistem pendidikan dan pembangunan kurikulum. Carian meliputi penerbitan antara tahun 2019 hingga 2026, dengan sejumlah 43 artikel dikenal pasti dan 26 artikel yang memenuhi kriteria inklusi selepas melalui proses saringan. Dapatan literatur menunjukkan potensi TVET sebagai laluan alternatif yang lebih inklusif, khususnya bagi pelajar yang berorientasikan kemahiran praktikal. Walau bagaimanapun, keberkesanan pelaksanaannya bergantung pada keselarasan struktur tadbir urus serta reka bentuk kurikulum yang selari dengan kehendak pasaran. Meskipun terdapat peningkatan penerbitan berkaitan TVET, kajian sintesis yang memfokuskan cabaran pelaksanaan pada peringkat pendidikan menengah dari sudut sistem dan kurikulum masih terhad. Pembangunan kurikulum dikenal pasti sebagai teras utama cabaran pelaksanaan, khususnya berkaitan ketidakselarasan dengan revolusi teknologi industri, keperluan kemahiran masa hadapan serta perubahan dinamik pasaran buruh. Perdebatan turut berterusan sama ada TVET perlu mengekalkan penekanan terhadap kemahiran khusus pekerjaan atau mengutamakan kemahiran umum yang lebih fleksibel, selain pertikaian berkaitan tadbir urus TVET sama ada berpusat atau terdesentralisasi. Peningkatan bilangan penerbitan dalam dekad terkini menunjukkan keperluan mendesak untuk memperhalusi model pelaksanaan TVET yang lebih responsif terhadap perubahan ekonomi serta teknologi. Oleh itu, usaha memperkukuh profesionalisme guru serta memperluas penyelidikan berteraskan teknologi amat diperlukan bagi memperkasa pelaksanaan dasar dan pembangunan kurikulum TVET yang lebih responsif serta inklusif di peringkat menengah. Fokus kajian masa hadapan wajar menumpukan penilaian empirikal terhadap model TVET bersepadu dan berasaskan teknologi bagi menyokong amalan berasaskan bukti serta pembangunan pendidikan dan sosioekonomi yang mampan.

This structured narrative review aims to explore the challenges and constraints of implementing Technical and Vocational Education and Training (TVET) in secondary education by focusing on the education system and curriculum development aspects. The search covered publications between 2019 and 2026, with a total of 43 articles identified and 26 articles meeting the inclusion criteria after the screening process. The literature findings show the potential of TVET as a more inclusive alternative pathway, especially for students who are oriented towards practical skills. However, the effectiveness of its implementation depends on the coherence of the governance structure and curriculum design that is in line with market needs. Despite the increase in publications related to TVET, synthesis studies that focus on implementation challenges at the secondary education level from a system and curriculum perspective are still limited. Curriculum development is identified as the main thrust of implementation challenges, particularly related to the misalignment with the industrial technology revolution, future skills needs and changing labor market dynamics. Debates also continue on whether TVET should maintain an emphasis on job-specific skills or prioritize more flexible generic skills, in addition to disputes regarding TVET governance, whether centralized or decentralized. The recent increase in publications indicates the urgent need to refine TVET implementation models that are more responsive to economic and technological changes. Therefore, efforts to strengthen teacher professionalism and expand technology-based research are urgently needed to strengthen more responsive and inclusive TVET policy implementation and curriculum development at the secondary level. Future research should focus on empirical evaluation of integrated and technology-based TVET models to support evidence-based practice and sustainable educational and socio-economic development.

LAMAN WEB JEJAK E-AKHLAK SEBAGAI ALAT DIGITAL PEMBELAJARAN BERKESAN : SATU KAJIAN DALAM KALANGAN PELAJAR SEKOLAH MENENGAH TINGKATAN 3

2026-03-31T15:02:03+08:00

Kajian ini membentangkan pembangunan dan penilaian laman web Jejak e-Akhlak, sebuah platform pembelajaran berasaskan web yang merangkumi bidang Akhlak Islamiah bagi mata pelajaran Pendidikan Islam Tingkatan 3. Kekurangan sumber pembelajaran berasaskan teknologi yang interaktif melemahkan minat pelajar dalam memahami kandungan dengan mendalam. Justeru, pembangunan laman web ini dirangka sebagai inisiatif untuk menyediakan bahan pembelajaran yang lebih menarik, responsif, serta selaras dengan keperluan pembelajaran abad ke-21 yang menekankan penggunaan teknologi dalam proses pengajaran dan pembelajaran (PdP). Reka bentuk laman web ini menekankan penyampaian kandungan berbentuk multimedia, aktiviti interaktif seperti kuiz serta susun atur mesra pengguna. Kajian ini menggunakan pendekatan kuantitatif melalui pengumpulan data yang melibatkan seramai 208 orang responden majoritinya dari kalangan pelajar. Analisis data yang dijalankan memberi gambaran menyeluruh tentang tahap kebolehcapaian, kefahaman, serta keberkesanan penggunaan laman web dalam menyokong proses pembelajaran. Hasil dapatan menunjukkan bahawa 95% pelajar bersetuju laman web Jejak e-Akhlak membantu meningkatkan kefahaman, memudahkan ulang kaji, serta meningkatkan minat terhadap pembelajaran akhlak. Kesimpulannya, laman web Jejak e-Akhlak berpotensi menjadi bahan digital yang efektif dalam menyokong pembelajaran Pendidikan Islam, dan penambahbaikan lanjut dicadangkan bagi meningkatkan keberkesanan penggunaannya dalam bilik darjah.

This study presents the development and evaluation of the Jejak e-Akhlak website, a web-based learning platform focusing on the field of Islamic Morals (Akhlak Islamiah) for Form 3 Islamic Education. The lack of interactive, technology-based learning resources has weakened students’ interest in understanding the content in depth. Therefore, the development of this website was designed as an initiative to provide more engaging and responsive learning materials, in line with 21st-century learning needs that emphasize the use of technology in the teaching and learning (T&L) process. The website design emphasizes multimedia-based content delivery, interactive activities such as quizzes, and a user-friendly layout. This study employed a quantitative approach through data collection involving 208 respondents, the majority of whom were students. Data analysis provided a comprehensive overview of accessibility, level of understanding, and the effectiveness of the website in supporting the learning process. The findings indicate that 95% of students agreed that the Jejak e-Akhlak website helps enhance understanding, facilitates revision, and increases interest in learning Islamic morals. In conclusion, the Jejak e-Akhlak website has the potential to serve as an effective digital resource in supporting Islamic Education learning, and further improvements are recommended to enhance its effectiveness in classroom implementation.

ASSESSING THE ADOPTION AND IMPACT OF MOBILE LEARNING IN MALAYSIAN HIGHER EDUCATION

2026-03-03T12:57:07+08:00

Mobile learning has become an integral component of higher education in Malaysia, driven by advancements in technology and increased accessibility to digital resources. The objective of this study is to examine the implementation of mobile learning across different educational levels in Malaysia. This study employs a qualitative research approach, analyzing secondary sources such as previous research studies, journal articles, and reports, factors influencing mobile learning adoption. The findings highlight the significant role of the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Technology Acceptance Model (TAM) in understanding students' behavioural intentions toward mobile learning. These models provide valuable insights into the key determinants affecting mobile learning adoption, such as perceived usefulness, ease of use, and facilitating conditions. The study contributes to a deeper understanding of mobile learning implementation in Malaysia and offers recommendations for enhancing its effectiveness in higher education.

RESEARCH TRENDS IN ARTIFICIAL INTELLIGENCE FOR LEARNING ANALYTICS: A BIBLIOMETRIC MAPPING

2026-03-04T11:39:49+08:00

Artificial Intelligence (AI) has progressively been integrated into learning analytics, thereby enhancing data-driven decision-making processes within educational settings. Despite the rapid growth of this interdisciplinary field, a comprehensive understanding of its publication productivity, citation impact, and thematic evolution remains limited. To address this gap, this study presents a Scopus-based bibliometric mapping that integrates productivity indicators, citation impact analysis, and longitudinal thematic clustering to provide a structural overview of AI-driven learning analytics research. This study aims to map the research landscape of AI in learning analytics through a bibliometric analysis. Bibliographic data were sourced from the Scopus database, spanning publications from 2010 to 2025. A comprehensive analysis of 1,401 documents was conducted using VOSviewer to examine publication trends, research productivity and impact across countries, authors, and publications, as well as dominant research themes. The results show a significant increase in publications over the past few years, suggesting growing scholarly interest in AI-driven learning analytics. The United States, Australia, and China emerged as the most productive and influential countries, while a small group of highly cited authors and journals also demonstrated high research impact based on citation indicators. Keyword co-occurrence analysis revealed significant research themes, encompassing AI-driven educational analytics, predictive analytics modelling, adaptive learning systems, generative AI-driven learning analytics, immersive technologies, multimodal analytics, and natural language processing-based applications. In conclusion, this study provides a systematic mapping of research trends and the intellectual structure of AI-driven learning analytics. The findings offer strategic insights for researchers, educators, and policymakers by highlighting emerging methodological innovations, expanding application domains, and opportunities for interdisciplinary collaboration.

A QUANTITATIVE NEEDS ANALYSIS OF TECHNICAL ENGLISH IN TVET EDUCATION

2026-03-10T11:18:13+08:00

English proficiency is widely recognised as a key employability skill in Malaysia’s Technical and Vocational Education and Training (TVET) sector. This study investigates the perceptions of students at ADTEC JTM Kampus Kuantan towards the Technical English subject using Hutchinson and Waters’ (2002) English for Specific Purposes framework of necessities, lacks, and wants. A descriptive quantitative design was employed using a structured questionnaire distributed to 70 students across eight technical programmes. Findings indicate that students perceive Technical English as moderately to highly relevant to their field of study. Yet, they reported limited application of English in both academic and practical contexts. Productive skills, especially speaking and writing, were identified as the most challenging and least favoured. Students expressed moderate confidence in employability-related communication tasks such as résumé writing and job interviews, with fear of making mistakes emerging as a key barrier to oral performance. The study recommends integrating curriculum with technical subjects, targeting interventions in productive skills, and employability-focused instruction grounded in an ESP needs analysis. These findings underscore the importance of aligning Technical English instruction with the demands of workplace communication in Malaysian TVET.

PENCAPAIAN KURIKULUM DI KALANGAN PELAJAR TAHFIZ DI INSTITUSI PENDIDIKAN TAHFIZ SWASTA KELANTAN

2026-03-29T12:27:18+08:00

Institusi Pendidikan Tahfiz Swasta Kelantan (IPTSK) telah melalui proses transformasi dan perubahan yang signifikan dalam usaha memperkasakan sistem pendidikan tahfiz. Seiring dengan perkembangan tersebut, keperluan untuk mengukur tahap pencapaian pelajar tahfiz secara sistematik menjadi semakin penting. Justeru, kajian ini memberi tumpuan khusus kepada Institusi Pendidikan Tahfiz Swasta di Kelantan dengan objektif utama, iaitu mengukur tahap pencapaian kurikulum pelajar tahfiz di IPTSK. Bagi mencapai objektif kajian, pendekatan metadologi kualitatif. Kaedah temu bual mendalam sebagai kaedah utama pengumpulan data, yang disokong oleh kaedah pemerhatian dan analisis dokumen. Seramai 276 orang responden yang terlibat menjawab soal selidik dan 5 orang informan bagi menjawab soalan temu bual. Data kajian akan dianalisis menggunakan kaedah analisis tematik melalui perisian ATLAS.ti versi 9. Hasil kajian mendapati pencapaian pelajar IPTSK berpotensi untuk ditingkatkan melalui empat struktur kurikulum iaitu kurikulum tahfiz dan dinniyah, kurikulum akademik arus perdana, pendidikan kemahiran dan TVET, serta pembangunan sahsiah dan kepimpinan. Limitasi dalam pencapaian juga dapat dikenalpasti dan diatasi dengan pelbagai cara dan sokongan pihak-pihak yang bertanggungjawab. Hasil kajian ini menyediakan gambaran menyeluruh yang boleh dijadikan panduan oleh pihak berkepentingan dalam merangka strategi penambahbaikan yang lebih berkesan dan mampan.

The Kelantan Private Tahfiz Education Institution (IPTSK) has gone through a significant transformation and change process in an effort to empower the tahfiz education system. Along with the development, the need to systematically measure the level of achievement of tahfiz students becomes more and more important. Therefore, this study focuses specifically on Private Tahfiz Educational Institutions in Kelantan with the main objective, which is to measure the level of curriculum achievement of tahfiz students at IPTSK. To achieve the objective of the study, a qualitative methodological approach. The in-depth interview method as the main method of data collection, which is supported by the method of observation and document analysis. A total of 276 respondents were involved in answering the questionnaire and 5 informants answered the interview questions. The research data will be analyzed using the thematic analysis method through the ATLAS.ti software version 9. The results of the study found that the achievement of IPTSK students has the potential to be improved through four curriculum structures, namely tahfiz and dinniyah curriculum, mainstream academic curriculum, skills education and TVET, as well as personality and leadership development. Limitations in achievement can also be identified and overcome with various means and support from the responsible parties. The results of this study provide a comprehensive overview that can be used as a guide by stakeholders in devising a more effective and sustainable improvement strategy.

APPLYING MICRO-LECTURES BASED ON MULTIPLE INTELLIGENCES: TEACHING CHINESE CHARACTERS TO CHILDREN

2026-03-31T16:26:38+08:00

Lecture videos became widely adopted as essential teaching materials during the COVID-19 pandemic. Many educators create lecture videos for their lessons and continue to use them both in face-to-face and online classes, even after the lockdown period, due to their perceived effectiveness in supporting student learning. However, considerable variation exists in the quality of lecture videos produced by educators. Therefore, it is crucial to find a validated design template to guide the educators in creating high-quality lecture videos to ensure pedagogical consistency. In the Malaysian context, teaching Chinese characters to students from diverse linguistic backgrounds presents additional learning challenges. It is imperative to seek a solution that eases the study burden on the multiracial students in learning Chinese characters and raises their study interest and learning effectiveness. Therefore, this study develops Chinese character micro-lectures based on Gardner’s Theory of Multiple Intelligences and examines their impact on students’ learning performance. Thus, two cycles of classroom action research were conducted with a group of third-grade students aged 7-9 years old. The results indicate that micro-lectures designed using the Multiple Intelligences framework better align with students’ learning needs, enhance learning interest, and improve assessment outcomes. The study also identifies five key factors influencing the effective implementation of micro-lectures in the classroom.

LEARNING MANAGEMENT SYSTEM (LMS) CONTENT ACCESSIBILITY AND STUDENTS’ SATISFACTION

2026-02-25T10:41:06+08:00

E-learning platform is a collection of interactive online services that are interconnected and offer educators, students, and other education-related participants access to data, tools, and resources to assist and improve the management and delivery of education. Hence, providing a quality learning management system (LMS) is crucial for efficient services not only for the students but for the educators and the management of the institution as well. UFUTURE is an LMS system used by Universiti Teknologi MARA (UiTM), which is one of Malaysia's biggest public universities. The effectiveness and accessibility of the content in this platform are essential to ensuring that students utilise it without hesitation. Hence, this study aims to determine the effects of UFUTURE’s content accessibility on students’ satisfaction based on its service quality, information quality and system quality. Data were collected through structured, self-administered survey questionnaires and was distributed using a random sampling technique to 152 active postgraduate coursework students of the Faculty of Business and Management, UiTM. The research findings reveal that system quality and service quality of UFUTURE affect students’ satisfaction in which the system quality is the most important dimension. However, information quality is viewed as a basic expectation rather than a satisfaction factor, which explains why it has no significant effects on students’ satisfactions. The study helps UiTM and other institutions in improving the current LMS content accessibility for effective online teaching and learning services in order to increase students' satisfaction and better learning management.

EVALUATING A MULTIMEDIA-AIDED AI-INTEGRATED APPROACH TO ENHANCE ENGAGEMENT AND LEARNING OUTCOMES IN SHAANXI ART EDUCATION

2026-03-03T14:16:54+08:00

The rapid advancements in artificial intelligence will bring further changes within the field of educational technology in terms of how effectively students learn, the amount of hands-on experience gained, and the breadth of disciplines integrated into the learning experience. Art educators in Shaanxi province, China face the challenge of educational technology's potential generational gap, the distance and access divide, the time costs of teaching methods, and the pedagogy of art educators. Incorporating artificial intelligence in art education is of course an educational technology change that is taking place. This is a unique way of assessing the impact of a multimedia-assisted, artificial intelligence integrated approach in art education on the level of engagement and learning outcomes of students at the higher education level in Shaanxi, China. The research focused on 50 undergraduate (control group=25, experimental group=25) art students from Shaanxi. While the control group received traditional instruction using only PowerPoint presentations, the experimental group utilized a multimedia-assisted approach integrated with artificial intelligence. The peer collaboration of the students was measured at five intervals over the course of the semester using the LMS and a Likert scale survey wherein students rated peer collaboration. The use of multimedia and artificial intelligence (AI) also increased learning engagement in students. Specifically, students in the experimental group spent 14.88 more minutes learning than students in the control group. The experimental group had 13 more discussion contributors. Additionally, the experimental group had less distractibility (6.84 points less) and test anxiety (7.53 points less) than the control group. Overall, learning outcomes, as evidenced by creative projects, critical thinking, and collaboration, were also more positive in the experimental group, as were retention and overall academic performance. Therefore, the multimedia approach integrated with AI is highly effective in improving engagement and learning outcomes in art education in Shaanxi.

OFFLINE DIGITAL EDUCATION: A BIBLIOMETRIC EXPLORATION OF RESEARCH TRENDS AND EMERGING THEMES

2026-03-07T09:51:17+08:00

Offline digital education has emerged as a critical area of research, particularly in addressing educational access and equity in regions with limited internet connectivity. However, the existing body of literature on this topic remains fragmented, making it challenging to identify key trends, influential contributors, and emerging themes. This study conducts a comprehensive bibliometric analysis to map the research landscape of offline digital education using data retrieved from the Scopus database. A total of 930 documents were collected through advanced Scopus searching. The dataset was then cleaned and harmonized using OpenRefine to ensure consistency and accuracy. Statistical and graphical analyses were conducted with the Scopus analyzer, while VOSviewer software was employed to generate visualizations of keyword co-occurrence, citation networks, and collaboration patterns. The results reveal a significant increase in publications over the past decade, with China, the United States, and India emerging as the leading contributors, collectively accounting for over 40% of the total output. Key research themes identified include offline learning technologies, mobile-based education solutions, and strategies for bridging the digital divide. Furthermore, collaboration networks highlight a growing trend toward international research partnerships. This study provides valuable insights into the evolution of offline digital education research, offering a clear picture of its current state, key influencers, and potential future directions. The findings serve as a reference point for researchers, educators, and policymakers seeking to enhance the effectiveness and inclusivity of offline digital education initiatives worldwide.

KESAHAN INSTRUMEN KEPERIBADIAN ISLAM REMAJA (IKIR)

2026-03-26T12:55:39+08:00

Kajian ini bertujuan menilai kesahan kandungan Instrumen Keperibadian Islam Remaja (IKIR) yang dibangunkan berasaskan pendekatan psikospiritual Imam al-Ghazali serta prinsip tazkiyah al-nafs (penyucian jiwa). Instrumen ini dibina bagi mengukur keperibadian Islam remaja melalui tiga konstruk utama, iaitu hubungan dengan Allah SWT, hubungan dengan manusia dan hubungan dengan alam sekitar. Sebanyak 107 pernyataan awal telah dinilai oleh 10 orang panel pakar yang terdiri daripada pakar dalam bidang Syariah, kaunseling, psikologi dan pendidikan Islam. Kesahan kandungan dianalisis menggunakan Content Validity Index (CVI) pada aras item (I-CVI) dan aras skala (S-CVI/Ave dan S-CVI/UA). Dapatan kajian menunjukkan bahawa 66 pernyataan (61.7%) memperoleh persetujuan penuh dengan nilai I-CVI = 1.00, manakala nilai keseluruhan S-CVI/Ave = 0.951, melepasi nilai ambang minimum 0.90 yang disarankan dalam literatur metodologi. Selain itu, kesahan muka turut dijalankan dengan melibatkan 25 orang responden remaja bagi menilai tahap kefahaman dan kesesuaian pernyataan instrumen. Hasil dapatan menunjukkan bahawa pernyataan dalam IKIR dapat difahami dengan baik oleh responden. Secara keseluruhannya, kajian ini menunjukkan bahawa IKIR mempunyai tahap kesahan kandungan yang tinggi serta berpotensi digunakan dalam kajian lanjutan untuk menilai keperibadian Islam remaja dalam konteks pendidikan, kaunseling dan pembangunan sahsiah berasaskan pendekatan psikospiritual Islam.

This study aims to evaluate the content validity of the Islamic Adolescent Personality Instrument (IKIR), which was developed based on Imam al-Ghazali’s psychospiritual approach and the concept of tazkiyah al-nafs (purification of the soul). The instrument was developed to measure Islamic personality among adolescents among adolescents through three main constructs: the relationship with Allah SWT, relationships with others, and responsibility towards the environment. A total of 107 initial items were evaluated by 10 expert panelists from various fields, including Shariah, counseling, psychology, and Islamic education. Content validity was analysed using the Content Validity Index (CVI) at both the item level (I-CVI) and scale level (S-CVI/Ave and S-CVI/UA). The findings indicate that 66 items (61.7%) achieved full agreement with an I-CVI value of 1.00. The overall S-CVI/Ave value was recorded at 0.951, exceeding the recommended minimum threshold of 0.90 suggested by Lynn (1986) and Polit and Beck (2006). In addition, face validity was conducted with 25 adolescent respondents to assess the clarity and suitability of the instrument items. The results show that the items were well understood by the respondents. Overall, the findings demonstrate that the IKIR instrument has a high level of content validity and has the potential to be used in further studies to assess Islamic personality among adolescents in the context of Islamic education and character development.

A SYSTEMATIC LITERATURE REVIEW OF GENAI ASSISTED WRITTEN FEEDBACK IN SECOND LANGUAGE WRITING IN HIGHER EDUCATION

2026-03-31T14:37:51+08:00

Generative artificial intelligence (GenAI) has advanced rapidly in recent years. Powerful systems such as ChatGPT have begun to reshape how written feedback is provided in second language (L2) writing courses at universities. This report presents a comprehensive analysis of 33 empirical studies published between 2022 and 2025. It examines the characteristics of GenAI-supported written feedback, its classroom applications, and its impact on L2 writing. The review follows the PRISMA guidelines and draws on studies indexed in Scopus, Web of Science, and ScienceDirect. It analyzes research trends, methods of use, participant backgrounds, feedback types, and reported learning outcomes. The results show that research in this area has grown rapidly since 2024. Most studies adopt mixed-methods approaches. They mainly focus on students learning English as a foreign language (EFL) in higher education institutions in Asia and the Middle East. GenAI-assisted feedback in L2 writing is most effective in improving language accuracy, expanding vocabulary, and supporting revision. However, its impact on more advanced writing skills, such as logical coherence and sentence structure, remains inconsistent. The research findings reveal that students generally respond positively to GenAI feedback. They value its quick responses, ease of use, and ability to provide personalized support. These features can also increase learners’ motivation and sense of autonomy. Some studies find that GenAI feedback can be as effective as feedback from teachers or peers in improving writing performance. However, it often lacks the detailed pedagogical guidance and ethical oversight provided by human instructors. Future research should place greater emphasis on long-term instructional designs and more effective prompting strategies. It should also examine more closely the cognitive and metacognitive processes involved when students revise their writing with the support of GenAI.

VOLUNTARY ADOPTION OF GENERATIVE ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION AND TVET: A DIAGNOSTIC SYSTEMATIC REVIEW OF STUDENT-CENTRED ADOPTION MODELS

2026-03-03T12:28:48+08:00

The rapid diffusion of generative artificial intelligence (GenAI), particularly tools such as ChatGPT, has led to growing voluntary adoption among higher education students. However, within Technical and Vocational Education and Training (TVET) contexts, educational success is ultimately evaluated based on demonstrable competence rather than favourable attitudes or intentions. Despite an expanding body of empirical research on GenAI adoption, existing studies remain predominantly intention-centric, offering limited insight into actual use and sustained engagement that are critical for competence development. This study presents a diagnostic systematic literature review that maps empirical evidence on students’ voluntary adoption of GenAI in higher education and TVET contexts, with explicit attention to outcome boundaries along the intention–use continuum. Guided by PRISMA 2020, a systematic search of Scopus and Web of Science identified 143 records published between 2023 and 2025. Following screening and eligibility assessment, 23 student-only empirical studies were retained for core synthesis. Data were analysed using a descriptive, counting-based evidence-mapping approach focusing on adoption models, construct presence, structural relationships, and outcome categories. The results reveal a strong concentration of studies grounded in UTAUT and UTAUT2 model families, with behavioural intention overwhelmingly positioned as the primary outcome variable. Performance expectancy and social influence consistently emerge as significant predictors of intention, while effort expectancy and facilitating conditions show mixed patterns. Although fewer studies examine downstream outcomes, behavioural intention is generally associated with actual use or continuance when such outcomes are included. However, evidence on sustained and habitual GenAI use remains sparse. By systematically exposing the imbalance between intention-focused and use-oriented evidence, this review contributes a diagnostic empirical map rather than a model extension. The findings underscore the need for future TVET-oriented research to move beyond intention as a proxy for readiness and to prioritise competence-building, repeated, and practice-oriented engagement with GenAI technologies.

THE BOR-HAD APPLICATION: A CONCEPTUAL INNOVATION IN ISLAMIC EDUCATION WITH UMI PRINCIPLES

2026-03-04T11:08:06+08:00

The rapid expansion of digital integration across the global educational sector, which was profoundly catalysed by the recent COVID-19 health crisis, highlights a critical demand for pioneering and ethics-centred technological advancements, especially in Islamic academic environments. This study presents a conceptual exploration of Bor-Had, a proposed digital architecture for student attendance management. Beyond merely streamlining administrative accuracy and institutional communication, Bor-Had is engineered to embody the foundational governance pillars of Kelantan: ‘Ubudiyyah (devotion), Mas’uliyyah (accountability), and Itqan (excellence). By utilizing a conceptual framework analysis, this research evaluated how the intended functionalities of Bor-Had align with these UMI principles to validate its necessity as a value-based innovation. The investigation indicates that the system’s automated features and live data analytics are specifically crafted to support ‘Ubudiyyah by reclaiming time for essential educational and religious activities. Additionally, the system’s commitment to transparent and reliable data logs is expected to strengthen Mas’uliyyah. At the same time, Bor-Had’s focus on technical exactness, and the removal of operational flaws is positioned to advance Itqan. As a major development in the digitalization of Islamic learning, this conceptual model provides a standard for ‘Sharia-Compliant by Design technology. These innovations ensure that software architectures not only harmonize with but actively reinforce Islamic moral values. The study highlights Bor-Had’s capacity to build more robust and flexible Islamic academic systems, guaranteeing that technical upgrades are in direct service to spiritual goals. Finally, the paper outlines significant implications and prospective research paths for the moral and efficient adoption of value-integrated technology.

KEBERKESANAN LAMAN WEB E-FAITH JOURNEY TERHADAP PEMBELAJARAN PENDIDIKAN ISLAM ABAD KE-21 BAGI PELAJAR TINGKATAN 1

2026-03-10T10:18:53+08:00

Kajian ini bertujuan menilai keberkesanan laman web E-Faith Journey sebagai platform pembelajaran digital bagi topik Sirah Tingkatan 1 dalam konteks Pendidikan Islam abad ke-21. Kajian ini memfokuskan integrasi pendekatan VARK (Visual, Auditori, Membaca dan Kinestetik) bersama elemen gamifikasi dalam menyokong kepelbagaian gaya pembelajaran pelajar. Reka bentuk kajian menggunakan kaedah campuran (mixed-method) yang menggabungkan tinjauan kuantitatif dan analisis kualitatif. Seramai 242 pelajar Tingkatan 1 dari sebuah sekolah menengah harian di Kuala Terengganu dipilih secara rawak sebagai sampel. Instrumen kajian terdiri daripada soal selidik skala Likert lima mata dan tiga soalan terbuka. Data kuantitatif dianalisis secara deskriptif manakala data kualitatif dianalisis menggunakan analisis tematik. Dapatan menunjukkan 96.9% pelajar berada pada tahap faham dan sangat faham, manakala 93.1% menyatakan pembelajaran melalui laman web lebih menarik berbanding buku teks. Analisis tematik mengenal pasti tiga tema utama: pembelajaran lebih menyeronokkan, pemahaman lebih jelas dan peningkatan motivasi digital. Dapatan ini menyokong teori konstruktivisme dan pembelajaran multimedia yang menekankan penglibatan aktif serta integrasi visual dan interaktif dalam meningkatkan kefahaman. Kajian ini menyumbang kepada pembangunan bahan digital khusus bagi Sirah Tingkatan 1 dan mencadangkan peluasan kajian menggunakan reka bentuk eksperimen pada masa hadapan.

This study aims to evaluate the effectiveness of the E-Faith Journey website as a digital learning platform for the Form 1 Sirah topic within the context of 21st-century Islamic Education. The study focuses on integrating the VARK approach (Visual, Auditory, Reading, and Kinesthetic) with gamification elements to support diverse student learning styles. A mixed-method research design was employed, combining a quantitative survey and qualitative analysis. A total of 242 Form 1 students from a daily secondary school in Kuala Terengganu were randomly selected as the sample. The research instrument consisted of a five-point Likert scale questionnaire and three open-ended questions. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings indicate that 96.9% of students were at the level of understanding or strong understanding, while 93.1% reported that learning through the website was more engaging compared to textbooks. Thematic analysis identified three main themes: more enjoyable learning experiences, clearer understanding, and increased digital learning motivation. These findings support constructivist theory and multimedia learning theory, which emphasize active engagement and the integration of visual and interactive elements in enhancing comprehension. The study contributes to the development of specialized digital learning materials for Form 1 Sirah and recommends future research using an experimental design to further examine its impact.

TEACHING INNOVATION IN THE ERA OF GENERATIVE ARTIFICIAL INTELLIGENCE: A CONCEPTUAL FRAMEWORK FOR FUTURE-READY PEDAGOGY

2026-03-26T15:07:51+08:00

The rapid integration of Generative Artificial Intelligence in higher education is reshaping assumptions about authorship, assessment validity, and cognitive mastery. While existing research highlights both opportunities and risks, discussions remain divided across concerns about academic integrity, student reliance on AI, assessment design, and AI literacy. Much of the response has focused on controlling misuse rather than redesigning pedagogy for AI-supported learning. This paper proposes the AI-Resilient Teaching Innovation Framework (ARTIF), an integrative and vaue-grounded model that positions GenAI as a bounded collaborative learning partner rather than a substitute for human reasoning. ARTIF synthesizes Constructivism, Self-Regulated Learning, Technological Pedagogical Content Knowledge, and Substitution, Augmentation, Modification, Redefinition within a structured framework that prioritizes Cognitive Autonomy as the central learning outcome. The framework outlines five interrelated dimensions: dialogic human–AI engagement, authentic process-oriented assessment, metacognitive scaffolding, ethical AI literacy, and educator role transformation. An illustrative Object-Oriented Programming case demonstrates how these principles translate into practice. ARTIF contributes a coherent blueprint for preserving intellectual agency while enabling responsible and transformative AI integration in future-ready higher education systems.

A DATA-CENTRIC STUDY OF ASPECT-BASED SENTIMENT ANALYSIS FOR SAFETY DISCOURSE IN TIKTOK TRAVEL CONTENT

2026-03-31T16:03:06+08:00

Short-form social media platforms increasingly function as informal information systems through which safety perceptions are expressed and circulated. However, aspect-based sentiment analysis (ABSA) applied to safety discourse remains constrained by data sparsity, hierarchical label imbalance, and limited domain-specific resources. This study presents a data-centric investigation of ABSA for modelling safety-related discourse in TikTok comments associated with the #solotravel hashtag. A hierarchical annotation framework was developed comprising three primary safety aspects (physical/environmental, psychological/emotional, cultural/social), sixteen sub-aspects, and aspect-level sentiment polarity. Two datasets were constructed: a pilot dataset (402 comments) and an expanded dataset (2,362 comments), represented in multi-label exploded format. Classical baselines (Logistic Regression, SVM) and transformer architectures (DistilBERT, mBERT, XLM-R) were evaluated using five-fold cross-validation with macro-averaged metrics. Results demonstrate that annotation scale significantly influences model performance. At the pilot scale, classical models outperform transformer-based architectures. Following annotation expansion, transformer models surpass classical baselines for primary aspect classification, while classical models remain competitive for fine-grained subcategory and sentiment tasks. The results confirm that dataset scale, label distribution, and hierarchical design exert stronger influence on ABSA effectiveness than architectural complexity alone. The findings provide empirical validation for data-centric system design principles and offer methodological guidance for annotation-driven analytical studies in emerging digital discourse domains.

MULTISENSORY APPROACH IN QURANIC READING WITH DYSLEXIA: A SCOPUS-BASED BIBLIOMETRIC ANALYSIS

2026-02-23T11:15:14+08:00

The studies on multisensory research in reading the Qur’an by dyslexic students have been increasing in number, demonstrating a growing academic interest in the inclusive and research-based approaches to the pedagogical process in the religious and special educational contexts. Regardless of this development, there is little systemic review of the trend of publications, influential articles, thematic focus, and global research cooperation in this area. To fill this gap, the current study is a thorough bibliometric analysis to trace the intellectual framework and the worldwide research context of the multisensory technique of Qur’an reading among students with dyslexia. A screening process was performed based on the advanced search query of the Scopus database to retrieve data on the topic, and a total of 298 relevant publications were obtained in the final dataset. Scopus Analyzer was also used to analyze the trend in publications, types of documents, citation patterns, and productivity at the country level. Cleaning and harmonization of data were carried out in OpenRefine so that there was consistency in author names, keywords, and affiliations. VOSviewer was used to produce network visualizations based on the co-occurrence of keywords and international cooperation to find out the most prevalent research topics and collaborative strategies. The findings show that the number of publications has significantly grown in recent years, which could indicate an increased academic interest in multisensory and inclusive pedagogy in regard to the Qur’an. Several articles with high citations are found as the classical ones, and the keyword analysis demonstrates that there are strong thematic relationships between the following: dyslexia, reading, learning disabilities, multisensory instruction, and inclusive education. The country analysis demonstrates that the output of research is localized in a few countries, and there are different levels of international cooperation. In general, Bibliometric analysis traces the evolution of the field, areas of research interest, and partnerships to inform future multisensory Qur’an reading for dyslexics.

TOWARDS RESPONSIBLE AI-ASSISTED TEXTBOOKS: ACCEPTANCE AND ENABLERS AMONG AFRICAN SCIENCE EDUCATORS

2026-03-03T13:57:13+08:00

Education is being reshaped by the rapid diffusion of generative AI tools, yet educators’ acceptance of integration of generative AI into science textbooks development and use, particularly among African educators, remains underexplored. This study, grounded in the Technology Acceptance Model (TAM) examined the acceptance of AI-enabled practices in science textbooks among 100 educators from seven African nations participating in the 2025 Third Country Training Programme (TCTP). Using a 5-point Likert survey, the research tested perceived ease of use (PEOU), perceived usefulness (PU), attitudes toward use (ATU), and facilitating conditions (FC). The instrument showed high internal consistency (Cronbach’s α = .898; overall M = 3.31, SD = 0.69). The results indicated broadly positive acceptance; notably, PU emerged as the most influential determinant of attitudes, outweighing PEOU. Structural equation modelling supported all hypothesised paths: FC → PEOU (β = 0.628, p < .001) and FC → PU (β = 0.696, p < .001) were significant; both PEOU (β = 0.516, p = .042) and PU (β = 1.578, p = .002) predicted ATU, with PU the strongest driver; and FC exerted an indirect effect on ATU via PEOU (β = 0.324, p = .020). A clear “capability gradient” emerged: educators reported stronger knowledge than production-grade capacity to embed coding/simulations and AI steps into textbook workflows. Theoretically, the findings proven that improving facilitating conditions, such as reliable infrastructure and structured training, can convert tentative readiness into sustained and habitual AI integration within textbook ecosystems.

KEBERKESANAN LAMAN WEB FIQHUP SEBAGAI MEDIUM PEMBELAJARAN DIGITAL PENDIDIKAN ISLAM

2026-03-04T15:26:01+08:00

Kemajuan teknologi digital telah mengubah corak pembelajaran masa kini, termasuk dalam bidang Pendidikan Islam. Walau bagaimanapun, kaedah pengajaran tradisional yang bergantung sepenuhnya kepada buku teks didapati kurang menarik minat pelajar serta kurang bersifat interaktif dalam penyampaian konsep fiqh. Sehubungan itu, kajian ini bertujuan menilai keberkesanan laman web FiqhUp sebagai medium pembelajaran digital dalam meningkatkan kefahaman pelajar serta menyokong pengajaran fiqh oleh guru. Kajian ini menggunakan pendekatan kuantitatif melalui soal selidik berskala Likert lima mata yang melibatkan 127 orang responden, terdiri daripada pelajar dan guru sekolah menengah di daerah Kuala Nerus. Populasi kajian adalah seramai 200 orang dan pemilihan sampel adalah berdasarkan Jadual Krejcie dan Morgan (1970). Instrumen kajian merangkumi empat komponen utama, iaitu tahap penggunaan, persepsi keberkesanan, kebolehaksesan dan penerimaan pengguna. Data dianalisis menggunakan statistik deskriptif yang melibatkan nilai min dan sisihan piawai. Dapatan kajian menunjukkan bahawa tahap penggunaan dan penerimaan terhadap FiqhUp berada pada tahap sederhana tinggi (Min = 3.92, SP = 0.58). Sebanyak 88% responden bersetuju bahawa FiqhUp mudah digunakan, mesra pengguna dan berupaya meningkatkan pemahaman fiqh melalui bahan pembelajaran yang interaktif serta tersusun. Walau bagaimanapun, beberapa cabaran turut dikenal pasti, antaranya capaian internet yang tidak stabil, perbezaan tahap kemahiran digital serta ketersediaan peranti. Kesimpulannya, FiqhUp merupakan platform pembelajaran digital yang berkesan dalam konteks Pendidikan Islam dan berpotensi untuk diperkembangkan dengan sokongan infrastruktur teknologi serta latihan berterusan kepada pengguna. Implikasi kajian ini membuktikan bahawa integrasi digital mampu memperkukuh pengajaran fiqh dalam konteks pendidikan abad ke-21 dan menyokong pembelajaran aktif serta berpusatkan pelajar.

The advancement of digital technology has significantly transformed contemporary learning practices, including in the field of Islamic Education. However, traditional teaching methods that rely solely on textbooks are often less engaging for students and lack interactivity in delivering fiqh concepts. Therefore, this study aims to evaluate the effectiveness of the FiqhUp website as a digital learning medium in enhancing students’ understanding and supporting teachers in fiqh instruction. This study employed a quantitative approach using a five-point Likert scale questionnaire involving 127 respondents, consisting of secondary school students and teachers in the Kuala Nerus district. The study population comprised 200 individuals, and the sample size was determined based on Krejcie and Morgan’s (1970) table. The research instrument consisted of four main components: level of usage, perceived effectiveness, accessibility, and user acceptance. Data were analysed using descriptive statistics, including mean scores and standard deviations. The findings indicate that the level of usage and acceptance of FiqhUp is moderately high (M = 3.92, SD = 0.58). A total of 88% of respondents agreed that FiqhUp is easy to use, user-friendly, and enhances their understanding of fiqh through well-structured and interactive learning materials. Nevertheless, several challenges were identified, including unstable internet access, variations in digital literacy levels, and limited availability of digital devices. In conclusion, FiqhUp is an effective digital learning platform in the context of Islamic Education and has strong potential for further development with adequate technological infrastructure and continuous user training. The findings of this study demonstrate that digital integration can strengthen fiqh instruction within the 21st-century educational context.

REKA BENTUK DAN PEMBANGUNAN MODUL ASSIDE BAGI PENULISAN KARANGAN TIDAK BERFORMAT: KESAHAN DAN KEBOLEHPERCAYAAN

2026-03-26T12:27:24+08:00

Kajian ini dilaksanakan bagi membangunkan, mengesahkan dan menilai kebolehpercayaan Modul ASSIDE, iaitu modul pengajaran kemahiran menulis karangan tidak berformat untuk murid Tahun Enam dalam mata pelajaran Bahasa Kadazandusun (BKD). Modul ASSIDE dibangunkan berasaskan tindanan Model ASSURE dan SIDEK, yang menyediakan asas kukuh bagi merancang PdP secara sistematik, tersusun dan berpusatkan murid. Modul ini turut mengintegrasikan Strategi ORBIT serta bahan bantu digital I-Bulugu untuk menyokong penjanaan idea, pengembangan isi, pembinaan struktur karangan secara berperingkat, pengukuhan KBAT, dan peningkatan motivasi. Kajian menggunakan reka bentuk kuantitatif deskriptif melalui instrumen soal selidik bagi menilai kesahan kandungan, kesahan muka dan kebolehpercayaan modul. Proses pengesahan dijalankan melalui empat panel pakar merangkumi bidang kandungan, bahasa, pedagogi dan reka bentuk modul dari institusi pendidikan awam. Seterusnya, tahap kebolehpercayaan modul diuji melalui kajian rintis yang melibatkan 30 murid Tahun Enam yang mengikuti PdP menggunakan Modul ASSIDE. Dapatan menunjukkan nilai Alpha Cronbach bagi soal selidik tahap kesukaran kemahiran bahasa ialah .899, soal selidik maklum balas PdP ialah .934, dan soal selidik KBAT ialah .917. Hasil kajian turut membuktikan bahawa penggunaan Modul ASSIDE meningkatkan penglibatan murid, penyusunan idea yang lebih sistematik, kreativiti, serta keupayaan menghasilkan karangan tidak berformat dengan lebih berkesan. Secara keseluruhan, dapatan kajian menunjukkan bahawa Modul ASSIDE memenuhi ciri kesahan dan kebolehpercayaan sekali gus membuktikan potensinya sebagai bahan PdP inovatif dan berstruktur untuk meningkatkan literasi serta memartabatkan Bahasa Kadazandusun.

This study was conducted to develop, validate and evaluate the reliability of the ASSIDE Module, a teaching module designed to enhance unstructured essay writing skills among Year Six pupils in the Kadazandusun Language subject. The ASSIDE Module was developed based on the integration of the ASSURE and SIDEK models, which provide a strong foundation for systematic, well-structured and learner-centred teaching and learning planning. The module also incorporates the ORBIT Strategy and the I-Bulugu digital teaching aid to support idea generation, content elaboration, gradual construction of essay structure, enhancement of higher-order thinking skills (HOTS) and increased learner motivation. The study employed a descriptive quantitative research design using questionnaire instruments to evaluate content validity, face validity and module reliability. The validation process involved four expert panels specialising in content, language, pedagogy and module design from public higher education institutions. Subsequently, the reliability of the module was examined through a pilot study involving 30 Year Six pupils who participated in teaching and learning sessions using the ASSIDE Module. The findings revealed Cronbach’s Alpha values of .899 for the language skills difficulty questionnaire, .934 for the teaching and learning feedback questionnaire and .917 for the HOTS questionnaire. The results further indicate that the use of the ASSIDE Module enhanced pupils’ engagement, more systematic organisation of ideas, creativity and their ability to produce unstructured essays more effectively. Overall, the findings demonstrate that the ASSIDE Module meets the criteria of validity and reliability, thereby confirming its potential as an innovative and structured teaching and learning resource for improving literacy and promoting the Kadazandusun language.

UNVEILING THE INFLUENCE OF TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL COMMITMENT ON LECTURER PERFORMANCE: A CROSS-SECTIONAL STUDY

2026-03-30T18:14:51+08:00

Lecturer performance is a pivotal determinant of the effectiveness and competitiveness of higher education institutions, particularly within private universities such as Universitas Muhammadiyah in Indonesia. Despite its central role, lecturers often face substantial challenges, including heavy workloads, limited resources, and increasing pressures to fulfil the mandates of the Tri Dharma of Higher Education. This study aims to examine the influence of transformational leadership and organizational commitment on lecturer performance. Employing a quantitative research design with a cross-sectional survey approach, data were collected from 292 lecturers across Universitas Muhammadiyah using a structured questionnaire. The analysis was conducted with SmartPLS 4.0 to evaluate both the measurement and structural models. The findings indicate that both transformational leadership and organizational commitment exert positive influence on lecturer performance. These results contribute to the literature by offering an integrated empirical model that connects leadership and organizational factors to academic performance in higher education. Beyond theoretical implications, the study provides practical insights for university leaders and policymakers in strengthening leadership practices and organizational culture to enhance lecturer performance and institutional competitiveness.

MAPPING GLOBAL RESEARCH TRENDS ON COMPUTATIONAL THINKING IN PRE-SERVICE TEACHER EDUCATION: A BIBLIOMETRIC ANALYSIS (2015-2025)

2026-02-27T12:58:31+08:00

Computational Thinking (CT), which involves systematic, algorithmic problem-solving processes, is widely known as a critical 21st-century skill, making its incorporation into pre-service teacher education vital for preparing future educators. However, many teacher training programs worldwide have yet to fully integrate CT, and a comprehensive mapping of the field’s development is needed to understand its evolution and inform curriculum enhancements. This research bridges that gap via a bibliometric analysis of 439 Scopus-indexed publications from 2015 to 2025 on CT in pre-service teacher education. Relevant literature was identified via advanced Scopus search queries combining keywords such as “computational thinking,” “pre-service teacher,” and “teacher education,” filtered to English-language documents. The dataset was analyzed using Scopus Analyzer for descriptive statistics, cleaned with OpenRefine, and visualized via VOSviewer for co-occurrence mapping of keywords and co-authorship networks. Results indicate a steady growth in publications over the past decade, peaking in 2022, reflecting escalating global scholarly interest in this area. Citation analysis identified the most cited papers and prolific authors, and the United States, Turkey, and Germany emerged as the leading countries in publication output. Keyword co-occurrence mapping revealed dominant research themes such as “computational thinking,” “teacher education,” and “educational robotics,” while co-authorship analysis showed robust international collaborations among scholars and institutions. In conclusion, this bibliometric mapping provides a comprehensive overview of the field’s trajectory and reveals trends, influential works, geographical contributions, thematic focus, and collaboration patterns. Additionally, it offers future research directions to support the strategic development of CT curricula and training frameworks in pre-service teacher education.

PETA PEMIKIRAN I-THINK DAN KEMAHIRAN MENULIS KARANGAN FAKTA: PENDEKATAN BERASASKAN TEORI PEMIKIRAN VISUAL

2026-03-04T10:17:27+08:00

Kertas kerja konseptual ini bertujuan untuk menganalisis dan mensintesiskan asas teori yang menyokong penggunaan Peta Pemikiran i-Think dalam proses pengajaran dan pembelajaran Bahasa Melayu, khususnya bagi meningkatkan kemahiran menulis karangan fakta. Perbincangan ini berlandaskan satu kerangka teori utama: Teori Pemikiran Visual. Kertas kerja ini menghuraikan cara Peta i-Think berfungsi sebagai alat mediasi kognitif yang penting, khususnya dalam mengurangkan beban kognitif (cognitive load) pelajar dengan mengeksternalisasikan pemikiran. Analisis ini memperincikan mekanisme yang mana peta spesifik (seperti Peta Pokok, Peta Alir) secara langsung meningkatkan kualiti Idea (penjanaan dan klasifikasi) dan Pengolahan (struktur logik) karangan fakta. Teori Pemikiran Visual menyediakan justifikasi bahawa Peta i-Think adalah pemangkin kepada pembangunan Kemahiran Berfikir Aras Tinggi (KBAT) dengan menyediakan peta jalan visual untuk pengurusan maklumat yang kompleks. Kesimpulan: Kerangka konseptual yang dicadangkan menunjukkan kaitan jelas antara alat visual i-Think dan dimensi penulisan TIBP, berfungsi sebagai panduan kepada pendidik dan penyelidik untuk mengoptimumkan intervensi penulisan.

This conceptual paper aims to analyze and synthesize the theoretical foundations that support the use of i-Think Thinking Maps in the Malay Language teaching and learning process, specifically for enhancing the skill of writing factual essays. This discussion is based on one main theoretical framework: Visual Thinking Theory. The paper elaborates on how i-Think Maps function as a crucial cognitive mediation tool, particularly in reducing students' cognitive load by externalizing thought. The analysis details the mechanism by which specific maps (such as the Tree Map, Flow Map) directly improve the quality of Ideas (generation and classification) and the Development/Elaboration (logical structure) of factual essays. Visual Thinking Theory provides the justification that i-Think Maps are a catalyst for the development of Higher Order Thinking Skills (HOTS) by providing a visual roadmap for managing complex information. Conclusion: The proposed conceptual framework demonstrates a clear link between the i-Think visual tool and the dimensions of TIBP writing, serving as a guide for educators and researchers to optimize writing interventions.

KAJIAN TINDAKAN: MEMPERKASA PEMIKIRAN KRITIS DAN PEMBELAJARAN KENDIRI DALAM SUBJEK SAINS TINGKATAN 1 MELALUI AI

2026-03-07T11:01:41+08:00

Kajian tindakan ini bertujuan menilai keberkesanan integrasi Kecerdasan Buatan (AI), khususnya ChatGPT dalam meningkatkan pemikiran kritis dan pembelajaran kendiri murid Tingkatan 1 bagi mata pelajaran Sains. Seramai 38 orang murid daripada sebuah kelas Sains terlibat dalam intervensi selama lapan minggu yang dilaksanakan melalui tiga kitaran tindakan berfokus kepada penguasaan kemahiran prompting, pembinaan soalan beraras tinggi serta tugasan aplikasi dan pembentangan kumpulan. Data dikumpulkan melalui ujian pra dan pasca yang mengandungi 40 item Kemahiran Berfikir Aras Tinggi (KBAT), borang pemerhatian berstruktur dan refleksi murid melalui platform Padlet. Analisis statistik deskriptif menunjukkan peningkatan min skor daripada ujian pra (M=44.37, SD=15.90) kepada ujian pasca (M=58.24, SD=17.11), menunjukkan peningkatan pencapaian yang ketara selepas intervensi. Analisis tema pula mendapati peningkatan dalam kemahiran prompting, keupayaan membina soalan, tahap penglibatan serta perkembangan pembelajaran kendiri. Dapatan ini menegaskan bahawa penggunaan AI secara terancang dan berstruktur berpotensi memperkukuh pencapaian akademik, pemikiran kritis dan autonomi pembelajaran murid dalam PdPc Sains.

This action research aimed to evaluate the effectiveness of integrating Artificial Intelligence (AI), specifically ChatGPT, in enhancing critical thinking and self-directed learning among Form 1 students in science. A total of 38 students from one class participated in an eight-week intervention, implemented through three action cycles focusing on prompting skills mastery, higher-order question construction, and group presentations. Data were collected using pre- and post-tests consisting of 40 Higher-Order Thinking Skills (HOTS) items, structured classroom observation checklists, and students’ reflections via the Padlet platform. Descriptive statistical analysis indicated an increase in mean scores from the pre-test (M=44.37, SD=15.90) to the post-test (M=58.24, SD=17.11), demonstrating a significant improvement in achievement following the intervention. Thematic analysis further revealed improvements in prompting skills, question construction ability, level of engagement, and the development of self-directed learning. These findings underscore that a planned and structured use of AI has the potential to strengthen academic achievement, critical thinking, and learner autonomy in science teaching and learning.

ENHANCING STUDENT ENGAGEMENT THROUGH INTERACTIVE VIDEO EDITING IN SCIENCE AND VISUAL ARTS

2026-03-26T14:43:36+08:00

Interactive video editing has emerged as a promising pedagogical strategy for supporting 21st-century learning in secondary education, particularly in contexts where student disengagement and digital inequality remain significant challenges. Grounded in Mayer’s Cognitive Theory of Multimedia Learning and a learner-centred pedagogical perspective, this study examines how interactive video editing was implemented in classroom practice and how it supported student engagement, conceptual understanding, creativity and reflective learning. Using a qualitative multiple-case study design, the research investigated two secondary school contexts: (1) the use of interactive experimental videos in Science education and (2) the use of structured video documentation in Visual Arts within a Science, Technology, Engineering, Arts and Mathematics (STEAM) approach. Data were collected through semi-structured teacher interviews, student focus group discussions, classroom observations, student reflective responses and performance-related artefacts and were analysed using thematic analysis. The findings indicate that interactive video editing supported more active and participatory learning, strengthened conceptual understanding through visualisation and guided explanation and promoted creativity, reflection and student agency across both subject contexts. The study also found that teachers used interactive video as a pedagogically purposeful tool to support formative learning, differentiated instruction and learner autonomy. At the same time, challenges related to digital access, infrastructure, teacher readiness and time demands remained evident, particularly in rural and under-resourced settings. This study contributes to educational technology research by demonstrating how structured interactive video editing can function as a learner-centred pedagogical approach that supports more engaging, inclusive and meaningful learning in secondary education.

THE TRANSFER OF TRAINING: CASE STUDY IN THE MALAYSIAN ARMY

2026-03-31T15:41:37+08:00

The impact of training on operational readiness within the Malaysian Army (MA), emphasizing the critical role of training design, self-efficacy, and transformational leadership in enhancing training transfer. Despite the MA's substantial investment of RM21.74 billion in training, the effectiveness of these programs has been questioned, as many trained personnel fail to apply learned skills in their roles. The research highlights the importance of adapting training to rapidly changing military environments and technology through structured courses aimed at equipping officers with necessary skills. This study utilize quantitative method which analysing using SPSS Ver 21. The findings reveal the strong relationship between self-efficacy and transfer of training (r=0.414**) highlights the importance of self-efficacy in fostering confidence for performance after training. Additionally, training design demonstrates a significant foundational relevance (r=0.328**), while training leadership enhances outcomes (r=0.409**) regardless of the design employed. Transformational leadership is identified as the most influential factor, nurturing supportive environments that promote effective skill application. The study also underscores the need for improved training design, particularly through the application of virtual reality technologies to enhance engagement and effectiveness. As a result, the research emphasizes the necessity of integrating motivational strategies into training programs and aligning with defense policies to improve military readiness, suggesting future studies should focus on interactions between self-efficacy, leadership dynamics, and organizational climate to further understand the factors contributing to successful training outcoms.

ACADEMIC AND CAREER EMPOWERMENT FOR PORTUGUESE STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS

2026-03-03T13:31:25+08:00

Efforts to advance the rights of people with disabilities, particularly in education and employment, are increasing. Despite legislative progress, inclusion in higher education remains secondary in institutional priorities. This study reports on a seven-month project aimed at supporting Students with Specific Educational Needs (SSEN) at a Higher Education Institution (HEI) in central Portugal. Its specific objectives included: i) identifying the levels of SSEN’s autonomy in the university environment; ii) analysing the learning strategies they used; iii) and fostering the development of skills that contribute to professional inclusion. The project was coordinated by a multidisciplinary team of professors, involving a psychologist and a social education technician, who provided individualized psycho-pedagogical and employability support (156 sessions in total). Activities focused mainly on guidance in study methods, assistance with academic assignments, definition of learning support measures, and career counselling, including networking and facilitation of socio-professional experiences. Collaboration with professors, institutional offices, and external partners ensured holistic support. Positive outcomes included improvements in academic performance, writing quality, organization, self-confidence, autonomy, and motivation. Employability interventions promoted awareness of accessible workplaces, job-search skills, and networking, reinforced through practical experience and customized guidance. Results indicate high engagement and satisfaction among students: 92.9% rated the support as “very satisfied”, and all students valued its continuity, with half considering it indispensable. This project demonstrates that coordinated and personalized interventions are crucial. HEI thus play a key role in empowering SSEN to participate fully, not only academically but also professionally, promoting equitable pathways toward meaningful inclusion in the system education, in the labour market and, more broadly, in long-term social participation.

INTEGRASI LAMAN WEB E-FIQHUNA DALAM PEMBELAJARAN FIQH : SATU KAJIAN KEBERKESANAN PEMBELAJARAN INTERAKTIF SEKOLAH MENENGAH

2026-03-04T13:51:23+08:00

Pengajaran dan pembelajaran (PdP) Fiqah di sekolah menengah masih banyak bergantung kepada kaedah tradisional yang berpusatkan guru, menyebabkan tahap kefahaman, motivasi dan penglibatan pelajar berada pada tahap sederhana, khususnya bagi topik yang bersifat aplikatif seperti haji, sembelihan, korban dan aqiqah. Kekurangan bahan pembelajaran digital yang menyeluruh dan interaktif selaras dengan keperluan Pembelajaran Abad ke-21 menuntut penilaian terhadap platform alternatif yang lebih berkesan. Kajian ini menggunakan reka bentuk kajian campuran yang menggabungkan kaedah kuantitatif dan kualitatif bagi menilai keberkesanan platform digital E-Fiqhuna sebagai bahan pembelajaran interaktif Fiqah Tingkatan 4. Data kuantitatif diperoleh melalui ujian pra dan pasca serta soal selidik skala Likert, manakala data kualitatif dikumpulkan melalui maklum balas terbuka responden. Seramai 219 orang responden terlibat dalam kajian ini. Dapatan kajian menunjukkan peningkatan ketara dalam kefahaman pelajar selepas penggunaan E-Fiqhuna, antaranya peningkatan peratus jawapan betul bagi konsep wuquf di Arafah daripada 44.7% kepada 56.2%, haji tamattu‘ daripada 48.4% kepada 58.0%, serta hukum korban yang mencatat peningkatan tertinggi daripada 32.9% kepada 52.5%. Selain itu, lebih 80% responden menyatakan bahawa penggunaan video, nota interaktif dan elemen gamifikasi meningkatkan motivasi dan kefahaman pembelajaran, manakala 100% responden bersetuju bahawa platform ini mudah diakses dan mesra pengguna. Kesimpulannya, platform digital E-Fiqhuna terbukti berkesan dalam meningkatkan kefahaman, minat dan penglibatan pelajar serta berpotensi menjadi bahan pembelajaran digital komprehensif yang menyokong PdP Fiqah secara lebih interaktif dan bermakna.

The teaching and learning of Fiqh in secondary schools remain largely reliant on traditional teacher-centred approaches, resulting in moderate levels of understanding, motivation and engagement, particularly for application-based topics such as Hajj, slaughtering, sacrifice and aqiqah. The limited availability of comprehensive and interactive digital learning materials aligned with 21st-century education highlights the need to evaluate more effective alternative platforms. This study employed a mixed-methods research design, integrating quantitative and qualitative approaches to examine the effectiveness of the E-Fiqhuna digital platform as an interactive learning tool for Form Four Fiqh. Quantitative data was collected through pre- and post-tests and Likert-scale questionnaires, while qualitative data were obtained from respondents’ open-ended feedback. A total of 219 respondents participated in the study. The findings revealed notable improvements in students’ understanding following the use of E-Fiqhuna, including an increase in correct responses for the concept of wuquf in Arafah from 44.7% to 56.2%, Hajj Tamattu‘from 48.4% to 58.0%, and Islamic rulings on sacrifice, which recorded the highest improvement from 32.9% to 52.5%. In addition, over 80% of respondents reported enhanced motivation and understanding through interactive videos, digital notes and gamified activities, while 100% of respondents agreed that the platform was easy to access and user-friendly. In conclusion, E-Fiqhuna has been shown to be an effective and accessible digital learning platform that enhances students’ understanding, motivation and engagement, and holds strong potential as a comprehensive instructional support for interactive Fiqh learning in secondary education.

CABARAN MAHASISWA DALAM PEMBELAJARAN KURSUS BERKAITAN FALSAFAH

2026-03-26T11:54:37+08:00

Secara umumnya, pengajaran sesuatu ilmu boleh dikaitkan dengan dua tujuan utama iaitu sama ada untuk melahirkan pakar dalam bidang ilmu yang diajar ataupun hanya sekadar memberi maklumat tentang disiplin yang diajar. Falsafah adalah satu bidang ilmu yang tidak bertujuan sepenuhnya untuk melahirkan pakar dalam bidang falsafah sebaliknya lebih kepada matlamat untuk memberikan maklumat serta kesedaran akan fungsi falsafah itu sendiri. Objektif kajian ini adalah untuk mengenalpasti cabaran mahasiswa dalam memahami kursus berkaitan falsafah serta mencadangkan langkah bersesuaian untuk mengatasi cabaran ini. Kajian dilaksanakan secara kuantitatif berpandukan borang soal selidik sebagai instrumen kajian. Kaedah persampelan adalah persampelan bertujuan (purposive sample) dan seramai 515 orang mahasiswa yang mengambil kursus berkaitan falsafah di beberapa buah IPT tempatan telah dipilih sebagai responden mengikut kohort ditetapkan. Instrumen soal selidik diedarkan menerusi ’office form’ dan dapatan kajian dianalisis menggunakan perisian IBM SPSS Statistics 29.0 secara deskriptif dan inferensi. Hasil kajian mendapati bahawa antara cabaran utama mahasiswa dalam memahami falsafah adalah penggunaan istilah dan bahasa yang kompleks, kekurangan contoh praktikal, kandungan kursus falsafah itu sendiri, masa pembelajaran tidak mencukupi, kekurangan sumber pelajaran tambahan serta pensyarah yang tidak berkebolehan.Justeru antara cadangan untuk mengatasi perkara ini adalah pengintegrasian penggunaan AI (Artificial Intelligence) dalam pengajaran, pemantapan bidang sains sosial di IPT khusunya bidang falsafah serta penyediaan bahan rujukan yang mencukupi untuk meningkatkan kefahaman pelajar terhadap kursus berkaitan falsafah.

In general, the teaching of a discipline may serve two primary purposes: to produce specialists in the field or to provide foundational knowledge of the discipline. Philosophy, however, is not primarily intended to produce experts in the field; rather, it aims to cultivate understanding and awareness of the role and function of philosophical inquiry. This study seeks to identify the challenges faced by university students in understanding philosophy-related courses and to propose appropriate strategies to address these challenges. This study employed a quantitative research design, using a structured questionnaire as the primary research instrument. A purposive sampling technique was adopted, involving 515 university students enrolled in philosophy-related courses at several local higher education institutions. Respondents were selected based on predetermined cohorts. The questionnaire was distributed via Office Forms, and the data were analysed using IBM SPSS Statistics version 29.0 through both descriptive and inferential statistical methods. The findings reveal that the primary challenges encountered by students in understanding philosophy include the use of complex terminology and language, a lack of practical and contextualised examples, the inherently abstract nature of philosophical content, insufficient instructional time, limited access to supplementary learning resources and inadequate pedagogical competence among some lecturers. To address these challenges, the study proposes the integration of Artificial Intelligence (AI) as a pedagogical support tool, the strengthening of philosophy as a core social science discipline in higher education institutions, and the provision of comprehensive and accessible learning resources. These measures are expected to enhance students’ engagement and understanding of philosophy-related courses.

TRANSFORMATIONAL LEADERSHIP AND ORGANISATIONAL COMMITMENT: KEY DRIVERS OF LECTURER PERFORMANCE IN MUHAMMADIYAH HIGHER EDUCATION INSTITUTIONS IN INDONESIA

2026-03-30T18:00:56+08:00

Lecturers often face challenges such as excessive administrative workloads, limited research support, and increasing performance expectations that can impede their effectiveness. Hence, this study aims to examine how transformational leadership and organisational commitment influence lecturers’ performance, providing insights into strategies for improving academic productivity and institutional outcomes. Employing a quantitative approach with a cross-sectional survey design, data were collected using a validated and reliable questionnaire. Stratified sampling based on institutional accreditation produced 292 usable responses from 300 distributed questionnaires. The data were analysed using multiple linear regression techniques. The results demonstrate that transformational leadership has a positive and significant effect on lecturer performance, while organisational commitment similarly contributes positively and significantly influences lecturer performance. These findings confirm that the combination of transformational leadership and organisational commitment serves as a pivotal driver of faculty academic achievement. Practically, the study highlights the necessity of fostering transformational leadership capacity across managerial levels and reinforcing organisational commitment through performance-orientated policies and research support, thereby strengthening the long-term competitiveness of Muhammadiyah higher education institutions at both national and global scales.

EXPERT CONSENSUS: DISSECTING BULLYING ATTRIBUTES IN KLANG VALLEY SCHOOLS, MALAYSIA

2026-04-01T13:54:06+08:00

Bullying remains a significant global concern that negatively affects the psychological, emotional, and social well-being of students. This leads to psychological distress, low self-esteem and an increased risk of suicidal ideation among adolescents in Malaysia. Despite growing awareness of bullying, the prevalence of bullying continues to rise, which highlights the need for a deeper understanding of its underlying determinants. This study aims to identify and prioritise the key determinants of bullying among Malaysian primary and secondary school students. A qualitative exploratory design employing the Nominal Group Technique (NGT) was utilised to systematically identify and prioritise expert consensus on bullying determinants in school. Data were collected from five experienced school counsellors with over 15 years of professional practice in the Klang Valley. Structured NGT sessions were conducted to elicit, discuss and rank the most significant contributing factors of bullying behaviour. The findings reveal seven key determinants of bullying behaviour, which are mental health, family dynamics, peer pressure with social dynamics, educational environment, insufficient awareness, inadequate character education, and social media influence, prioritised as the core seven determinants of bullying factors in primary and secondary schools in Klang Valley. This study contributes to the existing literature by providing empirical evidence grounded in expert ecological insights on the contextual determinants of bullying within the Malaysian educational context. This empirical context offers a prioritised, targeted prevention framework and practical intervention strategies for policymakers, educators, and parents to develop effective anti-bullying policies and programmes.

GAMIFICATION IN FOREIGN LANGUAGE LEARNING: A BIBLIOMETRIC REVIEW

2026-02-27T12:41:36+08:00

Gamification has emerged as an innovative pedagogical approach in foreign language learning, enhancing learner engagement, motivation, and outcomes. This study conducts a bibliometric analysis to map the intellectual structure and research landscape of gamification in this domain. Data were retrieved from the Scopus database using the keywords gamification, teaching, learning, and language, yielding 1,239 documents refined through OpenRefine for accuracy. Scopus Analyzer provided insights into publication output, sources, citations, and contributing countries, while VOSviewer visualized co-authorship, keyword co-occurrence, and citation networks. Findings indicate a steady growth in research between 2015 and 2025, with a marked surge after 2018 and a peak in 2024. Spain, the United States, Indonesia, and Malaysia are identified as leading contributors, representing both established and emerging research hubs. Keyword analysis revealed seven thematic clusters encompassing gamification, e-learning, motivation, and language acquisition, alongside emerging areas such as artificial intelligence, virtual reality, and digital storytelling. Highly cited studies focused on systematic reviews, Duolingo, and gamified tools like Kahoot. Overall, the study highlights gamification as a rapidly expanding, interdisciplinary field and provides an overview of key publication trends and thematic directions to inform future research and pedagogical practice in language education.

KEPERLUAN KEMAHIRAN KOMUNIKASI, KOLABORATIF, PEMIKIRAN KRITIS DAN KREATIF DALAM KALANGAN PELAJAR ON THE JOB TRAINING DI KOLEJ VOKASIONAL

2026-03-03T16:33:36+08:00

Pendidikan dan Latihan Teknikal dan Vokasional (TVET) berperanan penting dalam melahirkan modal insan berkemahiran tinggi bagi memenuhi keperluan pasaran tenaga kerja semasa selaras dengan aspirasi negara menuju status negara maju. Di Malaysia, pelaksanaan TVET diperkukuh melalui penubuhan kolej vokasional yang menawarkan program latihan berasaskan kemahiran. On-The Job Training (OJT) merupakan kursus wajib yang perlu dilalui oleh semua pelajar program Diploma Vokasional Malaysia (DVM) di kolej vokasional. OJT merupakan satu program latihan di tempat kerja yang membolehkan pelajar mengaplikasikan pengetahuan dan kemahiran sedia ada mereka di organisasi latihan. Pada masa kini, kemahiran komunikasi, kolaborasi, pemikiran kritis dan kreatif merupakan kemahiran yang diperlukan di tempat kerja seiring dengan keperluan dalam Revolusi Industri 4.0 (IR4.0). Justeru, kajian ini bertujuan mengenal pasti keperluan elemen komunikasi, kolaborasi, pemikiran kritis dan kreatif dalam kalangan pelajar OJT di kolej vokasional. Kajian ini merupakan kajian deskriptif berbentuk tinjauan yang melibatkan 34 orang pensyarah penyelia OJT di sebuah kolej vokasional di Zon Pulau Pinang. Dapatan kajian menunjukkan bahawa kesemua elemen yang dikaji berada pada tahap tinggi dengan nilai min melebihi 3.7, sekali gus membuktikan kepentingan penerapan elemen-elemen tersebut dalam penyeliaan OJT. Kesimpulannya, penerapan kemahiran komunikasi, kolaborasi, pemikiran kritis dan kreatif dalam pelaksanaan OJT adalah wajar dan signifikan diterapkan dalam kalangan pelajar kolej vokasional bagi meningkatkan kebolehpasaran kerja yang semakin kompleks dan dinamik.

Technical and Vocational Education and Training (TVET) plays an important role in producing highly skilled human capital to meet current labor market demands in line with the nation’s aspiration to achieve developed country status. In Malaysia, the implementation of TVET is strengthened through the establishment of vocational colleges that offer skills-based training programs. On-the-Job Training (OJT) is a compulsory course undertaken by all students enrolled in the Diploma Vokasional Malaysia (DVM) program at vocational colleges. OJT is a workplace-based training program that enables students to apply their existing knowledge and skills within training organizations. In the current era, communication, collaboration, critical thinking, and creative thinking skills are essential workplace competencies, particularly in response to the demands of the Fourth Industrial Revolution (IR4.0). Therefore, this study aims to identify the need for communication, collaboration, critical thinking, and creative thinking elements among OJT students in vocational colleges. This study employed a descriptive survey design involving 34 OJT supervising lecturers from a vocational college in the Penang Zone. The findings indicate that all the elements examined were at a high level, with mean values exceeding 3.7, highlighting the importance of integrating these skills into OJT supervision. In conclusion, the integration of communication, collaboration, critical thinking, and creative thinking skills in the implementation of OJT is both appropriate and significant for vocational college students in enhancing their employability in an increasingly complex and dynamic labor market.

DEVELOPING THE FOUR ARABIC LANGUAGE SKILLS AND THEIR ROLE IN ENHANCING COMMUNICATIVE COMPETENCE AMONG NON-NATIVE LEARNERS

2026-03-07T10:29:40+08:00

This study investigates methods for developing the four fundamental Arabic language skills - listening, speaking, reading, and writing - and their role in enhancing communicative competence among non-native Arabic learners. Despite years of formal instruction, many learners continue to experience difficulties in using Arabic effectively for real-life communication, particularly due to fragmented skill instruction and limited emphasis on communicative practice. This gap highlights the need for instructional approaches that integrate language skills in a meaningful and communicative manner. The purpose of this study is to identify effective teaching strategies that support the development of communicative competence through the integrated acquisition of the four language skills. A descriptive qualitative approach was employed through a systematic literature review of academic journals, books, and previous research related to Arabic language education. The findings reveal that the integrated development of the four language skills significantly improves learners’ fluency, confidence, and accuracy in communication. Listening and speaking activities play a particularly crucial role in fostering real-time communicative ability while reading and writing contribute to vocabulary development and structural accuracy. The study concludes that effective Arabic language instruction should adopt an integrated, communicative, and learner-centred approach, as this approach directly addresses learners’ communicative challenges and enhances their ability to use Arabic meaningfully in authentic communication contexts.

TRANSFORMASI HOLISTIK PENGAJARAN SENI VISUAL ABAD KE-21 MELALUI INTEGRASI STEAM DAN PEMBELAJARAN BERASASKAN PROJEK (PBL)

2026-03-26T14:14:44+08:00

Cabaran pendidikan abad ke-21 menuntut murid bukan sahaja menguasai kemahiran literasi asas, malah turut mengembangkan kreativiti visual dan kemahiran motor halus bagi menyokong perkembangan kognitif dan ekspresi kendiri secara seimbang. Dalam konteks murid Kelas Peralihan Tingkatan 1 di Sabah, isu peralihan bahasa, tahap literasi visual yang rendah serta kekurangan bahan bantu belajar yang bersifat visual dan interaktif dikenal pasti sebagai cabaran utama yang menjejaskan penglibatan dan motivasi pembelajaran. Sehubungan itu, kajian ini bertujuan meneroka keberkesanan Kit Mewarna berasaskan pendekatan STEAM yang diintegrasikan dengan Pembelajaran Berasaskan Projek (PBL) sebagai satu intervensi pedagogi dalam meningkatkan literasi visual, kreativiti seni dan kemahiran motor halus murid peralihan. Kajian ini menggunakan reka bentuk kajian kes kualitatif dengan pengumpulan data melalui pemerhatian bilik darjah, temu bual separa berstruktur serta analisis artefak hasil kerja murid. Seramai 55 orang murid Tingkatan 1 daripada sebuah sekolah menengah di Sabah terlibat dalam intervensi yang dilaksanakan selama empat minggu. Analisis tematik mendapati bahawa murid menunjukkan perkembangan yang jelas dalam aspek literasi visual, termasuk keupayaan mengenal dan menyusun elemen visual secara lebih sistematik; peningkatan kreativiti melalui variasi penggunaan warna dan reka bentuk; serta pengukuhan kemahiran motor halus dari segi kawalan dan ketepatan pewarnaan. Selain itu, tahap penglibatan dan motivasi murid dalam aktiviti pembelajaran turut memperlihatkan perubahan yang positif berdasarkan pemerhatian dan maklum balas reflektif. Kajian ini menyumbang kepada literatur tempatan dengan menyediakan bukti empirikal tentang potensi integrasi STEAM dan PBL dalam pendidikan seni visual bagi murid Kelas Peralihan, khususnya dalam konteks luar bandar di Sabah. Dapatan ini mencadangkan bahawa pendekatan intervensi berasaskan seni yang bersifat multisensori dan berfokuskan murid mampu menyokong perkembangan holistik merangkumi domain kognitif, psikomotor dan afektif.

The challenges of 21st-century education require students not only to master foundational literacy skills but also to develop visual creativity and fine motor skills to support balanced cognitive development and self-expression. In the context of Transition Class Form 1 students in Sabah, issues related to language transition, low levels of visual literacy, and the lack of engaging visual and interactive learning materials have been identified as key challenges that affect students’ motivation and classroom engagement. In response to these concerns, this study aims to explore the effectiveness of a STEAM-based Colouring Kit integrated with Project-Based Learning (PBL) as a pedagogical intervention to enhance visual literacy, artistic creativity, and fine motor skills among transition students. This study employed a qualitative case study design, with data collected through classroom observations, semi-structured interviews, and analysis of students’ artwork artefacts. A total of 55 Form 1 students from a secondary school in Sabah participated in a four-week intervention. Thematic analysis revealed clear developmental progress in students’ visual literacy, particularly in their ability to recognise and organise visual elements more systematically. Improvements were also observed in artistic creativity through more varied use of colour and design, as well as in fine motor skills in terms of control and precision in colouring tasks. Additionally, students demonstrated increased classroom engagement and motivation based on observational data and reflective feedback. This study contributes to the local body of literature by providing empirical evidence on the potential of integrating STEAM and PBL within visual arts education for Transition Class students, particularly in rural Sabah contexts. The findings suggest that a multisensory, learner-centred arts-based intervention can support holistic student development across cognitive, psychomotor, and affective domains.

KEBERKESANAN LAMAN WEB EKIBTA SEBAGAI MEDIUM PEMBELAJARAN DALAM MENINGKATKAN KEFAHAMAN MURID TERHADAP TOPIK AKIDAH TINGKATAN DUA

2026-03-31T15:18:34+08:00

Kajian ini bertujuan menilai keberkesanan penggunaan laman web eKiBTa (Elektronik Kit Bidang Tauhid) sebagai bahan bantu mengajar digital dalam meningkatkan kefahaman pelajar terhadap topik Akidah Tingkatan Dua dalam mata pelajaran Pendidikan Islam. Kajian ini menggunakan pendekatan kuantitatif dengan reka bentuk pra dan pasca ujian bagi mengukur perubahan kefahaman pelajar sebelum dan selepas penggunaan eKiBTa. Seramai 200 orang pelajar dipilih sebagai sampel kajian melalui kaedah pensampelan bertujuan. Data dikumpulkan melalui ujian pra dan ujian pasca, serta disokong oleh pemerhatian dan maklum balas pelajar. Dapatan kajian menunjukkan peningkatan pencapaian pelajar selepas penggunaan eKiBTa. Selain itu, pelajar juga menunjukkan tahap penglibatan dan minat yang lebih tinggi terhadap pembelajaran berasaskan teknologi. Penggunaan elemen multimedia dan susun atur kandungan yang sistematik membantu pelajar memahami konsep Akidah dengan lebih jelas. Secara keseluruhannya, kajian ini menunjukkan bahawa penggunaan eKiBTa berpotensi sebagai bahan bantu mengajar digital dalam menyokong pengajaran dan pembelajaran Pendidikan Islam yang lebih interaktif dan berpusatkan pelajar.

This study aims to evaluate the effectiveness of the eKiBTa (Electronic Kit for Tauhid) website as a digital teaching aid in enhancing students’ understanding of the Aqidah topic among Form Two students in Islamic Education. The study adopts a quantitative approach using a pre-test and post-test design to measure changes in students’ understanding before and after the use of eKiBTa. A total of 200 students were selected as the sample through purposive sampling. Data was collected through pre-test and post-test assessments, supported by observations and student feedback.The findings indicate an improvement in students’ achievement after the implementation of eKiBTa. In addition, students demonstrated higher levels of engagement and interest in technology-based learning. The use of multimedia elements and well-structured content also contributed to clearer understanding of Aqidah concepts. Overall, the study suggests that eKiBTa has the potential to serve as an effective digital teaching aid in supporting more interactive and student-centred teaching and learning in Islamic Education.

MIDDLE LEADERS IN EDUCATIONAL REFORM: A SYSTEMATIC REVIEW OF DEFINITIONS, ROLES, AND CHALLENGES (2020–2025)

2026-03-03T13:08:21+08:00

The integration of information technology is reshaping the organizational structure and management of schools. In this context, as the key link between senior managers and teachers, middle leaders face increasing responsibilities and challenges. However, systematic research on them is still limited. This article reviews 29 empirical and review articles in the Web of Science and Scopus databases from 2020 to 2025, focusing on the definition, roles, and challenges of middle leaders. The study found that middle leaders are both educators, executors, and change agents, but they generally face problems of role ambiguity, insufficient resources, and imbalance of power and responsibility. Although few studies have directly explored their digital capabilities, most literature still implies that they need to be highly adaptable in technology integration and organizational reform. Future research should further focus on their development paths and support mechanisms in the context of digitalization.

MEMPERKASA PENDIDIKAN ISLAM MELALUI PENDEKATAN FIQHORIA SEBAGAI PEMBELAJARAN DIGITAL INTERAKTIF BERPUSATKAN PELAJAR

2026-03-04T11:54:52+08:00

Kajian ini bertujuan menilai keberkesanan Laman Web Fiqhoria sebagai platform pembelajaran digital interaktif yang dibangunkan dalam memperkukuh penguasaan Fiqah dan menyokong pendekatan pembelajaran berpusatkan pelajar (SCL) dalam Pendidikan Islam. Latar belakang kajian menekankan kepentingan penggunaan teknologi digital dalam memodenkan proses PdP dan meningkatkan motivasi serta penglibatan pelajar. Kajian ini menggunakan reka bentuk kuasi-eksperimen satu kumpulan melalui pra–ujian dan pasca–ujian yang melibatkan 120 pelajar di sekitar daerah Kuala Terengganu dan Kajang. Kajian ini turut disokong oleh soal selidik terhadap 176 responden terdiri daripada pelajar, guru dan ibu bapa. Fiqhoria dibangunkan berasaskan model ADDIE dengan pengintegrasian modul visual, nota interaktif dan kuiz gamifikasi bagi memperkukuhkan pedagogi digital dan merangsang pembelajaran kendiri. Dapatan kajian menunjukkan peningkatan ketara skor min daripada 13.75 kepada 16.57 serta penghapusan sepenuhnya julat skor rendah dalam ujian pasca, menandakan peningkatan signifikan dalam penguasaan konsep Fiqah. Persepsi pengguna turut memperlihatkan penerimaan yang sangat positif terhadap platform ini. Persepsi pengguna turut memperlihatkan penerimaan sangat positif terhadap platform ini, khususnya dalam menyokong pembelajaran kendiri dan pembelajaran di rumah. Secara keseluruhan, kajian ini mengesahkan bahawa platform ini berupaya menjadi medium pembelajaran digital yang berimpak tinggi melalui penyediaan pengalaman pembelajaran yang interaktif, moden dan selaras dengan aspirasi Kementerian Pendidikan Malaysia dalam Dasar Pendidikan Digital.

This study aims to evaluate the effectiveness of the Fiqhoria Website as an interactive digital learning platform developed to strengthen the mastery of Fiqah and support the student-centered learning (SCL) approach in Islamic Education. The background of the study emphasizes the importance of using digital technology in modernizing the PdP process and increasing student motivation and engagement. This study uses a quasi-experimental design of one group through pre-test and post-test involving 120 students around the Kuala Terengganu and Kajang districts. This study is also supported by a questionnaire to 176 respondents consisting of students, teachers and parents. Fiqhoria is developed based on the ADDIE model with the integration of visual modules, interactive notes and gamification quizzes to strengthen digital pedagogy and stimulate self-learning. The study findings show a significant increase in the mean score from 13.75 to 16.57 and the complete elimination of the low score range in the post-test, indicating a significant increase in the mastery of Fiqah concepts. User perceptions also show a very positive acceptance of this platform. User perceptions also show a very positive acceptance of this platform, especially in supporting self-learning and learning at home. Overall, this study confirms that this platform is capable of becoming a high-impact digital learning medium by providing interactive, modern learning experiences that are in line with the aspirations of the Malaysian Ministry of Education in the Digital Education Policy.

A REVIEW OF THEORIES AND COPING STRATEGIES FOR CROSS-CULTURAL ADAPTATION OF INTERNATIONAL STUDENTS

2026-03-10T11:35:32+08:00

With the development of globalization and the internationalization of education, an increasing number of international students are emerging, bringing with challenges in cross-cultural adaptation. This narrative literature review aims to examine the theoretical foundations of cross-cultural adaptation for international students and to identify a classification and indicators of coping strategies for international students' cross-cultural adaptation, with the goal of helping them achieve more effective cross-cultural adaptation. Through the analysis of existing literature, it was found that research focuses primarily on the United States and other developed Western countries, while developing countries like China lack localized cross-cultural adaptation theories. The focus is primarily on high school or undergraduate education, with insufficient attention paid to international students in higher vocational colleges. Furthermore, there is a disconnect between practical approaches, and the systematic and targeted nature of coping strategies remains to be improved. Future research should strengthen the development of localized theories in developing countries like China, as well as the focus on international students in higher vocational colleges. This study contributes by proposing a localized analytical framework and promoting high-quality development of international education in various countries.

KAJIAN KEBERKESANAN DAN PENERIMAAN PELAJAR TERHADAP APLIKASI E-AQIDAH DALAM PEMBELAJARAN AKIDAH: SATU KAJIAN DI SEKOLAH MENENGAH KEBANGSAAN DI KUALA NERUS

2026-03-29T12:46:43+08:00

Dalam era pendidikan abad ke-21, integrasi teknologi digital semakin menjadi keperluan dalam mengukuhkan keberkesanan proses pembelajaran di sekolah. Walau bagaimanapun, penguasaan konsep akidah dalam kalangan pelajar masih menghadapi cabaran kerana pendekatan pengajaran tradisional kurang berupaya menarik minat dan mengekalkan tumpuan pelajar. Kajian ini dijalankan untuk menguji keberkesanan penggunaan aplikasi E-Aqidah terhadap pemahaman pelajar mengenai topik-topik dalam domain Akidah Tingkatan Satu di bawah mata pelajaran Pendidikan Islam. Kajian ini menggunakan reka bentuk kuantitatif melibatkan 136 orang pelajar Tingkatan Satu di Sekolah Menengah Kebangsaan di daerah Kuala Nerus melalui soal selidik yang terdiri daripada dua bahagian. Bahagian A menilai pemahaman pelajar terhadap empat subtopik Akidah Tingkatan Satu melalui ujian pra dan pasca, manakala bahagian B mengumpul data mengenai minat pelajar dalam menggunakan aplikasi E-Aqidah menggunakan skala Likert empat kategori. Dapatan kajian menunjukkan peningkatan signifikan merentasi semua item ujian, dengan peningkatan antara 45.57% hingga 145% selepas penggunaan aplikasi. Peningkatan skor ini melibatkan soalan fakta asas dan juga konsep abstrak seperti fitrah dan tauhid, sekali gus menunjukkan keberkesanan aplikasi dalam menyokong pelajar berbeza tahap penguasaan. Item yang mendapat markah rendah dalam ujian pra turut mencatat peningkatan ketara dalam ujian pasca, manakala pola peningkatan konsisten merentasi beberapa subtopik mengukuhkan bukti bahawa pendekatan digital interaktif dapat memantapkan penguasaan akidah. Maklum balas Bahagian B turut menunjukkan majoriti pelajar berada pada tahap “setuju” dan “sangat setuju” terhadap keberkesanan aplikasi dari segi reka bentuk mesra pengguna, audio-visual dan aktiviti kuiz yang membantu tumpuan serta motivasi. Secara keseluruhannya, penggunaan aplikasi yang menampilkan ciri-ciri interaktif seperti audio-visual dan gamifikasi berupaya meningkatkan pemahaman serta dapat menggalakkan minat pelajar terhadap topik Akidah secara khusus dan terhadap mata pelajaran Pendidikan Islam secara amnya.

In the era of 21st-century education, the integration of digital technology is increasingly becoming a necessity in strengthening the effectiveness of the learning process in schools. Nevertheless, the mastery of aqidah (creed) concepts among students still faces challenges as traditional teaching approaches are less capable of attracting interest and maintaining student focus. This study was conducted to test the effectiveness of using the E-Aqidah application on students' comprehension of topics within the Form One Akidah domain under the subject of Islamic Education. This study employs a quantitative design involving 136 Form One students at national secondary schools in the Kuala Nerus district through a questionnaire consisting of two parts. Part A assesses student comprehension of four Form One Aqidah subtopics through a pre-test and post-test, while Part B collects data on student interest in using the E-Aqidah application using a four-category Likert scale. The study findings indicate a significant increase across all test items, with improvements ranging from 45.57% to 145% after using the application. This increase in scores involves basic factual questions as well as abstract concepts such as innate nature (fitrah) and monotheism (tauhid), thus demonstrating the application's effectiveness in supporting students with different levels of proficiency. Items that received low marks in the pre-test also recorded a significant increase in the post-test, while a consistent pattern of improvement across several subtopics reinforces the evidence that an interactive digital approach can strengthen the mastery of faith (aqidah). Feedback from Part B also showed that the majority of students were at the "agree" and "strongly agree" levels regarding the application's effectiveness in terms of user-friendly design, audio-visuals, and quiz activities that aid focus and motivation.Overall, the use of applications featuring interactive characteristics such as audio-visual and gamification can increase comprehension while simultaneously encouraging students' interest towards the topic of Aqidah specifically, and towards the subject of Islamic Education generally.

KERANGKA PEDAGOGI PEMBELAJARAN PRAKTIKAL DIGITAL DALAM AMALAN TVET DI MALAYSIA

2026-03-31T16:35:49+08:00

Transformasi digital dalam Pendidikan dan Latihan Teknikal dan Vokasional (TVET) di Malaysia telah mempercepatkan penggunaan platform pembelajaran dalam talian, simulasi digital serta teknologi realiti maya dan terimbuh. Walau bagaimanapun, pelaksanaan pembelajaran praktikal digital masih menimbulkan pelbagai cabaran, khususnya dari aspek pencapaian kemahiran psikomotor, kesediaan pendidik, keselarasan dengan keperluan industri, serta kesahan penilaian kompetensi. Kertas konsep ini bertujuan mengupas secara kritikal isu dan permasalahan pembelajaran praktikal digital dalam konteks TVET Malaysia. Selain itu, kertas ini mensintesis dapatan kajian literatur terkini, serta mencadangkan satu kerangka konseptual pembelajaran praktikal digital. Walau bagaimanapun, kajian yang membincangkan kerangka pedagogi khusus bagi menyokong pembelajaran praktikal digital dalam TVET Malaysia masih terhad. Kerangka ini berpotensi menjadi asas kepada pembangunan pedagogi TVET digital yang lebih sistematik, kontekstual dan selaras dengan keperluan industri.

Digital transformation in Technical and Vocational Education and Training (TVET) in Malaysia has accelerated the use of online learning platforms, digital simulations, and virtual and augmented reality technologies. However, the implementation of digital practical learning still poses various challenges, especially in terms of psychomotor skill achievement, educator readiness, alignment with industry needs, and the validity of skills assessment. This concept paper aims to critically examine the issues and problems of digital practical learning in the context of Malaysian TVE. This paper also synthesizes the findings of recent literature studies and proposes a conceptual framework for digital practical learning. However, studies discussing specific pedagogical frameworks to support digital practical learning in Malaysian TVET are still limited. This framework has the potential to be the basis for the development of digital TVET pedagogy that is more systematic, contextual and in line with industry needs.

EVALUATING GAMIFICATION ASSESSMENT IN HIGHER EDUCATION: THE CASE OF QUIZIZZ WITH BLOOM’S TAXONOMY

2026-02-25T10:49:33+08:00

Educators are increasingly using games to enhance student participation during classes. This study examines the application of Quizizz, a game-based tool in a finance class utilizing Bloom’s Taxonomy framework to collect students’ perceptions regarding its effect on their participation, thinking skills, and learning outcomes. Face-to-face online forms were filled out by thirty-two university undergraduates and analyzed for responses. The general mean results were quite positive at between 4.13 and 4.50 with standard deviations ranging from .81 to 1.07, which means about 90% to 100% of the responses falling in between neutral and positive responses. Students stated that it made them stay alert as well as enhanced their understanding of financial concepts hence more active participation leading also to critical thinking. Such results prove that teachers have an opportunity through assessment design to inspire learners. Game-based learning can make lessons fun and at the same time very challenging. This study may not have covered a large scope but it can help teachers conduct college courses in an interactive manner such that they would also become more effective.

MITIGATING THE AFFECTIVE FILTER: THE EFFICACY OF LOW-STAKES, TECHNOLOGY-INTEGRATED ROLE-PLAY IN REDUCING ESL SPEAKING ANXIETY

2026-03-03T15:58:18+08:00

This paper examines the effectiveness of a low-stakes, technology-integrated Project-Based Learning (PBL) model in directly mitigating the Affective Filter to reduce oral communication anxiety among ESL learners. Recognising that the traditional, high-stakes evaluation induces performance anxiety and hinders authentic language acquisition, this study implemented a framework where students engaged in role-play activities and published their own work on platforms like TikTok, essentially shifting the practice environment. The study utilised a mixed-methods approach on students from an Oral Communication in English course. Data were collected via a single comprehensive post-project questionnaire. The instrument collected quantitative data on self-reported confidence and anxiety levels using a Likert scale and included qualitative open-ended questions to gather deep, experiential insights into the project's effectiveness. The findings demonstrate that the low-stakes mechanism is a powerful driver for change. Quantitative analysis showed a statistically significant increase in student confidence and a corresponding decrease in self-reported communication anxiety. Qualitative data reinforced these findings, with students explicitly reporting that the approach created a ‘safe space’ for practice that helped them ‘overcome fear and hesitation’. The results indicate that this PBL model is a highly effective pedagogical tool for fostering genuine fluency and building self-esteem. By enabling a non-threatening practice environment, the project provides a replicable blueprint for educators seeking to reduce affective filters and promote a more confident, active generation of communicators.

HALAL COMPLIANCE ISSUES ON TRENDING FOODS AMONG CHILDREN: SHAFI‘I SCHOOL OF ISLAMIC JURISPRUDENCE APPROACH AND HALALAN THAYYIBAN EDUCATION IN BRUNEI

2026-03-07T10:06:18+08:00

Trending foods promoted through social media increasingly shape children’s food choices in Brunei Darussalam, often prioritising visual appeal and popularity over halal compliance and health. Although often discussed in nutritional and behavioural terms, this issue remains underexamined as a halal compliance and educational problem, particularly within Brunei’s Shafi‘i-based Islamic governance context. This study examines the halal compliance implications of trending foods through the Shafi‘i school of Islamic jurisprudence (the dominant Sunni legal school in Brunei Darussalam) and explores how halalan thayyiban (the Islamic principle of lawful and wholesome consumption) education can strengthen children’s halal awareness through curriculum-based learning. A qualitative design was employed using a semi-structured elite key informant interview with the Head of the Science Curriculum Unit, Ministry of Education, Brunei Darussalam, supported by document analysis of curriculum framework, policy, and halal guidance materials, with data analysed thematically. The findings show fragmented curriculum integration across subjects, limited explicit guidance for evaluating trending foods, insufficient classroom-based assessment tools for pupils’ halal and thayyib (wholesome) reasoning, and a need for stronger teacher support. The study further shows that the Shafi‘i school provides the jurisprudential basis for halal assessment, maqasid al-shariah (the higher objectives of Islamic law) provides the higher ethical objectives of food-related decision making, and halalan thayyiban functions as the educational bridge linking both dimensions in children’s everyday food choices, with policy implications for curriculum standards, teacher training, and classroom-based assessment in Brunei’s primary education system.

ARTIFICIAL INTELLIGENCE IN SIMULATION-BASED EDUCATION TRAINING FOR TVET: A MINI REVIEW OF BENEFITS AND LIMITATIONS

2026-03-26T13:36:58+08:00

Purpose: This mini-review explores the role of Artificial Intelligence (AI) in simulation-based education for Technical and Vocational Education and Training (TVET), focusing on its benefits, limitations, and future directions. Its objective is to synthesize current research and identify opportunities and challenges associated with integrating AI technologies to enhance vocational learning. Methods: An inclusive literature review was conducted across articles indexed in the Scopus, Web of Science, and Google Scholar databases, using the keywords “artificial intelligence,” “simulation,” “education,” “TVET,” “benefits,” and “limitations.” Only English-language, peer-reviewed journal articles directly addressing AI in simulation-based TVET education were included, while grey literature and studies unrelated to AI were excluded. Results: The reviewed studies indicate that AI applications, such as Machine Learning (ML), smart training systems, and Virtual Reality (VR) or Augmented Reality (AR), enhance personalized learning, performance assessment, and skill acquisition. However, limitations such as high implementation costs, ethical concerns, concerns regarding data privacy and security and limited instructor preparedness persist. The literature also highlights ongoing debates regarding the balance between automated systems and human pedagogical guidance and inconsistent evidence regarding long-term learning outcomes. Conclusion: Future research should prioritize developing standardized evaluation frameworks, conducting empirical studies with experimental designs, establishing ethical guidelines, and identifying cost-effective implementation strategies. Strengthening educators' digital literacy and promoting equitable access are vital to maximizing the pedagogical potential of AI-driven simulations in modernizing TVET training. Based on the findings, policymakers, government departments, and curriculum authorities are also encouraged to promote AI-driven simulation technologies as a foundation for modern TVET. This approach aims to prepare learners with the adaptive skills required for a rapidly evolving technological workforce.

MODELLING STUDENTS’ PERCEPTIONS OF ARTIFICIAL INTELLIGENCE (AI) TOOL USAGE IN LEARNING STATISTICS: AN EMPIRICAL STUDY

2026-03-31T14:48:58+08:00

In learning Statistics, students often perceive the course as challenging because they are required to understand statistical concepts, various statistical methods and formulas, and analytical and critical thinking skills. Nowadays, technology can effectively assist students in strengthening their statistical reasoning. Educators need to progressively transform their approaches by adopting innovative methodologies and integrating AI tools in the teaching and learning of Statistics. Most existing studies have focused on general learning contexts rather than discipline-specific applications, such as statistical education. Therefore, this study aims to examine university students’ perceptions of AI tool usage among those currently enrolled in a Statistics course. A total of 377 students participated in this study. An online questionnaire was employed to collect the data. The results indicate that students’ engagement and interaction with AI tools significantly influence their academic performance in learning Statistics. Meanwhile, behavioural intention and student satisfaction were found to be insignificant. Overall, the development of AI tools in education plays an important role in shaping students’ academic outcomes, particularly in the context of rapid technological advancement within the learning environment. The educational paradigm has shifted with the rapid adoption of AI tools, enabling flexible learning anytime and anywhere. This study suggests that educators should enhance students’ cognitive engagement through well-structured AI tools and refined pedagogical approaches. While wider access to AI tools and appropriate training are encouraged, reliance on AI tools alone is insufficient to improve academic performance by formulating techniques and policies to guarantee effortless, ethical, and pedagogically robust integration into education.