INTERNATIONAL JOURNAL OF MODERN EDUCATION (IJMOE)

ENHANCING MUET PREPAREDNESS: A STUDENT-CENTRED EVALUATION OF SPACE UTM’S ENGLISH CURRICULUM IN DIPLOMA STUDIES

Farah Hamizah Muhd Zaimi — 2025-09-16

This research investigates diploma students' perspectives on the effectiveness of SPACE Universiti Teknologi Malaysia (UTM)'s English language courses in preparing them for the Malaysian University English Test (MUET). Despite these courses being structured around the four core MUET component; listening, speaking, reading, and writingittle is known about how students perceive their relevance and usefulness. Through a survey of 130 students and follow-up interviews, the findings reveal generally favourable attitudes, particularly toward the speaking and listening modules. Participants also expressed increased exam readiness. Nonetheless, criticisms emerged, including limited test simulations, outdated content, and insufficient individualized feedback. The Expectancy-Value Theory guided this analysis, highlighting how students' motivation is shaped by their expectations and the perceived value of these courses. Recommendations include more comprehensive feedback mechanisms, interactive learning sessions, expanded practice materials, and the integration of digital tools. The results emphasize the need for learner-driven reforms to improve academic English instruction and MUET outcomes.

A LONGITUDINAL SFL-BASED INVESTIGATION INTO TEXTUAL FUNCTIONS OF NOMINALIZING METAPHORS IN CHINESE POSTGRADUATES’ ACADEMIC WRITING

Song Hu — 2025-09-16

While the textual functions of nominalizing metaphors have been extensively discussed in theoretical literature, empirical research in this area remains limited. Existing studies often cross-sectionally compared texts authored by students at different proficiency levels, which may inadvertently reinforce and perpetuate linear, Western-centric ideologies of language development. Longitudinal studies are comparatively rare and typically involve either qualitative analyses or a small number of participants. To address these concerns, this study examines how a cohort of 50 Chinese postgraduate students develop their use of nominalizing metaphors serving textual functions in the literature review chapters of their MA dissertations and PhD theses. The findings indicate that these students consistently used nominalizing metaphors least frequently for building cohesion through anaphoric reconstruals. However, they consistently demonstrated the highest tendency to employ nominalizing metaphors to foreground clause meanings as the focus of new information. Over time, they also placed a significantly stronger emphasis on thematizing “process > thing” metaphors as a point of departure for further argumentation, while their use of thematized “quality > thing” metaphors remained stable. The findings above suggest both shift and stability in relation to the students’ use of nominalizing metaphors with textual functions. The study concludes by discussing the pedagogical implications of the above observations within the Chinese academic context.

FROM PLATFORMS TO PRACTICE: A SYSTEMATIC REVIEW OF LEARNING MANAGEMENT SYSTEM INTEGRATION IN VOCATIONAL TEACHING

Magendran Munisamy — 2025-09-16

This systematic literature review examines the integration of Learning Management Systems (LMS) in vocational education and training, a sector undergoing rapid digital transformation. Although LMS adoption is widespread, vocational contexts face challenges of pedagogical alignment, digital competence, and contextual adaptability. Following PRISMA guidelines, articles indexed in Scopus and Web of Science were systematically searched using keywords such as “Learning Management System”, “Digital Learning”, and “Vocational Education”. From 8,828 initial results, 51 high-quality studies were included for analysis. Thematic synthesis identified three core themes. First, LMS adoption, implementation, and user interaction highlighted institutional readiness, user perceptions, and infrastructural limitations. Second, LMS integration with interactive elements, hybrid learning, and instructional design emphasized pedagogical innovations, content personalization, and digital tools. Third, the role of learning analytics, AI, and adaptive pathways underscored data-informed practices and personalized learning. Findings suggest LMS can enhance vocational training through engagement and instructional delivery but challenges persist in usability, hands-on skill development, and teacher training. Effective deployment requires alignment of platform features with vocational pedagogy, supported by infrastructure and professional development. This review contributes a thematic framework, practical recommendations, and future research directions, emphasizing context-sensitive strategies and the potential of AI and analytics to optimize LMS in vocational education.

CRITICAL THINKING-INTEGRATED LESSON PLAN WITH AQLI AND NAQLI ELEMENTS: AN EVALUATION USING LESSON PLAN ANALYSIS PROTOCOL

Afifah Quraishah Abdul Nasir — 2025-09-16

One component that is considered essential in embedding critical thinking in higher education is lesson planning, as it ensures how and when critical thinking should be exposed to students. The study evaluates a lesson plan that incorporates critical thinking and was designed for higher education lecturers using the Lesson Plan Analysis Protocol (LPAP). The main aim is to investigate to what extent the developed lesson plan can help educators integrate CT, and aqli and naqli elements in their lessons. This paper focuses on Phase 2 (design and development) of the ADDIE model. As part of Phase 2, expert review was done to evaluate the lesson plan. Five expert reviewers in the development phase provided feedback towards the lesson plan. The key findings show that the developed lesson plan is usable in encouraging critical thinking if integrated with the chosen critical thinking skills and elements of aqli and naqli. The experts suggested more detailed descriptions for the critical thinking skills that are utilized in the lesson plan. Recommendations highlight that there is still a need for further individualization of lesson plans, taking into consideration different subject needs for critical thinking pedagogy. Therefore, it adds to the overall objective of enhancing teaching methods that expose students to critical thinking skills, which would be beneficial in their studies and later in their professions.

THE IMPORTANCE OF ISLAMIC WORK ETHICS IN MOTIVATING THE NON-TECHNOLOGY BACKGROUND EDUCATORS FOR ARTIFICIAL INTELLIGENCE (AI) APPLICATION IN EDUCATION

Nurul Farhanah Mohd Nasir — 2025-09-16

With the awareness of Islamic Work Ethics (IWE) and its implementation as an individual’s commitment as an educator, this study intends to see the motivating factors that caused the non-technology background educators to stay inspired in grasping the knowledge on artificial intelligence (AI) and includes the AI tools implementation while educating. As many are aware, AI tools can be an easy application for those with technology fundamentals, but it can be hard for those who are “digitally illiterate”. Using a qualitative research method, an in-depth interview session has been conducted with six participants who are the educators at private higher education in Malaysia. All participants were non-technology background educators. The data were analysed using thematic analysis. Findings showed that all participants agreed that IWE awareness, such as effort and commitment, has driven them to seek knowledge on AI tools. Additionally, institutional support and personal satisfaction have caused them to include AI in their teaching and learning performances apart from valuing Islamic work ethics (IWE) in their profession.

TECHNOLOGY INTEGRATION IN TEACHER EDUCATION: UNPACKING TRAINEE TEACHERS' PERCEPTIONS, BENEFITS, AND BARRIERS

Jayemogen Shanmugam — 2025-09-16

This study examines trainee teachers’ perceptions of technology integration in classroom instruction, focusing on its perceived benefits and challenges. Using a mixed-methods approach, data were collected from 100 trainee teachers at Universiti Selangor through questionnaires and open-ended responses. The findings reveal that most respondents view educational technology positively, recognising its role in enhancing student engagement, supporting differentiated instruction, and streamlining classroom management. Frequently used platforms include Google Classroom, Kahoot, and Canva. However, despite their enthusiasm, many respondents identified significant barriers to effective implementation. These include insufficient training, limited access to digital infrastructure, and a lack of consistent institutional support, particularly during practicum placements. While many trainees expressed confidence in using technology, gaps in hands-on training and institutional backing remain pressing concerns. The study concludes that for successful technology integration, teacher education programmes must provide structured, experiential digital training and address infrastructural limitations. These efforts are essential to preparing future educators for the demands of digitally enriched learning environments.

ELEMEN FALSAFAH PENDIDIKAN DALAM KANDUNGAN KURIKULUM PENDIDIKAN KESIHATAN MELALUI SIRI FILEM ANIMASI UPIN DAN IPIN

Siti Aisyah Yap Abdullah — 2025-09-16

Penjagaan kesihatan dalam bentuk hiburan filem animasi merupakan antara kandungan pendidikan pada masa kini terhadap golongan kanak-kanak. Tujuannya adalah untuk memastikan generasi pelapis masyarakat golongan muda terhindar dari masalah pengabaian penjagaan kesihatan terhadap fizikal, rohani, emosi dan intelektual yang merupakan elemen utama yang terdapat di dalam falsafah pendidikan negara sebagai modal pembangunan insan. Oleh itu, artikel ini menggunakan model proses pembelajaran secara formal, tidak formal, kurikulum tersembunyi dan kurikulum tidak langsung untuk menganalisis elemen-elemen utama tersebut. Dari sudut metodologi, kajian berbentuk kualitatif ini menggunakan kajian perpustakaan dan analisis kandungan data dari filem animasi yang ditonton. Hasil kajian mendapati bahawa siri animasi Upin dan Ipin merupakan antara agen pendidikan kepada penonton untuk mengamalkan gaya hidup yang sihat.

Health care delivered through animated films represents a significant educational content for children in contemporary society. The objective is to ensure that the younger generation is safeguarded against neglecting health care concerning physical, mental, emotional, and intellectual well-being, which are essential elements outlined in the national education philosophy as part of human development. Therefore, this article employs models of formal and informal learning processes, hidden curriculum, and indirect curriculum to analyze these key elements. From a methodological perspective, this qualitative study utilizes library research and content analysis of data from the viewed animated films. The findings indicate that the Upin and Ipin animated series serves as an educational agent for viewers to adopt a healthy lifestyle.

CRITICAL FACTORS INFLUENCING REMOTE LEARNING EFFECTIVENESS DURING THE COVID-19 PANDEMIC: A STRUCTURAL EQUATION MODELING APPROACH

Wan Nur Afiqah Zulkefli — 2025-09-16

The COVID-19 pandemic forced a rapid transition from traditional classrooms to remote learning, creating both opportunities and challenges. This study investigates factors influencing remote learning effectiveness among secondary school students. Using a quantitative design, structured surveys measured technological readiness, attitudes, motivation, and perceptions. Structural equation modeling (SEM) revealed that attitude, motivation, and perception significantly impact learning success, with student readiness, engagement, and satisfaction playing key roles. Addressing technological barriers, fostering participation, and enhancing teachers’ digital skills emerged as essential strategies. The study also emphasizes supportive home environments and attention to students’ psychological well-being. Findings offer practical guidance for creating inclusive, resilient, and adaptive educational systems prepared for future disruptions.

PENGINTEGRASIAN SENI VISUAL DI DALAM PENGAJARAN PERLEMBAGAAN NEGARA MELALUI KURSUS JATI DIRI KEBANGSAAN

Norfiza Apfandi — 2025-09-16

Cabaran arus globalisasi kini mendorong Malaysia mengambil inisiatif penting iaitu mewujudkan masyarakat yang mempunyai nilai jati diri yang tinggi terutamanya dalam kalangan golongan belia. Dalam konteks pendidikan, seni bukan hanya dilihat sebagai satu bentuk ekspresi kreatif tetapi juga sebagai alat untuk membangunkan pemikiran kritikal, kemahiran sosial, dan kecerdasan emosi pelajar. Oleh itu, pengintegrasian seni visual dalam pengajaran Perlembagaan Negara melalui kursus Jati Diri Kebangsaan dalam kalangan pelajar universiti adalah bertujuan untuk mewujudkan kaedah pembelajaran yang lebih menarik, efektif dan boleh meningkatkan kefahaman pelajar. Justeru, kajian ini bertujuan meneroka bagaimanakah pengintegrasian seni visual khususnya seni lukisan boleh dilakukan dalam pengajaran topik Perlembagaan Negara melalui kursus Jati Diri Kebangsaan dan impaknya kepada pemahaman pelajar. Seterusnya, apakah cabaran dan potensi yang boleh diketengahkan pada masa hadapan melalui pengintegrasian seni visual ini dalam pengajaran dan pembelajaran kursus Jati Diri Kebangsaan. Reka bentuk kajian kualitatif ini berdasarkan metodologi ‘Penyelidikan Berasaskan Seni’ dengan membuat tinjauan terhadap 13 orang responden dalam kalangan pelajar Asasipintar Antarabangsa, Universiti Kebangsaan Malaysia berumur 17 hingga 19 tahun. Analisis dokumen dilakukan terhadap data yang diperolehi melalui rancangan pengajaran, pemerhatian dan temu bual secara terbuka. Dapatan kajian ini menunjukkan bahawa pengintegrasian seni visual dalam pengajaran topik Perlembagaan Negara melalui kursus Jati Diri Kebangsaan boleh dilakukan melalui persediaan penyelidik dan mempunyai impak terhadap kefahaman pelajar tentang Perlembagaan Persekutuan dan nilai-nilai jati diri kebangsaan. Akhir sekali, dapatan kajian menunjukkan bahawa terdapat cabaran dan potensi yang dihadapi oleh pelajar dalam melaksanakan pembelajaran menggunakan seni visual dalam kursus Jati Diri Kebangsaan.

The current challenges of globalization have prompted Malaysia to take important initiatives, namely the development of a society with strong values of national identity, especially among the youth. In the context of education, art is not only seen as a form of creative expression but also as a tool to develop students' critical thinking, social skills, and emotional intelligence. Therefore, the integration of visual arts in the teaching of the Federal Constitution through the National Identity course among university students aims to create a more engaging and effective learning method that can enhance students’ understanding. Hence, this study aims to explore how the integration of visual arts, particularly drawing, can be implemented in teaching the topic of the Federal Constitution through the National Identity course and its impact on students’ understanding. Furthermore, it seeks to identify the challenges and potentials that can be highlighted in the future through the integration of visual arts in the teaching and learning of the National Identity course. This survey-based study involved 13 respondents among the students of ASASIpintar International, Universiti Kebangsaan Malaysia aged between 17 and 19 years. Document analysis was conducted using data obtained from teaching plans, observations and open interviews. The findings of this study show that the integration of visual arts in teaching the Federal Constitution’s topic through the National Identity course can be carried out through the preparation of the researcher and has an impact on students’ understanding of the Federal Constitution and the values of national identity. Finally, the findings also indicate that there are challenges and potentials faced by students in implementing learning through visual arts in the National Identity course.

APLIKASI KAEDAH INTERPRETIVE STRUCTRAL MODELLING UNTUK PEMBANGUNAN MODEL KEMAHIRAN VISUALISASI MATA PELAJARAN GRAFIK KOMUNIKASI TEKNIKAL

Zaliza Hanapi — 2025-09-16

Kemahiran visualisasi memainkan peranan penting dalam pembelajaran mata pelajaran Grafik Komunikasi Teknikal (GKT), khususnya dalam konteks Pendidikan dan Latihan Teknikal dan Vokasional (TVET). Walau bagaimanapun, kajian lepas menunjukkan bahawa sebahagian besar pelajar masih menghadapi kesukaran dalam menguasai kemahiran ini, terutamanya dalam menafsir, memanipulasi, dan mengaplikasikan objek dua dimensi kepada bentuk tiga dimensi. Kekangan ini memberi kesan terhadap keberkesanan pengajaran dan pencapaian pelajar dalam bidang teknikal. Justeru, kajian ini dijalankan untuk membangunkan model kemahiran visualisasi yang lebih sistematik dan berstruktur bagi mata pelajaran GKT. Dari segi metodologi, kajian ini menggunakan gabungan Nominal Group Technique (NGT) dan Interpretive Structural Modelling (ISM). NGT digunakan untuk mengenal pasti elemen-elemen utama yang menyumbang kepada peningkatan kemahiran visualisasi melalui konsensus pakar, manakala ISM diaplikasikan untuk membentuk model hierarki dengan mengintegrasikan hubungan antara elemen-elemen tersebut. Seramai 7 orang pakar dalam bidang pendidikan teknikal dan GKT telah terlibat, dan tujuh (7) elemen utama berjaya dikenal pasti serta dipetakan menggunakan perisian ISM. Hasil analisis menunjukkan bahawa elemen-elemen tersebut mempunyai hubungan hierarki yang berbeza dan boleh diagihkan kepada dua kuadran utama berdasarkan tahap kebergantungan dan kekuatan pemacu dalam pembangunan kemahiran visualisasi. Model yang dibangunkan ini memberikan gambaran yang lebih jelas tentang kepentingan relatif setiap elemen, sekali gus menjadi panduan kepada pendidik dalam merancang strategi PdP yang lebih berkesan. Dapatan kajian ini diharap dapat membantu meningkatkan penguasaan visualisasi teknikal pelajar serta menyumbang kepada pengukuhan kurikulum GKT dan inovasi dalam TVET secara keseluruhannya.

Visualization skills play an important role in learning the subject of Technical Communication Graphics (GKT), especially in the context of Technical and Vocational Education and Training (TVET). However, previous studies have shown that most students still face difficulties in mastering this skill, especially in interpreting, manipulating, and applying two-dimensional objects to three-dimensional forms. This constraint affects the effectiveness of teaching and student achievement in the technical field. Therefore, this study was conducted to develop a more systematic and structured visualization skills model for the GKT subject. In terms of methodology, this study used a combination of Nominal Group Technique (NGT) and Interpretive Structural Modeling (ISM). NGT was used to identify the main elements that contribute to the improvement of visualization skills through expert consensus, while ISM was applied to form a hierarchical model by integrating the relationships between these elements. A total of 7 experts in the fields of technical education and GKT were involved, and seven (7) main elements were successfully identified and mapped using ISM software. The results of the analysis show that these elements have different hierarchical relationships and can be divided into two main quadrants based on the level of dependency and driving force in the development of visualization skills. This developed model provides a clearer picture of the relative importance of each element, thus serving as a guide for educators in planning more effective PdP strategies. The findings of this study are hoped to help improve students' mastery of technical visualization and contribute to strengthening the GKT curriculum and innovation in TVET as a whole.