INTERNATIONAL JOURNAL OF MODERN EDUCATION (IJMOE)

STEM INTERVENTION: IGNITING MOTIVATION AND ASPIRATION TO ELEVATE MARGINALISED STUDENTS (ASNAF) THROUGH EXPERIENTIAL LEARNING

2025-08-05T12:17:13+08:00

This study explores the impact of a hands-on STEM intervention on the perceptions, attitudes, and aspirations of Form Three students, with a specific focus on those from Asnaf (low-income) backgrounds. The intervention conducted in a secondary school in Arau, Perlis, involved a tower-building challenge using satay sticks, designed to foster student engagement through experiential and collaborative learning. A quantitative pre-test and post-test design was employed, using structured questionnaires to assess four key constructs: interest, awareness, knowledge, and motivation toward STEM. Instrument’s reliability, descriptive statistics, and construct-level analysis were used to examine changes in student responses. The results revealed a generally positive impact of the STEM activity, particularly in enhancing student motivation and aspiration, which showed the most significant improvement. Although the domain of interest exhibited a slight declines, the overall findings suggested that experiential learning can effectively encourage STEM- related aspirations, especially for underserved learners. This study affirms the value of accessible, practical STEM interventions in supporting equitable education outcomes and highlights the need for sustained, inclusive programs designed especially in STEM education.

IMPLEMENTATION AND CHALLENGES OF E-LEARNING AMONG ASNAF STUDENT IN PERLIS: A DESCRIPTIVE ANALYSIS

2025-08-05T12:05:50+08:00

This study examines the implementation and challenges of e-learning among asnaf (zakat-eligible) students in Perlis, Malaysia, against the backdrop of national digital education initiatives accelerated by the COVID-19 pandemic. While Malaysia’s MyDIGITAL and Education Blueprint 2021–2025 emphasize digital equity, marginalized groups like the asnaf constrained by infrastructural gaps, limited digital literacy, cultural hesitations, and fragmented institutional coordination face persistent barriers. A quantitative descriptive analysis, utilizing a structured questionnaire administered to 105 purposively sampled asnaf students across three schools, revealed moderate to high awareness of e-learning tools (mean = 3.10, SD = 0.43), with 91.4% having device access, primarily smartphones. However, utilization remained inconsistent, with regular usage scoring lowest (mean = 2.77). Challenges included connectivity issues (mean = 2.40), lack of quiet study spaces (mean = 2.50), and limited digital skills (mean = 2.43), though anxiety (mean = 1.78) and institutional support gaps (mean = 1.96) were less pronounced. A significant negative correlation (r = -0.426, p < 0.001) between awareness and challenges underscored the potential of enhanced digital literacy to mitigate barriers. The findings highlight the need for culturally attuned, faith-aligned interventions that integrate zakat institutions with educational policies, prioritize localized digital training, and address infrastructural inequities. By bridging the disconnect between religious welfare systems and technocratic agendas, Malaysia can advance inclusive e-learning models that empower marginalized communities while aligning with national development goals.

NUTRITIONAL STATUS INTAKE ON FRUITS AND VEGETABLES AMONG ASNAF STUDENTS IN UiTM PERLIS

2025-08-05T12:24:44+08:00

Insufficient consumption of fruits and vegetables has been associated with millions of deaths annually, contributing to conditions such as heart disease and cancer. In the context of Malaysia, this issue is particularly prevalent. The NHMS 2023 reports that 95.1% of adults do not consume the recommended daily servings of fruits and vegetables, averaging only two servings per day instead of the advised five. This problem extends across both rural and urban areas, with urban regions also exhibiting high rates of obesity and poor dietary habits. To better understand and address this concern, a study was conducted involving asnaf (economically disadvantaged) students at Universiti Teknologi MARA (UiTM) Perlis. Using a random sampling method, 217 students participated by maintaining daily food diaries in both English and Malay. These diaries were analyzed using MyFitnessPal to assess nutrient intake accurately. The findings were alarming. On average, students failed to meet the minimum recommended levels for essential nutrients such as vitamin A, C, iron, potassium, and fiber. For instance, the average daily intake included just 5.4 µg of vitamin A and 3.3 grams of fiber, significantly under the level required for good health. In conclusion, many asnaf students at UiTM Perlis do not consume adequate amounts of fruits and vegetables, placing them at increased risk for long-term health issues. This situation demonstrates the need for more awareness and support for healthy eating, particularly among vulnerable student populations.

INTEGRATING LITERACY, STEM, AND FINANCIAL LITERACY OF ASNAF YOUTH FOR SUSTAINABLE DEVELOPMENT

2025-08-05T12:11:47+08:00

This study investigates the integration of literacy, STEM (Science, Technology, Engineering, and Mathematics), and financial literacy as a strategic approach to empower Asnaf youth in Perlis, Malaysia, and support sustainable development. Using a mixed-methods research design, we collected data from 119 Asnaf youth enrolled in three secondary schools through a structured questionnaire. The findings reveal varying levels of knowledge and interest in these domains, with notable challenges, including limited access to educational resources, insufficient parental support, and gaps in practical financial skills. Despite some awareness of financial concepts, various respondents exhibited patterns of dependency on borrowing and inconsistent budgeting practices. The study proposes an integrated educational model tailored to the socio-cultural and religious context of Asnaf youth, incorporating Islamic values and guided by the Majlis Agama Islam Negeri Perlis (MAIPs). Recommendations include strengthening digital literacy, promoting emergency savings habits, and implementing community-based learning programmes. By addressing educational disparities among marginalised Muslim youth, this study contributes to both academic discourse and policy development in youth empowerment, aligning with national development goals and Islamic principles of Zakat-based social upliftment.

PEDAGOGI INOVATIF DIGITAL DALAM MENANGANI ISU LITERASI MURID ASNAF MELALUI AMALAN KREATIF GURU DI PERLIS

2025-08-05T12:56:48+08:00

Pedagogi kreatif dan inovatif berasaskan digital memainkan peranan penting dalam memperkukuh penguasaan kemahiran membaca murid tahap rendah, khususnya murid asnaf yang berdepan dengan keterbatasan sokongan pembelajaran di rumah. Kajian ini meneliti amalan pengajaran guru pemulihan Bahasa Melayu dalam melaksanakan strategi pengajaran yang responsif dan inklusif melalui integrasi elemen digital, gaya pembelajaran VARK (Visual, Auditori, Membaca dan Kinestetik), serta pendekatan didik hibur sebagai usaha meningkatkan literasi asas secara berkesan. Kajian ini menggunakan pendekatan kualitatif melalui kaedah temu bual berfokus bersama lima orang guru pemulihan Bahasa Melayu dari beberapa sekolah rendah di negeri Perlis. Dapatan menunjukkan bahawa guru memanfaatkan pelbagai bahan digital dan kecerdasan buatan (AI), termasuk video fonik YouTube, aplikasi Wordwall, Quizizz serta alat AI seperti text-to-speech dan generatif imej untuk mencipta bahan bantu mengajar. Pendekatan ini digabungkan dengan aktiviti menyeronokkan seperti nyanyian, permainan fonik, melukis dan mewarna. Guru juga melaksanakan pengajaran secara berdiferensiasi berdasarkan gaya pembelajaran murid, serta membina suasana bilik darjah yang mesra, fleksibel dan tidak menekan. Empat orang guru menyatakan peningkatan motivasi dan pencapaian murid secara konsisten, manakala seorang guru melaporkan kesan sederhana dalam kalangan murid yang kurang sokongan di rumah. Berdasarkan analisis tematik, kajian ini mencadangkan pembentukan Model SINAR (Strategi VARK dan Digital, Inovasi Didik Hibur, Nilai Berdiferensiasi, Akses Komuniti dan Respon Institusi) sebagai kerangka pedagogi bersepadu yang kontekstual, kreatif dan mesra teknologi. Implikasi kajian ini bukan sahaja memperkukuh PdPc guru pemulihan secara praktikal, malah menyokong pelaksanaan Kurikulum Persekolahan 2027 serta menyumbang kepada matlamat pendidikan berkualiti dan saksama, selaras dengan SDG 4 dan gagasan Malaysia MADANI.

Creative and innovative digital-based pedagogy plays a vital role in strengthening reading skills among lower primary students, particularly asnaf students who face limitations in learning support at home. This study explores the teaching practices of Malay language remedial teachers in implementing responsive and inclusive instructional strategies through the integration of digital elements, VARK learning styles (Visual, Auditory, Reading/Writing, and Kinesthetic), and fun learning approaches to enhance foundational literacy effectively. This qualitative study employed focused interviews with five Malay language remedial teachers from several primary schools in the state of Perlis. Findings revealed that teachers utilised various digital resources and artificial intelligence (AI) tools, including YouTube phonics videos, Wordwall, Quizizz, and AI-based tools such as text-to-speech and image generators to develop teaching materials. These were combined with engaging activities such as singing, phonics games, drawing, and colouring. Teachers also applied differentiated instruction based on students’ learning styles and created a classroom environment that was friendly, flexible, and low-pressure. Four teachers reported consistent improvements in student motivation and reading performance, while one teacher observed moderate effects among students with limited home support. Based on thematic analysis, this study proposes the development of the SINAR Model (VARK and Digital Strategy, Fun Learning Innovation, Differentiated Values, Community Access, and Institutional Response) as an integrated pedagogical framework that is contextual, creative, and technology-friendly. The study's implications extend beyond improving the practical delivery of remedial instruction, as it also supports the implementation of the 2027 School Curriculum and contributes to the goals of quality and equitable education, in line with SDG 4 and the Malaysia MADANI framework.