Proceedingof NALISYMPOSIUM20181

See discussions, stats, and author profiles for this publication at: https://www.researchgate.
net/publication/328629498
Enhancing Construction Technology Course Using Mobile Augmented Reality
Conference Paper · May 2018
CITATIONS READS
0 179
3 authors:
Ahmad Faiz Azizi Ahmad Fauzi Kherun Nita Ali

Universiti Teknologi Malaysia Universiti Teknologi Malaysia
4 PUBLICATIONS 6 CITATIONS 59 PUBLICATIONS 616 CITATIONS
SEE PROFILE SEE PROFILE
Roslan Amirudin
Universiti Teknologi Malaysia
29 PUBLICATIONS 71 CITATIONS
SEE PROFILE
Some of the authors of this publication are also working on these related projects:
Building Information Modelling, Automated Construction Site Monitoring, Project Health Risk Analysis... View project
RESEARCH GRANT GUP TIER-2: AN INTEGRATED PERFORMANCE-BASED SYSTEM FOR CONTRACTOR SELECTION View project
All content following this page was uploaded by Ahmad Faiz Azizi Ahmad Fauzi on 08 November 2018.
The user has requested enhancement of the downloaded file.

PROCEEDINGS OF
NEW ACADEMIA LEARNING INNOVATION
(NALI) SYMPOSIUM 2018
UTM Academic Leadership (UTMLead)

UNIVERSITI TEKNOLOGI MALAYSIA
Cetakan Pertama/ First Printing 2018

Hak Cipta Universiti Teknologi Malaysia/
Copyright Universiti Teknologi Malaysia, 2018
All rights reserved. No parts of this publication may be reproduced, stored in a
retrieval system or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise, without
prior permission of UTM Academic Leadership (UTMLead)
Perpustakaan Negara Malaysia Cataloguing-in-Publication Data
ISBN 978-967-2171-21-8
Editor:
Noor Dayana Abd Halim, Nurul Farhana Jumaat, Najua Syuhada Ahmad Alhassora
Cover Design: Raja Muhammad Fariz Raja Rohaizat Shah
Published and Printed in Malaysia by

UTM Academic Leadership
(UTMLead)
Block F54,
UNIVERSITI TEKNOLOGI MALAYSIA
81310 UTM JOHOR BAHRU,
JOHOR, MALAYSIA
CONTENT
Foreword from Chair of NALI Symposium 2018 1

Foreword from Chair of NALI 2018 2
Foreword from Co-Chair of NALI 2018 3
NALI 2018 Organising Committee 4
Agenda 7
Presentation Schedule 8
Paper Title Page

Enhancing Construction Technology Course Using Mobile Augmented 10
Reality
A Systematic Literature Review on Acceptance of Massive Open 15
Online Courses (MOOCs)
Fun Elements in Educational Game Design to Boost Students Learning 19
Experience
A Conceptual Model of Database Normalization Courseware Using 23
Gamification Approach
Gamification in Learning Technology Course: Technology Anxiety 27
Kesan Penggunaan MOOC dalam Flipped Classroom Berdasarkan 30
Pendekatan Masteri
Forming Interdisciplinary Engineering Teams Using Personality Type 34
Differences
A Framework of Scenario Based Learning for Module Development 37
The Influence of Problem-Based Learning on Improving Problem 40
Solving Ability of High School Students on the Topic of Heat
Students' Mental Model on Experiential Learning Static Fluid Material 44
An Integrated Day Release Work-based Learning in a 2u2i Curriculum 48
Co-Teaching Approach of Special Remedial Teacher and Malay 51
Literacy Teacher in LINUS Program
Profession-Based Case Building for Teaching Computer Forensics 57
Subject
Students' Perspective on Using Scenario-Based Learning in Teaching 60
Operations Management and Supply Chain Management
Incorporation of Collaborative Project in Project-Oriented Problem- 63
Based Learning for Software Engineering Courses
The Impact of Research Experience in the Quality of Undergraduate 67
Teaching
Innovative Design of Survey Camp Course for Civil Engineering 70
Program
Student's Perception of Learning Fluid Mechanics Using NALI Model 74
Pembelajaran Berasaskan Senario bagi Mengajar Topik Model 77
Penyelesaian Masalah
Implementasi Pendekatan Service Learning dalam Meningkatkan 87
Pengajaran Guru Sains dan Matematik di Sekolah
Kajian Keberkesanan Program International Service Learning (ISLP) 91
anjuran Fakulti Pendidikan UTM
Implimentasi Projek Asas Rekabentuk Landskap Melalui Pengalaman 95
Pembelajaran Imersif Bersemuka
FOREWORD FROM CHAIR OF NALI SYMPOSIUM 2018
Assalamualaikum Warahmatullahi Wabarakatuh and Hartiest Greetings!
It is with great pleasure to welcome you to NALI Symposium 2018 with the
theme ―Sharing on New Academia Learning Innovation Practices‖
The symposium is intended for all New Academia Learning Innovation (NALI)
practitioners to share and present their research findings that have been or being
carried out in relation to the NALI field. We would like this symposium to be a
platform for our participants to enhance informal discussion, dialogue and also
enjoyment. We strongly believe that your contribution and expertise will enrich and
inspire all the other educators.
No programme will happen without tireless work of many people. Therefore, I

would like to acknowledge those who were truly on the front line. I am most grateful
to the committee of NALI Symposium 2018 who has given their full commitment,
dedication and hard work in making this symposium a success.
A note of thanks to all of you for attending and joining the NALI Symposium
2018. Being in the education field, we are challenged to come out with new and
innovative strategies in the teaching and learning process and to think of ways to
overcome issues and challenges in the 21st century leaning. I hope that this
symposium will inspire you to conquer these challenges and strive for a better
leaning environment for our future generation. I believe that this NALI Symposium
2018 will pave the way for further dialogue, interaction and collaboration in the
education field.
Thank You
Dr. Noor Dayana Abd Halim

Chair
NALI Symposium 2018
1
FOREWORD FROM CHAIR OF NALI 2018
Assalamualaikum Warahmatullahi Wabarakatuh and Greetings.
It is with deep appreciation that I write this Foreword to the Proceedings of

the NALI Symposium 2018. UTM‘s NALI Framework has over the years transformed the
Teaching & Learning Landscape in the university to be future-ready in an era of 21st
Century Learning. The NALI Guidebook published in 2016 serves as an invaluable
resource for educators based on UTM‘s NALI implementation and best practices.
The next step forward is to provide an avenue for the sharing of research
findings of NALI practitioners. It is for this reason that UTMLead and the Faculty of
Education convened this NALI Symposium to provide a platform for the
dissemination of knowledge and experience as well as to interact and discuss new
and current work amongst NALI practitioners and educators.
Much of the research work carried out in the university has been made
possible through the UTM‘s GUP-DPP grant for Teaching & Learning managed by the
Research Management Centre. It is hoped that the grant will continue to be an
impetus to stimulate further studies and research in Teaching & Learning and
contribute greatly to enrich the Scholarship of Teaching and Learning.
This inaugural NALI Symposium has been successfully organized through the
diligence of the NALI Symposium Committee led by Dr. Noor Dayana Abdul Halim
and their dedication is very much appreciated. The participation of educators from
our neighbour Indonesia and other institutions of higher learning is a great
encouragement to further extend UTM‘s NALI Framework as we look forward to more
exciting development in Teaching & Learning innovations in the future.
On behalf of UTMLead and NALI 2018, we thank all authors and participants for their
contributions.
Associate Prof. Dr. Ir. Hayati Abdullah

Chair
New Academia Learning Innovation (NALI) 2018
2
FOREWORD FROM CO-CHAIR OF NALI 2018
Assalamualaikum Warahmatullahi Wabarakatuh and Greetings.
It is my great pleasure and honor to welcome you to the first New Academia
Learning Innovation (NALI) Symposium 2018. NALI Symposium 2018 is the first
collaboration between Faculty of Education and UTMLead. UTM NALI Framework is
in line with the National Higher Education Strategic Plan (PSPTN) which is focusing to
improve the quality of teaching and learning through the implementation of
Innovation.
The Symposium theme, Sharing on New Academia Learning Innovation

Practices, is also concurrent with the Ministry of Higher Education and Universiti
Teknologi Malaysia agenda to focus on the use of innovation in teaching and
learning to ensure development of quality and proficient mankind. This NALI
Symposium provides a platform for NALI practitioners and educators especially
among UTM Academic Staffs to disseminate the knowledge on NALI and their
experiences in using NALI through interaction and discussion in a formal setting.
I am glad to know that NALI symposium has managed to attract participants

not only from UTM but also from other institutions and other countries. Hopefully, you
have ample opportunities to enjoy the various social and cultural aspects of Johor
Bahru, one of the most fascinating and vibrant cities in the southern part of Malaysia.
On behalf of NALI 2018 organizing committee, I would like to express my

sincere gratitude to the speakers and all participants of the symposium. I hope that
NALI 2018 will be a memorable Symposium and beneficial to all participants. This
symposium will not be possible without contributions and support from our sponsors,
partners and supporters, which we give our appreciation. It is hoped that this
collaboration can bring better impact for the development of education in our
society.
Professor Dr. Muhammad Sukri bin Saud

Co-Chair
New Academia Learning Innovation (NALI) 2018
3
NALI 2018 ORGANISING COMMITTEE
Patron Prof. Ir. Dr. Zainuddin Bin Abd Manan

Deputy Vice-Chancellor (Academic & International) UTM
Advisors Prof. Dato’ Dr. Ahmad Nazri Bin Muhamad Ludin
Director, UTMLead
Prof. Dr. Rose Alinda Binti Alias
Chair Assoc Prof. Ir. Dr. Hayati Binti Abdullah
Deputy Director, (Teaching and Learning), UTMLead
Co-Chair Prof. Dr. Muhammad Sukri Bin Saud
Dean of Faculty of Education
Vice-Chair Dr. Mahani Binti Mokhtar
Secretary Dr. Nurbiha Binti A. Shukor
Protocol Head: En. Ariffin Bin Basserany
Members:
Dr. Mohd Rustam Bin Mohd Rameli
Pn. Mariyana Binti Zainal
Pn. Noraini Binti Khalid
Treasurer Pn. Nurhanin Binti Ahmad
Member:
Pn. Norafeza Binti Mohamed Ismail
Pn. Balqis Binti Hashim
Head of Jury Prof. Madya Dr. Jamalludin Bin Harun
Members:
Dr. Rohaya Binti Talib
Dr. Noor Azean Binti Atan
Dr. Mohd Nihra Haruzuan Bin Mohamad Said
Dr. Nurbiha Binti A. Shukor
Dr. Noor Dayana Binti Abd Halim
4
Competition , Registration Head: Dr. Mohd Nihra Haruzuan Bin Mohamad Said
& Technical Support
Members:
En. Mohamed Fairuz Bin Dahalan
En. Salimi Bin Ismail
En. Halizan Bin Hashim
En. Mohd Gaffar Bin Said
En. Zul Azri Bin A. Rahman
En. Mohamad Nizam Bin Ahmad
En Jeffri Bin Abdul Rahman @ Idris
En. Raja Muhammad Fariz Bin Raja Rohaizat Shah
En. Supandi Bin Bunangin
Pn. Norliah Binti Mahmod
Exhibition Head: Dr. Noorsidi Aizuddin Bin Mat Noor
Member:
Dr. Mohammad Zakri Bin Tarmidi
NALI Symposium Head: Dr. Noor Dayana Binti Abd Halim
Members:
Dr. Mohd Shafie Bin Rosli
En. Mohd Reduan Bin Mohd Ariff
Pn. Norliyah Binti Mahmod
Workshop & Talk Dr. Muhammad Abd. Hadi Bin Bunyamin
STEM-MATE Competition Head: Dr. Nurbiha Binti A. Shukor

& STEMazing Race & Run
Members:
En. Raja Muhammad Fariz Bin Raja Rohaizat Shah
En. Zul Azri Bin A. Rahman
5
En. Mohamad Nizam Bin Ahmad
En. Mohd Arshad Bin Musa
En. Mohamed Fairuz Bin dahalan
Promotion & Sponsorship Head: Dr. Nornazira Binti Suhairom
Member:
Dr. Nur Hazirah Binti Seth
Certificates & Gifts Head: Dr. Nurul Farhana Binti Jumaat
Member:
Dr. Norazrena Binti Abu Samah
Logistics Head: Pn. Nazlin Binti Ali
Members:
En. Muhammad Aiman Bin Asari
En. Muhamad Amri Fikri Bin Ab Jalil
En. Halimi Bin Ismail
Pn. Jaslina Binti Ja’apar
Food & Catering Head: Cik Priscilla A/P Prapagara
Member:
Pn. Kamalunnisa Binti Kasmuri
6
AGENDA
28 May 2018 (Monday) UTMLead, Universiti Teknologi Malaysia
08:30 am – 09:00 am Registration
09:00 am – 10:45 am Parallel Session 1
Venue:
UTMLead Hall & Workshop Room
10:45 am – 11:00 am Break
11:00 am – 12:15 pm Parallel Session 2
Venue:
UTMLead Hall & Workshop Room
12:15 pm – 12:30 pm Break
12:30 pm – 1:00 pm Closing Ceremony
Venue: UTMLead Hall
7
PRESENTATION SCHEDULE
Venue: UTMLead HALL
Parallel Session 1 Schedule

9.00 am – 10.45 am
Chairperson: Dr. Muhammad Abd. Hadi Bin Bunyamin
Time Name Paper Title

9.00 am – 9.15 am Aprilita Ekasari The Influence of Problem-Based Learning
on Improving Problem Solving Ability of
High School Students on the Topic of
Heat
9.15 am – 9.30 am Hayati Abdullah Forming Interdisciplinary Engineering
Teams Using Personality Type Differences
9.30 am – 9.45 am Muhammad Sukri A Framework of Scenario Based Learning
Saud for Module Development
9. 45 am – 10.00 am Johari Surif Pembelajaran Berasaskan Senario bagi
Mengajar Topik Model Penyelesaian
Masalah
10.00 am – 10. 15 am Hasnah Mohamed Implementasi Pendekatan Service
Learning dalam Meningkatkan
Pengajaran Guru Sains dan Matematik di
Sekolah
10.15 am – 10.30 am Hazinah Kutty Profession-Based Case Building for
Mammi Teaching Computer Forensics Subject

11.00 am – 12.30 pm
Chairperson: Dr. Nur Hazirah Binti Seth

11.00 am – 11.15 am Norah Md Noor Gamification in Learning Technology
Course: Technology Anxiety
11.15 am – 11.30 am Mohd Asnorhisham Co-Teaching Approach of Special
Adam Remedial Teacher and Malay Literacy
Teacher in LINUS Program
11.30 am – 11.45 am Shahrin Hashim Kajian Keberkesanan Program
International Service Learning (ISLP)
anjuran Fakulti Pendidikan UTM
11.45 am – 12.00 pm Siti Zaleha Omain Students' Perspective on Using Scenario-
Based Learning in Teaching Operations
Management and Supply Chain
Management
12.00 pm - 12.15 pm Kamarulafizam Ismail The Impact of Research Experience in
the Quality of Undergraduate Teaching
8
Venue : Workshop Room UTMLead

9.00 am – 10.45 am
Chairperson: Dr. Norazrena Binti Abu Samah

9.00 am – 9.15 am Ida Purnamasari Students' Mental Model on Experiential
Learning Static Fluid Material
9.15 am – 9.30 am Husna Hafiza R.Azami A Systematic Literature Review on
Acceptance of Massive Open Online
Courses (MOOCs)
9.30 am – 9.45 am Rozana Ismail Fun Elements in Educational Game
Design to Boost Students Learning
Experience
9. 45 am – 10.00 am Roliana Ibrahim An Integrated Day Release Work-based
Learning in a 2u2i Curriculum
10.00 am – 10. 15 am Junaidah Yusup Kesan Penggunaan MOOC dalam
Flipped Classroom Berdasarkan
Pendekatan Masteri
10.15 am – 10.30 am Hanis Najwa Noh A Conceptual Model of Database
Normalization Courseware Using

11.00 am – 12.30 pm
Chairperson: Dr. Nornazira Binti Suhairom

11.00 am – 11.15 am Shahliza Abd Halim Incorporation of Collaborative Project in
Project-Oriented Problem-Based
Learning for Software Engineering
Courses
11.15 am – 11.30 am Muhammad Azril Innovative Design of Survey Camp
Hezmi Course for Civil Engineering Program
11.30 am – 11.45 am Azmahani Abdul Aziz Student's Perception of Learning Fluid
Mechanics Using NALI Model
11.45 am – 12.00 pm Norliza Mohd Isa Implimentasi Projek Asas Rekabentuk
Landskap Melalui Pengalaman
12.00 pm - 12.15 pm Ahmad Faiz Azizi Enhancing Construction Technology
Ahmad Fauzi Course Using Mobile Augmented Reality
9
Enhancing Construction Technology Course Using Mobile Augmented Reality
Ahmad Faiz Azizi Ahmad Fauzi
UniversitiTeknologi Malaysia
afaizazizi@gmail.com
RoslanAmirudin
b_roslan@utm.my
Kherun Nita Ali

b_kherun@utm.my
Highlights: The number of students pursuing science, technology, engineering and mathematics
(STEM) related courses in higher education has greatly decreased in Malaysia. There are studies that
had concluded that the decline is due to lack of motivation and the outdated method of
engagement in the learning process. Furthermore, the difficulty to visualise and understand complex
processes in STEM subjects are the main reason for the decreasing trend. To overcome this problem,
proper execution and the incorporation of technology can enhance student‘s quality of learning as
suggested by previous researchers. Therefore, augmented reality (AR) was proposed to enhance the
teaching and learning experience of construction technology which involves in the learning of
construction processes and understanding the construction elements. Augmented reality has the ability
to change and improve the nature of education. The possibility to overlay media onto the real world
for content consumption using smartphones and tablets devices will enable students to access
information at anywhere and anytime.Hence, the main goal of this study is to execute and assess
augmented reality-based teaching and learning tool to higher education students in order to coin out
whether augmented reality could enhance student‘s quality of learning.
Keywords: Augmented Reality; Quantity Surveying; Construction; Construction Technology
Introduction
With the emerging trend on Industrial Revolution 4.0 (IR 4.0) and Malaysian Higher Education 4.0 (MyHE 4.0),
an update toward the conventional ways of teaching need to be implemented. This has been stated in the MyHE
4.0 that 21st-century teaching has to be implemented to enhance the quality of education. IR 4.0 as described by
Schmidt & Manyika, (2013) is a phase that will address and solve some of the challenges and limitation of the world
today. According to the Malaysian Education Blueprint, 2013-2025, higher education institutes have to acknowledge
the change and act toward achieving the MEB 2015-2025.
Based on recent findings, students who are pursuing science, technology, engineering and mathematics
(STEM) as their degree of choice is gradually decreasing. The study conducted cited that this was caused by the
lack of motivation and the outdated method of teaching and learning methodology as the major reason for this
decreasing trend. This is mainly because STEM education currently relies heavily on the traditional pedagogical
method. The methods did not take advantages of the technological advancements and technological savvy
students nowadays (X. Chen, 2013). Chien & Lajium (2016) also added that Korea has successfully implemented
STEM education by emphasizing the use of technology in the classroom; Korea has packed their classroom with
technologies such as computers, internet, LCD screen and smart boards that have been very helpful in their
teaching and learning process.
However, the decreasing trend could be overcome by implementing Augmented Reality (AR) which has
been recognised as one of the medians of interaction to capture student‘s interest during teaching and learning
process (Y.-C. Chen, Chi, Hung, & Kang, 2011; Mekni & Lemieux, 2014; Radu, 2014). AR has been adopted in other
countries such as North America, Europe, and other countries which had shown significant results in term of
developing and producing STEM students in their countries (Bower et. al, 2014; Liarokapis et al., 2004). Furthermore,
AR has been proposed as one of the enablers in MyHE 4.0 by Selamat et.al, (2017) as shown in figure 1 below. With
the implementation of AR in higher education, one of the elements of MyHE 4.0 will be incorporated in the quantity
surveying course that will enhance the quality of teaching.
10
Augmented reality (AR) or mixed reality is defined as overlays artificial or virtual effects onto the real world
using computer generated graphics or 3D models (Delello, 2014). Researcher Milgram et.al(1995) has explained that
AR is a mixed reality that adds graphic elements to the real world and does not relate to virtual reality which creates
a virtual environment for the users in Figure 1. AR can aid users to better grasp the knowledge and functionality that
had been delivered through the content with the help of computer-generatedvisualisation(Emiroğlu & Kurt, 2018).
With the current technological advancements, AR technology has come to the point that it can be accessed by
anyone and anywhere. This is due to the existence of smartphones. Nowadays, smartphones are so advance that it
is considered as a minicomputer that fits on the palm (Anshari et.al, 2017). Furthermore, smartphones are also
considered the best tools to adopt AR technologies because of its onboard sensors which are global positioning
system (GPS), internet access, display panel and a camera. Hence, AR will be integrated into an application so that
it can be accessed through a smartphone (Bower et al., 2014; Mekni & Lemieux, 2014; Shirazi & Behzadan, 2015).
Figure 1: Augmented reality: A class of displays on the reality-virtuality continuum (Milgram et al., 1995)
AR has been utilised in the various field of education, training, entertainment and simulations. The use of AR in
education has gained momentum from the Z generation as it is easily accessible by mobile devices which is
available to most Z generation students. AR‘s ability in visualisation helps to enhance student‘s creativity and
understanding of the course (Hughes et.al, 2005; Pan et.al, 2006). Besides, many researchers concluded that the
AR‘s interactive simulations are more effective for cognitive learning (Dünser et.al, 2012; Georgilakis, Orfanos, &
Hatziargyriou, 2014; Lee, 2010). Due to the rising popularity of mobile learning in the last decade, AR application for
education has drastically increased in numbers and is mainly used with mobile devices (Emiroğlu & Kurt, 2018).
Quantity surveyors play an important part in the construction industry. Generally, quantity surveyor is a
professional that is involved in a team comprising of client, architect, engineers, and contractors which combined
the skills in drafting and interpretation of contract documents and to safeguard the ongoing progress of a
construction project (Nnadi & Alintah, 2016). Quantity surveyors serve as one of the team advisors toward the
construction project. In the construction industry, the main source of information exchange is largely made through
construction drawings, which until this day is in the form of 2D drawings. However, there are challenges in
interpreting or understanding 2D drawings into a 3D object which involves understanding the vertical and horizontal
elements of the drawings (Suk, Ford, Kang, & Ahn, 2017). Therefore, construction technology courses are important
for students, as the course teaches students how to understand and visualise what are the construction process
involved on site. However, the attempt is insufficient as construction technology courses often utilisethe outdated
method of teaching and learning, same as other quantity surveying courses (Hasan & Rashid, K., 2005; C. C. Lee,
2009; Shirazi & Behzadan, 2014; Zakaria, Munaaim, & Khan, 2006). With the implementation of AR into construction
technology courses, students can better understand, visualise and interpret the 2D drawings.
Research conducted regarding AR integration into the construction field are infrequent. In a research by
Shanbari, Blinn, & Issa, (2016) on teaching Mansory and roof components for construction management students
using AR based videos, the students have positively agreed that AR had aided them in visualising roof construction
and its components. Shirazi&Behzadan, (2015) has integrated AR into the teaching of building design and assembly
project on construction students, Shirazi reported that AR content increased the performance of construction
management students in term of understanding the concept of the subject. However, there are small numbers of AR
content related to construction technology that can aid students in visualising and understanding the
course.Therefore, this study aims to design, implement and assessment the readiness, expectancy and acceptance
of students toward a new technology-based pedagogical methodology based on augmented reality (AR)
technology to support the prospect of a more engaging learning experience in construction technology courses for
quantity surveying and construction degree programmes at UniversitiTeknologi Malaysia.
11
Methodology
Forty-onefirst-year Quantity Surveying undergraduates who enrolled in Construction Technology 1 at

UniversitiTeknologi Malaysia, Skudaiparticipated in the study. Construction Technology is the first course that will
expose students to the construction design and methods in various building components such as substructures,
super-structures and finishes of a low rise building. The course learning objectives are 1) Understand the principle of
design and method of construction of the related building components. 2) Describe the process of carrying out the
work. 3) Sketch the plan, section, elevation and diagrams if necessary of all related building components. 4)
Understand and describe the relevant construction materials. The students participated in this survey had no
construction industry experience beforehand. The research design of a single group, pre-test and post-test was
employed to determine whether AR images can help enhance the students understanding of construction
technology. The students were asked to list out the components, materials and explain and sketch the construction
process of a pad foundation. The students were given 15 minutes to answer the following questions.
Before the second test, students have presented the AR modules which include the 3D models, 3D animation
video of the construction process and on-site scenario of constructing the foundations. The students were also given
AR markers on foundations which can be accessed and overlaid as 3D models on the marker using their mobile
phone. The list of foundations was 1) Isolated Pad, 2) Combined Pad. 3) Piling, 4) Raft Foundation, 5) Strip
Foundation, 6) Cantilever Foundation. The 3D models were created using Sketch-up 2017 and imported to the AR
application ENTiTias an FBX file format. After the presentation of AR modules, students were asked to re-take the quiz
in 15 minutes and submit their answers when the 15 minutes is over.
Lastly, the two test were graded and compared the mean scores of the pre-test and post-test. This
comparison is made to analyse whether AR could enhance the students understanding and visualisation of
construction technology.
Results
From the graded test, it shows that sixty-eight percent of the students had an increase in scores with the aid
of a 3D model in AR and some students could explain the construction process more thoroughly after using AR
application in the second attempt. Twenty-nine percent of the students have their scores remains the same and
unchanged. Only one student had a decrease in scores after using the AR application. The results show that there
was significant evidence that student‘s understanding in construction technology was improved, as shown on the
post-testing.
Table 1: Formatting used in heading paragraph formats, table and figure
Pre-test & Post-Test Number of Percentage (%)

Results Students
Increase 28 68.29
Unchanged 12 29.27
Decrease 1 2.44
Conclusions
Based on the results of the analysis, it shows that students understand and could visualise more with the help
of 3D models projected by the AR application. This confirms that AR images enhance the students understanding of
the foundations and its construction process. The results suggest that AR technology could enhance the
understanding of construction technology courses for quantity surveying students. Although it is difficult to visualise
the construction process and the structure of the foundation, the students can illustrate and visualise it using AR
technology. Moreover, with the implementation of AR in the syllabus, students who do not have the extensive field
experience can understand and interpret the construction process and components of the construction elements.
Even though site visits at construction sites could promote the students understanding, it is hard to conduct site visits
that are tailored to the course outline.
With the integration of AR application in the student‘s syllabus, students can access the 3D image overlaid
on the marker easily with the AR application. Nevertheless, to apply AR in the student‘s entire syllabus, it requires a lot
12
of resources as this type of AR requires 3D modelling and animation videos. Different contents need to be
developed to aid the students according to the course outline to develop the continuity of applying AR to the
whole syllabus. More research efforts have to be conducted to simplify the integration of AR and the content.
Understanding and visualising construction elements is important for quantity surveying students to better
prepare them for the industry. Therefore, with the implementation of AR in the teaching and learning process of
quantity surveying students, the construction technology course can be enhanced.
Acknowledgement
We are grateful for the contribution from UTM and the GUP DDP VOT No:4J280.
References
Anshari, M., Almunawar, M. N., Shahrill, M., Wicaksono, D. K., & Huda, M. (2017). Smartphones usage in the classrooms: Learning aid or
interference? Education and Information Technologies, 22(6), 3063–3079.
Blueprint, M. E. (2016). Blueprint 2013-2025.(2013). Ministry of Education, Malaysia.
Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in education - cases, places and potentials.
Educational Media International, 51(1), 1–15. https://doi.org/10.1080/09523987.2014.889400
Chen, X. (2013). STEM Attrition: College Students‘ Paths Into and Out of STEM Fields. National Center for Education Statistics.,
(Statistical Analysis Report. NCES 2014-001), 102. https://doi.org/http://nces.ed.gov/pubs2014/2014001rev.pdf
Chen, Y.-C., Chi, H.-L., Hung, W.-H., & Kang, S.-C. (2011). Use of Tangible and Augmented Reality Models in Engineering Graphics
Courses. Journal of Professional Issues in Engineering Education and Practice, 137(August), 267–276.
https://doi.org/10.1061/(ASCE)EI.1943-5541.0000078
Chien, P. L. K., & Lajium, D. A. D. (2016). The Effectiveness of Science, Technology, Engineering and Mathematics (STEM) Learning
Approach Among Secondary School Students.
Delello, J. A. (2014). Insights from pre-service teachers using science-based augmented reality. Journal of Computers in Education,
1(4), 295–311.
Dünser, A., Walker, L., Horner, H., & Bentall, D. (2012). Creating interactive physics education books with augmented reality.
Proceedings of the 24th Australian Computer-Human Interaction Conference on - OzCHI ‟12, (November), 107–114.
https://doi.org/10.1145/2414536.2414554
Emiroğlu, B. G., & Kurt, A. A. (2018). Use of Augmented Reality in Mobile Devices for Educational Purposes. Virtual and Augmented
Reality: Concepts, Methodologies, Tools, and Applications: Concepts, Methodologies, Tools, and Applications, 254.
Georgilakis, P. S., Orfanos, G. A., & Hatziargyriou, N. D. (2014). Computer-assisted interactive learning for teaching transmission pricing
methodologies. IEEE Transactions on Power Systems, 29(4), 1972–1980. https://doi.org/10.1109/TPWRS.2013.2295197
Hasan, S., & Rashid, K., A. (2005). Innovative Teaching Techniques in Quantity Surveying Training and Education: Measurement Studio
for Building Quantities. COBRA 2005 (Construction and Building Research Conference).
Hughes, C. E., Stapleton, C. B., Hughes, D. E., & Smith, E. M. (2005). Mixed reality in education, entertainment, and training. IEEE
Computer Graphics and Applications, 25(6), 24–30. https://doi.org/10.1109/MCG.2005.139
Lee, C. C. (2009). An Interactive Approach To Teaching Quantity Surveying Measurement. In ICERI2013 Proceedings (pp. 3862–3871).
IATED.
Lee, K. (2010). Augmented Reality in Education and Training Republic of Korea, 403–410.
Liarokapis, F., Mourkoussis, N., White, M., Darcy, J., Sifniotis, M., Petridis, P., … Lister, P. F. (2004). Web3D and augmented reality to
support engineering education. World Transactions on Engineering and Technology Education, 3(1), 11–14. Retrieved from
https://scholar.google.com/scholar?hl=en&q=Web3d+and+augmented+reality+to+support+engineering+education&btnG=
&as_sdt=1,11&as_sdtp=
Mekni, M., & Lemieux, A. (2014). Augmented Reality : Applications, Challenges and Future Trends. Applied Computational Science
Anywhere, 205–214.
Milgram, P., Takemura, H., Utsumi, A., & Kishino, F. (1995). Augmented reality: A class of displays on the reality-virtuality continuum. In
Telemanipulator and telepresence technologies (Vol. 2351, pp. 282–293). International Society for Optics and Photonics.
Nnadi, E., & Alintah, U. (2016). Utilization of Quantity Surveyors ‘ Skills in Construction Industry in South Eastern, 2(2), 42–51.
Pan, Z., Cheok, A. D., Yang, H., Zhu, J., & Shi, J. (2006). Virtual reality and mixed reality for virtual learning environments. Computers &
Graphics, 30(1), 20–28.
Radu, I. (2014). Augmented reality in education: A meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6),
1533–1543. https://doi.org/10.1007/s00779-013-0747-y
Schmidt, E., & Manyika, J. (2013). The impact of disruptive technology: A conversation with Eric Schmidt. McKinsey{&}Company, 1–3.
Selamat, A., Alias, R. A., Hikmi, S. N., Puteh, M., & Tapsir, S. H. (2017). Redesigning Higher Education Towards Industry 4.0, Kuala Lumpur,
Malaysia.
Shanbari, H., Blinn, N., & Issa, R. R. A. (2016). Using augmented reality video in enhancing masonry and roof component
comprehension for construction management students. Engineering, Construction and Architectural Management, 23(6),
765–781.
Shirazi, A., & Behzadan, A. H. (2014). Design and assessment of a mobile augmented reality-based information delivery tool for
construction and civil engineering curriculum. Journal of Professional Issues in Engineering Education and Practice, 141(3),
4014012.
Shirazi, A., & Behzadan, A. H. (2015). Content Delivery Using Augmented Reality to Enhance Students‘ Performance in a Building
Design and Assembly Project. American Society for Engineering Education, 1–24. Retrieved from
http://advances.asee.org/wp-content/uploads/vol04/issue03/papers/AEE-15-Shirazi.pdf
13
Suk, S. J., Ford, G., Kang, Y., & Ahn, Y. H. (2017). A Study on the Effect of the Use of Augmented Reality on Students ‘ Quantity Take-off
Performance. In ISARC. Proceedings of the International Symposium on Automation and Robotics in Construction (Vol. 34).
Vilnius Gediminas Technical University, Department of Construction Economics & Property.
Zakaria, N., Munaaim, M., & Khan, S. (2006). Malaysian quantity surveying education framework. Built Environment Education ….
Retrieved from http://www.jisctechdis.ac.uk/assets/Documents/subjects/cebe/p32_norhanim_zakaria.pdf
14
A Systematic Literature Review on Acceptance of Massive Open Online
Courses (MOOCs)
Husna Hafiza binti R.Azami
Advanced Informatics School
Kuala Lumpur, Malaysia
husnahafiza@graduate.utm.my
Roslina binti Ibrahim

Advanced Informatics School
Kuala Lumpur, Malaysia
iroslina.kl@utm.my
Highlights: MOOCshas attracted enormous amount of attention in both practice and research field.
Despite the extensive discussion of it, only few studies explore the acceptance of MOOCs. This paper
presentsa review of literatures on MOOC acceptance by employing systematic literature review (SLR)
method. Analysis of the findings show that usefulness and ease of use factor had the strongest
influence on acceptance, followed by attitude of users and social influence. Therefore, it is important
for future MOOCs to be developed with primary concern on theseaspects.
Key words: MOOC; Acceptance; Intention to Use; Literature Review
Introduction
The emergence of Massive Open Online Courses (MOOCs) as a paradigm of open distance education,
digital classroom, blended learning and flipped classroom has attracted the attention of millions of people
worldwide. It‘s viable approach in complementing traditional classroom setting through integration of technology is
in line with the trend of twentieth century which can help boost students‘ learning experience. Naturwissenschaften
(2015) defined blended learning as a combination of online and face-to-face activities. One common example is
the use of MOOCs prior classto deliver the contents and information to students through videos and notes so that
lecturers can focus on more engaging student-centred activities in class that enhance higher order thinking,
collaborative and communication skills(Brahimi and Sarirete, 2015; Shafaat, Marbouti, and Rodgers, 2014). For long
distance users, as suggested by Naturwissenschaften (2015), the MOOC itself can also be designed to be blended
as direct interaction and quick feedback through face-to-face mode between lecturers and students may help to
keep students on track and provide them immediate support.This hybrid approach enables students to benefit from
both worlds.Other than MOOC being a one stop centre that comprises short video lectures, notes, quizzes, tests,
discussion forum and related games at openuser-friendly platform, Hew and Cheung (2014) adds that certificates
are also given to students once they complete certain course for free or at minimum level of charge.Embracing and
utilizing this readily available technology can contribute towards globalization, preparing students for the challenges
that come with the rapidly changing world and ensuring that they are not left behind.
Even though MOOC was introduced in 2008 on Connectivism and Connective Knowledge as shared by
Mulik (2016), this technology is still in introductory phase in Malaysia as evident in Malaysia‘s MOOC platform,
OpenLearning, where the number of MOOCs are limited compared to other platforms. Since one of the key
elements in Envisioning Malaysia 2050 (Malaysia, 2017) is having MOOCs widely used, it is crucial for developers to
identify the criteria of a good MOOC before creating them. Particularly, one of the main issues of MOOCsis its high
dropout and low completion rates which are generally claimed to be contributed from the lack of physical
presence (De Oliveira Fassbinder, Fassbinder, and Barbosa, 2015), lack of motivation (Deshpande & Chukhlomin,
2017), time constraint, curiosity in specific chapters onlyand losing interest in the course(Arzu, Program,
Curriculuminstruction, and Do, 2016; Gené, Núñez, and Blanco, 2014). To guarantee MOOC success, this paper
intends to present a systematic literature review of previous literatures to highlight and investigate the factors that
may influence students to accept MOOCs which limited studies have previously explored particularly in the Malaysia
contextso that the findings from this research can assist MOOC providers and developers in designing effective
courses that attract learners to use. The remainder of this paper highlights the methods used for this review in the first
section, then the next section presents the findings, followed by discussion and conclusion in the last section.
15
Methodology
This review adopts the Kitchenham and Charters (2007) guidelinesthat involves planning, conducting and
reporting. The first step of the planning phase is to establish the objectives of this review and pose research
questions so that later, searching will focus on finding relevant studies only. The purpose of this study is to identify and
propose a model for measuring MOOC acceptanceand the elicited research questions are RQ1) What model,
theory and framework have been applied to measure MOOC acceptance?; RQ2) How can the papers be
classified? ; RQ3) What are the key and the most common factors that influence acceptance?
Next, in order to identify significant studies that are in relation to the research questions, as suggested by
Kitchenham and Charters (2007), a review protocol is formulated which consists of search strategy, selection
strategy and synthesis strategy. It is important to note that this reviewing process is iterative where amendments may
need to be done to the elements in this planning stage during the conducting stage. Search strategy includes
generating search terms to maximize the collection of relevant studies and identifying databases.Inclusion and
exclusion criteria is developed to select the papers. Free access scholarly materials and conference proceeding
that are related to acceptance theory are included for this research. For duplicate sources, Kitchenham (2004)
proposed that only one copy need to be selected. Publications that are incomplete or in-progress and not written in
English are not considered. The articles are first screened through based on their titles and abstracts and afterwards
from the full content where the data from key studies need to be extracted and summarized to facilitate the
subsequent synthesizing stage. Analysis is then performed to compare the trends, similarities, dissimilarities and
consistencies.
Once the protocol has been established, literatures are collected from Science Direct, IEEE, ACM, Emerald,
SAGE, Springer and Web of Science database at UTM e-resource library. Figure 1 illustrates the process and indicates
the keywords used and the number of results obtained at each stage.
Figure 1: The articles selection process
The search strings produce results not only on acceptance theories but also on intention to use, continuance
intention and adoption. The application also includes technology other than MOOCs. As long as the inclusion and
exclusion criteria are met, the literatures are considered because the concept is similar and applicable to the
context of this research. On the other hand, manual search features sources from recommendations, Google
Scholar, forward and backward search approach and snowballing technique as proposed by Sanchez-Gordon and
Luján-Mora (2017).
Findings
Table 1: Number of literatures that founddirect positive influence of the construct on MOOC acceptance,
intention to use or continuance intention
Learner-related factors Technology, platform and course-related factors

- Enjoyment 1 - Self-efficacy 2 - Usefulness 13 - Presence 1
- Self-control 2 - Social 6 - Ease of use 11 - Confirmation 0
- Attitude 5 - Motivation 0 - Independent use 1 - Interactivity 1
- Anxiety 1 - Relatedness 1 - Technology characteristic 1 - Collaboration 0
- Innovative 0 - Competence 1 - Task characteristic 1 - Recognition 2
- Satisfaction 0 - Determination 0 - Openness 1 - System quality 1
- Reputation 2 - Course quality 2
- Voluntariness 0 - Service quality 1
16
Discussion
Figure 1 shows that there is limited amount of research on MOOC acceptance. From 7 databases, only 21
papers are relevant and among them only 16 publications are on MOOC while others discussed e-learning, mobile-
based assessment, learning management system and internet based new media technology. Majority of the papers
are in the context of China and only one investigated in Malaysia perspective. The most common model applied by
prior studies were Technology Acceptance Model (TAM) with 10 literatures employing it, followed Unified Theory of
Acceptance and Use of Technology (UTAUT) with 6 publications.
Another important finding is that usefulness and ease of use factors impact the acceptance of MOOC the
most as shown in Table 1. In terms of learner-related factor, social influence and users‘ attitude are the most
significant. From the perspective of the model used by the literatures, all constructs of TAM and UTAUT were proven
to influence MOOC acceptance and intention to use except for a few cases (Mulik, 2016). For Information System
Success variables, Yang, Shao, Liu and Liu (2017) found that the quality of the system, course and service gave
significant effect on continuance intention. Dečman (2015), Deng (2017), Ekaterina M. Khan (2016) and Nirban and
Chasul (2015)obtained positive effect of social aspects on intention which contradict the results from Chasul and
Nirban (2014), Khan et al. (2017), Mulik (2016), Wu and Chen (2017).
Conclusion
This paper presents a review of previous literatures on the acceptance of MOOCs which can be used as
references for future research and assist the developers in identifying the factors that can encourage students in
using this technology. Main findings show that TAM and UTAUT determinants are proven to be significant. In
particular,usefulness and ease of useare found to be the key factors that influence MOOC acceptance and
intention to use. Since the studies focus on data from specific country, the results from the research are context-
specific. Different culture, education systems and learning styles in other countries may produce different outcomes.
References
Arzu, T. B. Y., Program, T. H. E., Curriculum instruction, O. F., & Do, H. (2016). THE SALIENT COMPONENTS OF MASSIVE
OPEN ONLINE COURSES ( MOOCs ) AS REVEALED IN SCHOLARLY PUBLICATIONS, (April).
Brahimi, T., & Sarirete, A. (2015). Learning outside the classroom through MOOCs. Computers in Human Behavior, 51,
604–609. https://doi.org/10.1016/j.chb.2015.03.013
Chasul, & Nirban, V. S. (2014). New media technology acceptance by students of undergraduate language and
communication courses. Proceedings of the 2014 IEEE International Conference on MOOCs, Innovation and
Technology in Education, IEEE MITE 2014, 62–66. https://doi.org/10.1109/MITE.2014.7020242
Chu, R., Ma, E., Feng, Y., & Lai, I. K. W. (2015). Understanding Learners‘ Intension Toward Massive Open Online
Courses. In S. K. S. Cheung, L. Kwok, H. Yang, J. Fong, & R. Kwan (Eds.), Hybrid Learning: Innovation in
Educational Practices (pp. 302–312). Cham: Springer International Publishing.
De Oliveira Fassbinder, A. G., Fassbinder, M., & Barbosa, E. F. (2015). From flipped classroom theory to the
personalized design of learning experiences in MOOCs. Proceedings - Frontiers in Education Conference, FIE,
2014. https://doi.org/10.1109/FIE.2015.7344146
Dečman, M. (2015). Modeling the acceptance of e-learning in mandatory environments of higher education: The
influence of previous education and gender. Computers in Human Behavior, 49, 272–281.
https://doi.org/10.1016/j.chb.2015.03.022
Deng, J. (2017). Research on Higher Vocational Students ‘ Acceptance and Use of MOOC in Web Software
Development Course, 55(7), 689–695.
Deshpande, A., & Chukhlomin, V. (2017). What Makes a Good MOOC: A Field Study of Factors Impacting Student
Motivation to Learn. American Journal of Distance Education, 31(4), 275–293.
https://doi.org/10.1080/08923647.2017.1377513
Ekaterina M. Khan. (2016). Factors influencing intention to use massive open online-course on German market.
Gené, O. B., Núñez, M. M., & Blanco, Á. F. (2014). Gamification in MOOC. Proceedings of the Second International
Conference on Technological Ecosystems for Enhancing Multiculturality - TEEM ‟14, 215–220.
https://doi.org/10.1145/2669711.2669902
Hew, K. F., & Cheung, W. S. (2014). Students‘ and instructors‘ use of massive open online courses (MOOCs):
Motivations and challenges. Educational Research Review, 12, 45–58.
17
https://doi.org/10.1016/j.edurev.2014.05.001
Khan, I. U., Hameed, Z., Yu, Y., Islam, T., Sheikh, Z., & Khan, S. U. (2017). Predicting the acceptance of MOOCs in a
developing country: Application of task-technology fit model, social motivation, and self-determination
theory. Telematics and Informatics, (September), 1–15. https://doi.org/10.1016/j.tele.2017.09.009
Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele, UK, Keele University, 33(TR/SE-0401), 28.
https://doi.org/10.1.1.122.3308
Kitchenham, B., & Charters, S. (2007). Guidelines for performing Systematic Literature reviews in Software Engineering
Version 2.3. Engineering, 45(4ve), 1051. https://doi.org/10.1145/1134285.1134500
Malaysia, A. of S. (2017). Envisioning Malaysia 2050: A Foresight Narrative.
Mulik, S. (2016). Determinants of Acceptance of Massive Open Online Courses. https://doi.org/10.1109/T4E.2016.31
Naturwissenschaften, D. Der. (2015). Effective Design of Blended MOOC Environments in Higher Education.
Nirban, V. S., & Chasul. (2015). Learning management system acceptance behaviour of students in higher
education. Proceedings of the 2014 IEEE International Conference on MOOCs, Innovation and Technology in
Education, IEEE MITE 2014, 108–111. https://doi.org/10.1109/MITE.2014.7020251
Sanchez-Gordon, S., & Luján-Mora, S. (2017). Research challenges in accessible MOOCs: a systematic literature
review 2008–2016. Universal Access in the Information Society, 1–15. https://doi.org/10.1007/s10209-017-0531-2
Shafaat, A., Marbouti, F., & Rodgers, K. (2014). Utilizing MOOCs for blended learning in higher education. 2014 IEEE
Frontiers in Education Conference (FIE) Proceedings, 1–4. https://doi.org/10.1109/FIE.2014.7044105
Wu, B., & Chen, X. (2017). Continuance intention to use MOOCs: Integrating the technology acceptance model
(TAM) and task technology fit (TTF) model. Computers in Human Behavior, 67, 221–232.
https://doi.org/10.1016/j.chb.2016.10.028
Yang, M., Shao, Z., Liu, Q., & Liu, C. (2017). Understanding the quality factors that influence the continuance
intention of students toward participation in MOOCs. Educational Technology Research and Development,
65(5), 1195–1214. https://doi.org/10.1007/s11423-017-9513-6
18
Fun Elementsin EducationalGame Design to Boost Students Learning
Experience
Rozana Ismail
Advanced Informatics School, UTM Kuala Lumpur
rozanaresarcher@gmail.com
Roslina Ibrahim
Advanced Informatics School, UTM Kuala Lumpur
iroslina.kl@utm.my
Highlights: Over the years, teaching and learning method have been diversified using various tools
and technology. Teachers and students are becoming better users of technology. In the higher
education, avoiding the use of technology in the learning process is impossible. One of the tools that
have been regularly used in every level of education is game. Educational game is anticipated to
grow to its highest capability in the future. However, the existing games are lacking fun elements. Due
to this, fun elements are usedto evaluate game design. In describing a precise meaning of the
aesthetics of a game, we benchmarked the fun elements into eight categories. A short survey was
done with 55 first year students from Diploma of Computer Science to identify the ―fun‖ element
(aesthetics) in the educational game that they experience in their learning. The analysis was done
descriptively and generated the findings on how the fun elements in the game design motivated the
students‘ learning experience. Hence, the fun element is important to improve learning experience
through appropriate implementations. We also suggested that more research should emphasise on
game designs to spark more attention on educational games whether as a classroom or leisure
timeactivity.
Key words: Educational Game, Aesthetics Fun Elements, and Learning Experience
Introduction
Over decades, many efforts have been taken to enhance the learning experience in public schools and higher
education using technology. Digital learning games are the proof of the successful transformation of gamesinto
effective tools in shaping the student‘s learning experience. Today, most of educational games heavily rely on
content rather than entertainment(Linehan, Kirman, Lawson, & Chan, 2011).The findings ofIten & Petko (2016)show
that students are much anticipated on the subject that they want to learn from the game, while the fun in the game
will distract them from engaging and focusingon the learning process. Conflicting with thesefindings,Israel,
Alexander, Futurist, & Consulting(2017)explained that in a blended learning, the emotional dimension is needed to
make the game engaging. The emotional dimension is also known as aesthetics in a game (Hunicke, LeBlanc, &
Zubek, 2004).Agreeing with this, Obrist, Förster, Wurhofer, Tscheligi, & Hofstätter(2011)also mentioned that the
mistakes in the existing game design nowadays lie on the heavy educational content rather than taking into
account the gameplay features (Obrist et al., 2011). In the case of higher education in Malaysia, using educational
games in the classroom as a blended learning method is one of the efforts towards New Academia Learning
Innovation (NALI) for Education 4.0. However, there is also a need to evaluate the engagement of students in the
blended learning to identify better game designs. Hence, this paper focused on fun elements based on the
aesthetics of a game, where the elements are listed in the following Fig. 1 (Hunicke et al., 2004). The evaluation was
done with first-year diploma students at UTMSPACE, Kuala Lumpur. Finally, we conclude why fun elements are
crucial in game design and how they directly increase students‘ learning experience.
The Fun Elements in Game Design

In this paper, we focus on the aesthetics of a game that encompasses eight fun elements. Fig. 1 shows the eight
elements, namely sensation, fantasy, narrative, challenge, fellowship, discovery, expression, and submission (Hunicke
et al., 2004). Sensation can be described as hearing, touching, and feeling the texture or reaction from the sound
made (Costello & Edmonds, 2007). The fantasy elements can be described as fantastical creations such as avatar,
colour, or illustration, while narrative is the storyline of the game. The challenge element is also known as competition
or obstacle and difficulty level of a game. Fellowship element allows players to engage and converse with other
players. Discovery element is a particular action thata player does not expect, such as sounds or animationsthat
play after the player makes an achievement or experiences failure. Expression is the feeling that the player gets
after discovering each level of a game or artwork element that is displayed in the game interface. Finally, the
submission or also known as game as a pastime. It was described as farming or digging from the past time, which
19
can accumulate points overtime. To suit with the game that we want to evaluate, we used accumulation of marks
or points in a game. These fun elements werelater used for the evaluation purposes in determining which element
that a player experiencesis most anticipated and preferred. The fun elements listed in Fig. 1 were translated into
simple terms that the respondent can understand; for example, sensation was translated as music in the survey.
Figure 1: Aesthetics of a Game Describing a Specific Type of Fun Elements(Hunicke et al., 2004)
Data Collection
A lot of factors need to be studied to determine what makes a game fun and enjoyable. Thus, in the midst of
research and innovation efforts made by Higher Education, we focused this short evaluation scope for Malaysia.
Data collection was done with first-year students from Computer Science Diploma of UTMSPACE Kuala Lumpur. Fifty-
five students completed the online survey on digital educational game. The students also experienced blended
learning in the classroom, and one of the methods was online educational game. They used digital devices such as
notebook, PC, or smartphone to play the game as instructed by the lecturer. The educational game was initiated to
give a break for students while assessing their understanding on the subject learned. The survey contained
demographic questions such as gender and digital device ownership. As we know, the ownership of digital device is
increasing among the youngsters; this directly shapes their habits and perspectives towards educational games
(Karuppiah, 2015). Thus, to select the perfect game to be evaluated and can be played on any digital device
platform, we chose the Kahoot! Game. The selected students were available to answer the short survey since they
already experienced the online educational game in the classroom. Kahoot! is an online educational game, where
the lecturers prepare quizzes and the contentsare based on the subject that the students learn during the class hour.
Findings
The first-year studentsof Computer Science Diploma are mostly technology savvy. Fifty-five students completed the
survey. All of them owned a digital device, and almost 80% have experienced online educational game in the
classroom such as Kahoot!. Hence, we focused on the evaluation of aesthetics on their game experience in the
classroom. We asked for their response after playing the educational game.Most of the students said it was fun (80%)
and motivating(54.5%). Another 32.7% felt enthusiastic to learn more and wanted to do better for the subject. 23.6%
said that they want more quizzes after experiencing the game.
We proposed whether there should be more online games introduced in the future during the classroom,
and all of them agreed with the idea. The learning style that was most preferred is online educational game (74.1%)
compared to e-learning(25.9%). Since online educational game is new for the first- and second-year students, most
of them were interested and this indirectly increased the motivation and will to learn more about the subject. Table
1 shows the percentage of students‘ selection on the fun element that they prefer the most in Kahoot!. As
mentioned earlier, existing educational gamesare heavily laden with educational contents rather than aesthetic
elements such as fun — challenge, competition, and others. However, Kahoot! contains some of the aesthetics
features. The percentage distribution shows that 72.7% from the total students preferred the challenge element in
Kahoot! and considered it as the most fun compared to other elements. The instructor of the game was the lecturer,
and the students answered the quizzes individually using their own digital devices that ranged from smartphones,
tablets, or notebooks in the classroom. The students were given a specific time to answer each question that was
displayed. Marks were given to each student immediately, and the highest mark was displayed before the next
question was displayed. 54.5% students preferred the colour and illustration of Kahoot!, which was under the fantasy
factor of the fun element in the aesthetics. Countdown time is also a challenge, which gained 45.5% selection from
the total sample. Another element, discovery, gained 30.8%, which shows that different contents of quizzes and
levels prepared by the lecturers can attract the students to engage better in the game.
20
Table 1: Fun Elements Selected (Yes) by the Students - Based on Educational Game Kahoot.com (n=55)
Fun Elements Frequency Percentage (Yes)
Narrative (Game Story) 10 18.2%
Fantasy (Illustration &Color) 30 54.5%
Challenge (Competition & Countdown Time) 40 72.7%
Sensation(Music& Touch) 5 9.1%
Expression (Reward Display & Sound) 25 45.5%
Discovery (Game Level & Content) 17 30.8%
Fellowship (Sharing & Converse with Friends) 15 27.3%
Submission (Accumulation of Point Overtime) 4 7.7%
Discussion
The students considered that fun elements in gamescould motivate them to focusinlearning in the classroom. This
also shows that these listed fun elements need to be considered by game designers to design better games. From
the analysis conducted, 80% students agreed that the educational game was fun and 54.5% students agreed that
they are motivated in learning after playing the game. The list of fun elements that was chosen by the students is
depicted in Table 1. 72.7% of students selected competition among classmates as the most fun compared to the
rest of the elements. On the other hand,the elements submission, sensation, narrative, fellowship, and discoveryhave
low frequency. The low frequency of these fun elements is because Kahoot! doesnot have accumulative points that
can be reused for future plays, and the sensation of the game is similar for each game level. As for the narrative,
Kahoot! does not have any specific storyline; it only depends on the quiz content. Since there is no discussion among
players in the game, the fellowship elements are quite limited. The last element is discovery, which depicts the game
level and content. From the frequency displayed in Table 1, not all students considered game content as a fun
element. However, the competition‘s frequency is the highest, since they love the challenges in the game. The first
quiz was done after the first hour. The lecturer continued the second half of the class, and the second quiz took
place before the class ended. Amazingly, different students achieved the highest markfor the second quiz. This
shows that the students started to shape their learning experience and prepared for the next educational game
activity. Therefore, in designing future educational games, the fun elements proposed can be tailored with the
educational game content to shape and increase students‘ learning experience.
Summary
Referring to the discussion above, we can see how the blended learning, which in this case, an educational game,
can make a big change in the game design industry to create a better design for classroom learning, especially in
higher education. Malaysia is a developing country and is efficient in technology usage; these can give advantage
to the education industry to embark on more research on educational games especially inimproving the existing
educational game to be more sophisticated. Thus, to create better educational games, the fun elements in the
game design need to be tailored. NALI,also known as New Academia Learning Innovation, is one of the platforms
that can enforce innovation for future education. This innovation is craved by most educators and students after
decades of practising the traditional classroom method (Furió, Juan, Seguí, & Vivó, 2015; Serbessa, 2006), where
there are no boundaries to shape learning experience for any level of students. Finally, we would like to suggest that
in designing future educational games, besides fun elements, other initiatives such as participation from the students
are also needed so they can design the game together (Ismail & Ibrahim, 2017). It is also crucial to explore other
suitable frameworks that can further enhance the design in educational games and boost learning experience for
students of any age.
Acknowledgement
We would like to thank 1) Universiti Teknologi Malaysia (UTM) Kuala Lumpur, 2) University Research Grant: DDP Vote
No. R.J130000.7331.10J05, 3) Ministry of Higher Education Malaysia.
21
References
Costello, B., & Edmonds, E. (2007). A study in play, pleasure and interaction design. Proceedings of the Conference on Designing
Pleasurable Products and Interfaces DPPI 07, (August), 76. https://doi.org/10.1145/1314161.1314168
Furió, D., Juan, M., Seguí, I., & Vivó, R. (2015). Mobile learning vs . traditional classroom lessons : a comparative study. Journal of
Computer Assisted LearningAssisted Learning, 189–201. https://doi.org/10.1111/jcal.12071
Hunicke, R., LeBlanc, M., & Zubek, R. (2004). MDA: A Formal Approach to Game Design and Game Research. Workshop on
Challenges in Game AI, (August), 1–4. https://doi.org/10.1.1.79.4561
Ismail, R., & Ibrahim, R. (2017). PDEduGame : Towards Participatory Design Process for Educational Game Design in Primary School.
IEEE Explore, 1–6. https://doi.org/10.1109/ICRIIS.2017.8002540
Israel, B. Y. M., Alexander, B., Futurist, E., & Consulting, B. A. (2017). Game-Based and Learning and Gamification, 1–19.
Iten, N., & Petko, D. (2016). Learning with serious games: Is fun playing the game a predictor of learning success? British Journal of
Educational Technology, 47(1), 151–163. https://doi.org/10.1111/bjet.12226
Karuppiah, N. (2015). Computer habits and behaviours among young children in Singapore. Early Child Development and Care,
185(3), 393–408. https://doi.org/10.1080/03004430.2014.930451
Linehan, C., Kirman, B., Lawson, S., & Chan, G. (2011). Practical, appropriate, empirically-validated guidelines for designing
educational games. Proceedings of the 2011 Annual Conference on Human Factors in Computing Systems - CHI ‟11, 1979.
https://doi.org/10.1145/1978942.1979229
Obrist, M., Förster, F., Wurhofer, D., Tscheligi, M., & Hofstätter, J. (2011). Evaluating First Experiences with an Educational Computer
Game : A Multi-Method Approach 2 How to Investigate Children ‘ s Experiences, 26–36.
Serbessa, D. D. (2006). Tension between Traditional and Modern Teaching-Learning Approaches in Ethiopian Primary Schools, 9(1),
123–140.
22
A Conceptual Model of Database Normalization Courseware Using
Hanis Najwa Noh

Faculty of Computing
hanisnajwanoh@gmail.com
Mahadi Bahari
mahadi@utm.my
Nor Hawaniah Zakaria

hawaniah@utm.my
Highlights: Database normalization is one of the important steps in designing a relational database.
Without proper normalization work, instance tables may contain redundant information. On the other
hand, gamification is widely used in many areas including education. However, there are limited
studies reported on the use of gamification in the process of learning database normalization. The
purpose of this paper is to provide a better understanding, especially on gamification features which
can be applied in learning environment. In doing this, a list of gamification features and content
learning of database normalization found from reviewing literature together with a list of problems in
learning based on preliminary investigation with students are identified. These three components then
form as a courseware model in learning database normalization. This study is expected to provide
insights on successfully integrating the most suitable gamification features in learning database
normalization for computer science students.
Key words: Database normalization; systematic literature review, gamification, gamification features
Introduction
Database normalization is an essential step in the design of relational database. According to this technique, all
relation schemes from relational model need to be normalized (Dongare et al., 2011). It means that all attributes
(i.e., from the relational model) are grouped into relation schemes according to dependencies among the
attributes clearly specified. Without proper normalization work, instance tables of a relation scheme may contain
redundant information (Duggal et al., 2014).
Some studies highlight difficulties faced by computer science students in learning database normalization (e.g.,
Maier, 1988; Kung and Tung, 2006), where their reasons can be classified into two types: intricacy of the subject and
teaching methods. Maier (1988) asserts that database normalization tends to be complex for new computer
science students which could lead to poor database performance. In another study, Kung and Tung (2006) claims
that since most database textbooks depends on the definition of each normal forms (i.e., 1NF, 2NF and 3NF), and
students are expected to be able to apply the definitions and do normalization process on a set of tables. Most of
existing tools for learning database normalization, however have not implemented gamification features in their
courseware except for research by Duggal et.al. (2014).
This research aims to propose a conceptual model of gamification for learning database normalization which
will improve the work by Duggal et.al. (2014). Hence, the problem statement of this research is ―What are the
gamification features that can be applied for learning database normalization?‖.
Related Studies
Previous studies have come out with several courseware to encourage students in learning database
normalization. However, most of the research only generalize the problem like mentioning the complexity of learning
23
the database normalization but did not go deeper about the problems especially from students‘ view. They also did
not use any gamification features on their research. Duggal et al., (2014) applied gamification in his research but
only cover until forth normal form. His courseware has several limitations: 1) unsupervised scoring/point systems and
response-driven feedback approaches were not applied which made students did not experience the gamified
learning in total, and 2) higher normal forms like Boyce-Codd Normal form (BCNF) were not applied to normalize the
given attributes. These drawbacks therefore motivate this study to fill the research‘s gap in order to improve
students‘ motivation in learning database normalization, thus will increase their understanding on the topic.
Nowadays, university students are more exposed to gadgets and games and they are most likely are motivated
to learn through them. This is proved by research done by Kasurinen and Knutas (2018) where they suggested the
latest approach to engage students for learning in education domain is through gamification. Gamification has
proven to be effective in education as it increased determination and students‘ engagement in task like learning.
Moreover, students enjoyed themselves during the task. It also can be used as a tool to motivate students and
increase their engagement as they need motivation to study and exchange ideas (Elshiekh & Butgerit, 2017).
However, the studies also mentioned that designing features for the game needs more attention because it is not
easy to do.
Research Methodology
Our approach is based on extension to the previous work by Duggal et al. (2014) with components of problems
in learning database normalization and the use of gamification features. The methodology consists of the following
steps:
1. Study the nature of database normalization

2. Identify gamification elements that suitable to be applied in learning courseware for database
normalization.
3. Conduct interviews with students who have gone through database normalization topic.
4. Identify the insights on problem in learning database normalization based on step 3.
5. Develop a model based on the findings above.
Finding and Discussion
A model for database normalization courseware is shown in Figure 1. The proposed model consists of three
components which are nature of database normalization, gamification features and problems in learning database
normalization. Two components, nature of database normalization and gamification features are found from
reviewing the literature while the component of problems in learning database normalization is based from insights
of students who have learned about database normalization topic.
Figure 1: Proposed model for gamified database normalization

The nature of database normalization component or also referred as content learning is following Duggal et al.,
(2014) works. In general, there are two types of knowledge which are theoretical knowledge and practical
knowledge Bradley (2012) can be applied for learning database normalization. The combination of practical
24
learning along with theory gives students clear and contrast explanations on the concept. Theoretical knowledge
helps us to understand new concepts. Practical knowledge on the other hand is learnt by experience and it always
leads to a deeper understanding of a concept compared to theoretical knowledge. There are few concepts that
students must understand such as functional dependency, partial dependency, transitive dependency and
multivalued dependency.
The second component, problems in learning database normalization is derived from the students‘ insight. The
interviews were conducted with ten computer science students who have been introduced and learned with
database normalization topic. They were asked about their problems in learning this topic during their studies. As a
results, five major problems have been identified, as follows:
1. Does not really understand the concept especially on the dependencies
2. Problem in memorizing the concept.
3. Do not know how to convert from un-normalize (UNF) form to its higher form (INF, 2NF, 3NF and BCNF).
4. Easy to lose focus in class.
5. Did not get instant feedback from lecturer for assignment
These problems were occurred consistently among the ten students who have been interviewed. To encounter
the learning problems, we then match the listed problems with its nature of database normalization together with its
appropriate gamification features. Table 1 shows the selection of gamification features based on problems and
nature of database normalization.
Table 1: Gamification Features Selection

Problem in learning database Solution Nature of Database Gamification Features
normalization Normalization
P1. Does not really understand the Must make them understand Theoretical Narrative
concept especially on the the concept clearly
dependencies
P2. Problem in memorizing the Help them to memorize the Theoretical Narrative
concept. concept.
P3. Do not know how to convert Teach them the steps of Theoretical, Practical Levels, Hint,
UNF to higher normalize forms normalization
Challenges
P4. Easy to lose focus in class. Make the students compete Theoretical Point, Achievements (medal),
for each other Leaderboard
P5. Did not get instant feedback Provide instant feedback Practical Feedback
from lecturer for assignment
As for P1 and P2, the gamification feature chosen to solve the problem is narrative. It is because P1 and P2 are
both theoretical problem. Narrative is a storyline in a game and it provides a context for learning and problem
solving as well as helps to illustrate the applicability of concepts to real-life (O‘Donovan et al., 2013).
P3 involves theory and practical knowledge. Therefore, nature of database normalization is also counted. Steps
of normalization will be gamified into level because it is the most suitable game elements for it. Levels represent
evidence of the whole progress (Crumlish & Malone, 2009). These levels and challenges can be viewed as learning
objectives for learners. If a user is faced with the same challenge, just at a higher difficulty level they might soon lose
interest (O‘Donovan et al., 2013). As students might forget the dependencies they have to do, thus hint in the form
of indirect suggestion is implemented to help students achieving their goal and prevent students from giving up if
they got no clue on how to solve the problems.
In order to encounter P4, experience point and leaderboard are implemented. A leaderboard shows which
users are leading in the gamified activities. Leaderboard can trigger competition between students in the class
(Wood & Reiners, 2012). Using experience points is even more attractive than giving the students a grade (Deterding
et al. (2011). It provides direct feedback on how successful students are being and also serve as instant
gratification, which was previously shown to be successful in motivating college students (Natvig, Line, & Djupdal,
2004).
Instant feedback will be used to encounter P5 as it is important as it give students chance to improve what they
did not understand. Feedback is an information of user's performance in the game and it can be used for
improvement. Students might already forget about what they did not understand in previous class, therefore, an
instant feedback from lecturer is needed to make sure students can understand it faster.
25
Conclusion
The proposed model will encourage students to learn and play at the same time and they are not forced in the
learning process where the learning process will happen willingly. The concept of database normalization and
problems in learning on this topic are combined together and matched with gamification features to produce a
game that can provide an enjoyable learning experience and also exciting game play. In our future work, this
database normalization courseware will be developed based on the proposed model and will be tested on
computer science students in order to study the behaviour change and to evaluate effectiveness of the model.
Acknowledgement
We are grateful for Universiti Teknologi Malaysia for financial support under research university grant (Dana
Pembangunan Pengajaran (R.J130000.7727.4J239).
References
Bradley, Steven (2012). The Value of Theoretical and Practical Knowledge. Retrieved March 6, 2018, from
https://vanseodesign.com/whatever/theoretical-practical-knowledge/
Connolly, T. M., & Begg, C. E. (2005). Database systems: a practical approach to design, implementation, and
management. Pearson Education.
Crumlish, C., & Malone, E. (2009). Designing Social Interfaces. Lavoisierfr, 10, 489. Retrieved from
http://designingsocialinterfaces.com/patterns/Main_Page#Social_Patterns_.26_Best_Practices
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining
gamification. Proceedings of the 15th International Academic MindTrek Conference on Envisioning Future
Media Environments - MindTrek ‘11, pp. 9–11.
Dongare, Y. V., Dhabe, P. S., & Deshmukh, S. V. (2011). RDB Norma: A semi-automated tool for relational database
schema normalization up to third normal form. International Journal of Database Management System. 3(1).
Duggal, K., Srivastav, A., & Kaur, S. (2014). Gamified Approach to Database Normalization. International Journal of
Computer Applications, 93(4), pp. 47–53.
Elshiekh, R., & Butgerit, L. (2017). Using Gamification to Teach Students Programming Concepts. OALib, 4(8), pp. 1–7.
Kasurinen, J., & Knutas, A. (2018). Publication trends in gamification: A systematic mapping study. Computer Science
Review, 27, pp. 33–44.
Kung, H. J., & Tung, H. L. (2006). A Web - Based Tool to Enhance Teaching / Learning Database Normalization, pp.
251–258.
Maier, D (1988). The theory of relational databases. Computer Science Press: Rockville, MD.
Natvig, L., Line, S., & Djupdal, a. (2004). ―Age of computers‖; an innovative combination of history and computer
game elements for teaching computer fundamentals. 34th Annual Frontiers in Education, pp. 1–6.
O‘Donovan, S., Gain, J., & Marais, P. (2013). A case study in the gamification of a university-level games
development course. In Proceedings of the South African Institute for Computer Scientists and Information
Technologists Conference on - SAICSIT ‘13, p. 242.
Wood, L. C., & Reiners, T. (2012). Gamification in Logistics and Supply Chain Education : Extending Active Learning.
IADIS Internet Technologies and Society, pp.101–108.
26
Gamification in Learning Technology Course:Technology Anxiety
Norah Md Noor
Fakulti Pendidikan,
norah@utm.my
Sabariah Waiso
unguvanila@gmail.com
Highlights: Digital gamification which is one of the edutainment strategiesis the use of game design
elements and game mechanics in non-game contexts. Many research claim that gamification could be used as a
tool to increase student motivation, engagement and reduced the learning anxiety. This research tries to identify
whether gamification can reduced anxiety level among non-major computer science students learning technology
course. Finding shows no significant difference but the strategy did able to reduce some students‘ anxiety level
which might able to increase their performance and learning retention.
Key words: edutainment; gamification; non-major computer science student
Introduction
UTM has decided to implement edutainment in the New Academia Learning Innovation Model(Aris et al.,
2013). This is caused by the students nowadays are Generation Y (born between 1980 and 1992) and beyond. This
generation is distinguished as bearing a short attention span of the scholarship procedure. This generation‘s interest
toward games has attracted education professions to integrate entertainment in education setting also called as
edutainment. Under this concept there comes a couple of new ways of teaching like Game Based Learning and
Gamification.
Gamification as a new academia learning approach
Digital gamification which is one of the edutainment strategyis the use of game design elements and game
mechanics in non-game contexts. List of Gamification elements suggested by Sailer et al (2013) are goals, rules
conflict, competition, cooperation, time, reward structures, feedback, levels, storytelling, curve of interest and
aesthetics.
When a user reaches a specific goal, there are rewards, which are usually given through a score system (Liu,
Alexandrova, & Nakajima, 2011). Based on this system of scores and a record of achievements, medals are
provided for the users. In the circumstances of education, gamification allows students to receive instant feedback
about their progress in the classroom and acknowledgment of an accomplished task (Kapp, 2012).Many research
claim that gamification could be used as a tool to increase student motivation and engagement(Da Rocha Seixas,
Gomes, & De Melo Filho, 2016).
Technology course among non-major science computer
Technology course such as computer programming is a fundamental course offer not only among science
computer students but also among non-major computer science students in higher institution. Faculty of education
has multiple technology courses offered to their non-major computer science students who are going to be a
teacher in the future. The courses were introduces to train these entire undergraduate pre-service teacher with
technology skills that can be used in the education setting. However, anxiety level towards learning technology
among non-major is still higher compared to major science computer students.
Researcher believed thatby applying gamification to the classroom, students could be motivated to learn in
new ways or enjoy otherwise tedious tasks demanded in the course. It will make the user believe that his/her effort
will directly cause achievement, helping students understand the possibility of success and prevent them from
thinking it is impossible to achieve the goal. Therefore, motivation will be increased and learning Anxiety could be
reduced.
27
So, the objectives of this study is, to identify whether gamification can reduced anxiety level among non-
major computer science students learning technology course
Methodology
In an attempt to verify the claimed, this research implements gamification strategy in a blended learning
environment in one of the technology course. A gamification tooland e-learning platform was used among non-
major computer science students taking the Authoring Language course. 13 year two (2) students from Sport
Science Education Program were involved in this research and a few gamification elements were used which is
goals, rules conflict, competition and rewards. They need to fulfill a set of learning requirement in the course
(complete a list of reading material, develop a small project using Flash, attempt a self-assessment, promote their
project on public to get the most attention, and the most preferred project were given a rewards using badges. This
course was divided into 2 applications which are using Adobe Flash to develop a digital learning object and Adobe
Dreamweaver for web development. They were given a questionnaire adapted from Heinssen, Glass & Knight,
(1987) on anxiety level before they learn Flash and after they finish the topic.
The questionnaire consists of 9 items focusing on anxiety towards computer technology as a tool. Examples
of the item in the questionnaire are as follows
- I am confident that I can learning computer skills

- Learning to operate computers is like learning any new skill- the more you practice, the better you
become.
Finding &Conclusion
Data were analyses using non-parametric test Wilcoxon signed rank and finding shows that there are no
significant difference between students anxiety level before and after student used the gamification strategy in
learning the computer application. Refer Table 1.
Table 1: Non-parametric test on the student anxiety level

Test Sig. Decision
Related Sample Retain the null

0.113
Wilcoxon Signed Rank hypothesis
Test
Asymptotic significances are displayed. The significance level is 0.5
But, there is an increment on the number students showing positive differences value which confirmsthat
student anxiety level did reduce.
Table 2: Details data analysis

Student Pre Pos Status
1 4 4 
2 4 5 
3 5 5 =
4 4 5 
5 3 4 
6 5 4 
7 4 4 =
8 4 5 
9 4 4 =
10 4 4 =
11 4 4 =
12 5 5 =
13 4 5 
- increase,  - decrease, = - no difference
This finding proves that student in higher institution currently from generation Y and beyond had a low anxiety
level towards learning technology course despite they are major or non-major science computer students.The level
of anxiety can be reduces further with a gamification strategy which might give a better learning achievement and
retention.
28
References
Aris, B., Samian, Y., Ahmad, M. H., Abdullah, Z., Mohamed, R. M. Y., & Rashid, M. Y. M. (2013). Enriching 21st Century Higher Education
Students‘ Job Creation Skill  : UTM Academic Staff Perceptions Toward MIT BLOSSOMS Baharuddin. In MIT‘s Learning
International Networks Consortium (LINC) (pp. 1–10). Cambridge, Massachusetts, USA.
Da Rocha Seixas, L., Gomes, A. S., & De Melo Filho, I. J. (2016). Effectiveness of gamification in the engagement of students.
Computers in Human Behavior, 58, 48–63. http://doi.org/10.1016/j.chb.2015.11.021
Heinssen Jr, R. K., Glass, C. R., & Knight, L. A. (1987).Assessing computer anxiety: Development and validation of the computer anxiety
rating scale.Computers in human behavior, 3(1), 49-59.
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education.
John Wiley & Sons.
Sailer, M., Hense, J., Mandl, H., &Klevers, M. (2013).Psychological Perspectives on Motivation through Gamification.IxD&A, 19, 28-37
Zilan, W., Jing, L., & Pan, X. (2011).How to improve the non-computer science students‘ computer ability. 2011 6th International
Conference on Computer Science & Education (ICCSE), (Iccse), 776–778. http://doi.org/10.1109/ICCSE.2011.6028753
29
Kesan Penggunaan MOOC dalam Flipped Classroom berdasarkan
Pendekatan Masteri
Rosmawati Zainal
Sekolah Menengah Sains Sembrong, Johor
ariesema@gmail.com
Mohd Nihra Haruzuan Mohamad Said

nihra@utm.my
Highlights: Kajian ini bertujuan mengkaji kesan penggunaan MOOC dalam flipped classroom
berdasarkan pendekatan masteri bagi pembelajaran bahasa dari aspek motivasi, pengalaman
pembelajaran dan prestasi. Pembelajaran konvensional yang membosankan mempengaruhi motivasi
pelajar dan seterusnya boleh memberikan pengalaman pembelajaran yang kurang positif. Motivasi
pelajar yang mengambil subjek pembelajaran bahasa dilihat kurang positif. Penggunaan MOOC
dalam flipped classroom berdasarkan pendekatan masteri dilihat sebagai salah satu kaedah yang
mampu meningkatkan motivasi seterusnya memberikan pengalaman pembelajaran yang positif dan
sekaligus meningkatkan prestasi pelajar.
Key words: MOOC; Flipped Classroom; Pendekatan Masteri
Pengenalan
Kaedah pengajaran yang digunakan adalah bertujuan untuk mengatasi pelbagai masalah yang timbul
dalam kaedah konvensional. Menurut Bergmann dan Sams (2012), dalam kelas konvensional, terdapat pelajar
yang tidak berminat dengan sesebuah mata pelajaran atau kecewa dengan sistem pengajaran sekarang. Jurang
masa yang jauh bagi setiap pelajar untuk menguasai sesebuah unit pembelajaran dalam kelas konvensional pula
menyebabkan pembelajaran menjadi kurang berkesan dan membosankan. Pelajar lemah merasakan arahan
pengajaran guru terlalu cepat sebaliknya pelajar yang bijak pula merasakan arahan guru adalah terlalu lambat
(Hani Morgan, 2015). Tambahan lagi bagi pembelajaran bahasa asing, pelajar yang mempunyai kemampuan
bahasa asing pada tahap yang berbeza memerlukan tempoh masa yang berbeza untuk belajar bahan teori dan
memenuhi tugasan praktikal (Evseeva & Solozhenko, 2015). Justeru perlunya penggunaan teknologi seperti MOOC
bagi membantu guru dalam proses pembelajaran kerana menurut Forsey et al. (2013), teknologi dalam talian
membolehkan pedagogi berubah kepada lebih kreatif dan berkesan.
Latar Belakang Masalah
Pada masa kini, dengan peningkatan peranan e-pembelajaran serta keberkesanan pelbagai strategi reka
bentuk pengajaran (Goh et al., 2014), maka perlunya platform pembelajaran atas talian bagi menjadi pemangkin
kepada keberkesanan pembelajaran bahasa asing. Penggunaan MOOC dalam pembelajaran Bahasa Jepun
dirasakan sesuai dijalankan kerana ciri-ciri seperti mudah diakses dan pelajar boleh melibatkan diri dengan bahan-
bahan audio visual menjadikan pembelajaran bahasa asing secara atas talian menjadi semakin menarik (Fryer &
Bovee, 2016). Zaliza dan Zainon (2014), berpendapat pendidik perlu menggunakan kaedah dan teknik pengajaran
yang memenuhi minat dan keperluan pelajar. Justeru, pemilihan kaedah pengajaran yang menarik adalah penting
dan salah satu kaedah pengajaran yang mendapat perhatian pada masa kini adalah flipped classroom.
Flipped classroom dikatakan telah dapat meningkatkan pengetahuan dan prestasi akademik pelajar (Cilli,
2015; Cotta et al., 2016; Galway et al., 2014; Hung, 2015; Nishigawa et al., 2016; Peterson, 2015; Sohrabi & Iraj, 2016),
manakala pembelajaran masteri pula dilihat memberikan kesan yang positif terhadap prestasi pelajar (Capaldi,
2014). Tambahan lagi flipped classroom diakui dapat memotivasikan pembelajaran pelajar ke arah pengalaman
pembelajaran yang lebih baik (Hung, 2015) dan seterusnya telah membawa kepada peningkatan motivasi pelajar
untuk mempelajari bahasa asing (Evseeva & Solozhenko, 2015). Selain itu, pembelajaran masteri yang juga
menekankan peranan guru sebagai fasilitator untuk membantu pelajar mencapai objektif pembelajaran (Khan &
Masood, 2015) bertepatan dengan peranan guru dalam flipped classroom sebagai fasilitator untuk membantu
pembelajaran pelajar (Bergmann & Sams, 2012; Evseeva & Solozhenko, 2015).
30
Pendekatan NALI
Pendekatan NALI yang dilaksanakan dalam kajian ini adalah Student Centred Learning menerusi flipped
classroom menggunan Massive Open Online Courses (MOOC). MOOC merupakan pembelajaran terbuka atas
talian yang berkongsi beberapa ciri-ciri utama di mana semua kandungan dihantar dalam talian, sama ada
melalui video, persembahan slaid, papan perbincangan, atau mana-mana kombinasi tersebut dan boleh disertai
oleh sesiapa sahaja serta di mana sahaja yang berminat untuk mengambil bahagian. Bertepatan dengan maksud
dalam kajian ini di mana MOOC digunakan sebagai platform pembelajaran atas talian pelajar sewaktu di luar
waktu kelas. Pelajar akan memperolehi pengetahuan hasil dari pembacaan nota, menonton video dan membuat
latihan yang telah disediakan oleh guru di dalam platform MOOC.
Metodologi
Kajian ini menggunakan satu kumpulan ujian pra dan ujian pasca di mana perbandingan skor ujian pra dan
skor ujian pasca kumpulan rawatan tunggal untuk mengetahui kesan intervensi bagi kumpulan tersebut. Oleh
kerana bilangan sampel dan setting kelas yang terhad dari pihak sekolah menyebabkan tiada kumpulan kawalan
dapat dilakukan. Justeru, hanya satu kumpulan dikaji tanpa kumpulan kawalan bagi menguji kesan intervensi.
Instrumen soal selidik digunakan bagi menilai kesan intervensi terhadap motivasi dan pengalaman
pembelajaran manakala soalan ujian pencapaian digunakan bagi menilai kesan terhadap prestasi. Seterusnya
temu bual terhadap 6 orang pelajar yang berbeza pencapaian pula digunakan bagi menjawab persoalan kajian
berkaitan masalah atau cabaran yang dihadapi dalam menjalani intervensi. Dengan melakukan kedua-dua
kaedah kuantitatif dan kualitatif ini, maka kekuatan satu kaedah akan membantu memperkukuhkan kelemahan
kaedah yang lain di mana ianya akan mewujudkan rekabentuk kaedah yang lebih jitu.
Dapatan Kajian
Berdasarkan dapatan nilai min yang diperolehi didapati nilai min bagi keenam-enam konstruk menunjukkan
peningkatan skor min selepas intervensi berbanding sebelum intervensi (Rujuk Rajah 1).
Rajah 1: Perbandingan Skor Min Pengalaman Pembelajaran menikut konstruk
31
Rajah 2 pula menunjukkan perbandingan skor min pengalaman pembelajaran secara keseluruhan sebelum
dan selepas intervensi.
Rajah 2: Perbandingan Skor Min Pengalaman Pembelajaran keseluruhan
Penghargaan
Kami amat bersyukur dan berterima kasih diatas sokongan yang diberikan untuk kajian ini terutamanya kepada
Universiti Teknologi Malaysia (Kajian Vote: 15H91).
Rujukan
Bergmann, J., & Sams, A. (2012). Flip Your Classroom Reach Every Student in Every Class Every Day. (Lynda Gansel and Tina Wells, Ed.)
(First Edit). United State: Courtney Burkholder.
Capaldi, F. M. (2014). Mastery learning in Statics using the STEMSI online learning environment. Proceedings of the 2014 Zone 1
Conference of the American Society for Engineering Education - ―Engineering Education: Industry Involvement and
Interdisciplinary Trends‖, ASEE Zone 1 2014, 1–3. http://doi.org/10.1109/ASEEZone1.2014.6820671
Cilli-Turner, E. (2015). Measuring Learning Outcomes and Attitudes in a Flipped Introductory Statistics Course. Primus, 25(9–10), 833–
846. http://doi.org/10.1080/10511970.2015.1046004
Cotta, K. I., Shah, S., Almgren, M. M., Macías-Moriarity, L. Z., & Mody, V. (2016). Effectiveness of flipped classroom instructional model
in teaching pharmaceutical calculations. Currents in Pharmacy Teaching and Learning, 8(5), 646–653.
http://doi.org/10.1016/j.cptl.2016.06.011
Evseeva, A., & Solozhenko, A. (2015). Use of Flipped Classroom Technology in Language Learning. Procedia - Social and Behavioral
Sciences, 206(November), 205–209. http://doi.org/10.1016/j.sbspro.2015.10.006
Forsey, M., Low, M., & Glance, D. (2013). Flipping the sociology classroom: Towards a practice of online pedagogy. Journal of
Sociology, 49(4), 471–485. http://doi.org/10.1177/1440783313504059
Fryer, L. K., & Bovee, H. N. (2016). Supporting students‟ motivation for e-learning: Teachers matter on and offline. Internet and Higher
Education, 30, 21–29. http://doi.org/10.1016/j.iheduc.2016.03.003
Galway, L. P., Corbett, K. K., Takaro, T. K., Tairyan, K., & Frank, E. (2014). A novel integration of online and flipped classroom
instructional models in public health higher education. BMC Medical Education, 14(1), 181. http://doi.org/10.1186/1472-6920-
14-181
Goh, O. S., Abd Ghani, M. K., Kumar, Y. J., Choo, Y.-H., & Muda, A. K. (2014). Massive Open Online Course (MOOC) with Learning
Objects and Intelligent Agent Technologies. IT Convergence and Security (ICITCS), 2014 International Conference on, 1–4.
http://doi.org/10.1109/ICITCS.2014.7021786
Hani Morgan. (2015). Focus on Technology : Flip Your Classroom to Increase Academic Achievement Flip Your Classroom to Increase
Academic Achievement, 4056(December). http://doi.org/10.1080/00094056.2014.912076
32
Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language
Learning, 28(1), 81–96. http://doi.org/10.1080/09588221.2014.967701
Nishigawa, K., Omoto, K., Hayama, R., Okura, K., Tajima, T., Suzuki, Y., Matsuka, Y. (2016). Comparison between flipped classroom and
team-based learning in fixed prosthodontic education. Journal of Prosthodontic Research, 2–7.
http://doi.org/10.1016/j.jpor.2016.04.003
Khan, F. M. A., & Masood, M. (2013). The Development and Testing of Multimedia-assisted Mastery Learning Courseware with regard
to the Learning of Cellular Respiration. Procedia - Social and Behavioral Sciences, 103, 999– 1005.
http://doi.org/10.1016/j.sbspro.2013.10.424
Peterson, D. J. (2015). The Flipped Classroom Improves Student Achievement and Course Satisfaction in a Statistics Course: A Quasi-
Experimental Study. Teaching of Psychology, 43(1), 10. http://doi.org/10.1177/0098628315620063
Sohrabi, B., & Iraj, H. (2016). Implementing flipped classroom using digital media: A comparison of two demographically different
groups perceptions. Computers in Human Behavior, 60, 514–524. http://doi.org/10.1016/j.chb.2016.02.056
33
Forming Interdisciplinary Engineering Teams Using Personality Type
Differences
Hayati Abdullah
hayatiabdullah@utm.my
Sya Azmeela Shariff

School of Professional and Continuing Education (UTMSPACE)
azmeela.kl@utm.my
Fauzan Khairi Che Harun

fauzan@utm.my
Highlights: Engineering education programmes should include interdisciplinary team-based learning

experience to develop and build the students‘character, enable them to work efficiently in teams, and
develop the skills needed in order to prepare them for real world engineering practice. An
interdisciplinary team-based learning experience will provide an environment for students to develop
their skills in gathering, analysis, and comparison of relevant data from different sources. This study
focused on an important component of team-based learning, which is the formation of an
interdisciplinary team based on students‘ personality types. Results indicated that the teams worked
really well together within an interdisciplinary team when working on their course project.
Key words: interdisciplinary; engineering; teams; personality types
Introduction
In the real world of engineering profession, engineers always work in teams on projects. In practice, engineers from
different disciplines work together in a team and even with other professionals such as architects and surveyors. It
only makes sense that working in an interdisciplinary type of setting be included in engineering education
programmes to allow students to experience working with others from other disciplines in completing one large
integrated project.
The present engineering programmes curricular are most often implemented from a single disciplinary
perspective. To implement an interdisciplinary approach requires a multidisciplinary analysisinexaminingproblems as
well as synthesizing the knowledge and contributions of the various disciplines from multiple perspectives and
integrating these ideas in a structured and systematic manner to solve problems.
The formation of effective teams is important to maximize the team‘s performance especially in an
interdisciplinary setting. There are numerous publications in the literature which focuses on performance
measurements of teams but very little to the formation of the team itself. Various criteria have been used to form
teams for students‘ projects in the engineering curricula. However, studies on the formation of teams based on
Personality inventories such as temperament sorters are scarce for engineering students‘ projects. Personality
inventories are used to classify individuals according to trait similarities and dissimilarities. This study suggests that
personality inventories can be used as an academic guidance tool to provide insights into student‘s intellectual and
vocational potentials in forming effective teams.
There are published works on the interdisciplinary approach in the literature using various implementation
strategies. Robbie discussed the implementation of an introductory design course for engineering which is centred
around a multidisciplinary project and requires integrative thinking in solving problems within a team-based learning
experience (Robbie, Baker, Lotko, &Collier, 2008). Their approach includes a systematic iterative problem solving
methodology. Hamzeh, etal. (2015) presented a similar approach for the development of an introductory course in
engineering and architecture. The course engages first year students from architecture and various engineering
disciplines and is organized via multidisciplinary modules. There is also a module on hands-on technology experience
and students are required to work in teams on two projects. Abdul Gawed (2015) utilized the multidisciplinary
learning technique in a Capstone Project through the design, fabrication and implementation of an Automated
Storage and Retrieval System (ASRS)model. His study highlights the practical challenges in implementing a course
based on a multidisciplinary approach. Strong (2011) describe the challenges faced in implementing the
multidisciplinary approach including scheduling of multidisciplinary courses and acceptance of the multidisciplinary
design project as an acceptable alternative to discipline-based capstone courses.
34
An interdisciplinary approach can therefore be seen as an approach that is student-centred and allows
students to see the connections, synthesize, and transfer knowledge to a variety of problem solving situations in a
real-world setting. The use of team-based learning in the interdisciplinary approach provides a wide variety of
benefits to the students and their instructors (Michaelsen, Sweet, & Parmalee, 2011). The formation of an effective
team is especially important in an interdisciplinary working environment. Various team formation methods are
discussed in the literature. Random selection methods and heterogeneous mixtures of students may perform well in
teams but research evidence has shown the success of using team type selection with great potential for the future
(Prior,Bradley, & Shen, 2006).
Two widely used personality tests are the Keirsey Temperament Personality Assessment Test and the Myers-
Briggs Type Indicator (MBTI) (Prior,Bradley, & Shen, 2006;Neal& Neal, 2009). The Keirsey Temperament Personality
Assessment Test, also known as The Keirsey Temperament Sorter (KTS) consists of 70 questions designed to help the
participant learn what their personality type is. The personality test is based on the Keirsey Temperament Theory
created by David Keirsey. There are four temperament groups in the Keirsey theory. Each of these four also has four
unique character types. The four basic groups and their sub-groups are:
• Artisan – Crafter, Promoter, Performer, Composer

• Guardian – Inspector, Supervisor, Protector, Provider
• Rational – Mastermind, Inventor, Field marshal, Architect
• Idealist – Healer, Counsellor, Teacher, Champion
Personality types was used to form teams to provide insights into students‘ intellectual and vocational potentials to
help them achieve a meaningful team-based learning experience. The Keirsey Temperament Personality
Assessment Test was utilized in this research to identify a range of personality types for forming effective teams in an
interdisciplinary project for an introductory engineering course.
Utilising the Conceive, Design, Implement and Operate (CDIO) framework, students from three engineering
facultiesand students from the Faculty of computingwere divided into 15 teams where each team comprise of
students from the three engineering disciplines and the Faculty of Computing (FC)to undertake the project. The
three engineering faculties involved are the Faculty of Electrical Engineering (FKE), Faculty of Mechanical
Engineering (FKM) and Faculty of Biosciences and Medical Engineering (FBME). The goal of the project is to develop
a hospital food delivery robot that will deliver a cup of water between two locations. The project was divided into
four subsystems so that students from each respective faculty will be responsible for different parts of the project.
Students will maintain in the same teams throughout the semester.
Students from FKE were responsible for the navigation system whilst FC students were responsible for
developing the mobile application for controlling the Bluetooth and servo motor. Students from FBME were
responsible to develop a robotic hand that will handle the cup. FKM students were responsible for the design and
development of the body structure of the robot. Throughout the project duration, the students went through a peer
assessment process viaan online system. At the end of the project, a competition was held where they presented
their projects and were assessed. Besides collecting quantitative data through peer assessment scores, this study
also collects information from student teams through focus groups and one-on-one interviews. Open-ended
questionnaires were provided in the middle and at the end of the project to get feedback on challenges faced by
the students. Team project reports were also analysed to identify feedback or comments from team members.
Apart from technical assessment, students need to submit a peer review through www.teamxplore.com/mypeer.
Findings and Discussion
The teams were formed based on severalcriteria such as academic performance, gender, cultural background,
and also based on personality types. Table 1 shows the number of students that belong to each personality type.
Most students belong in the Guardians category (27%). Guardian individuals are the ones who act as the steadying
element in our society.All of the student teams had Guardians.Guardians also tend to find satisfaction in doing work
that involve details. Most of the project work that the students were involved in needed attention to details and that
is why it worked out really well when teams had Guardian members.
Table 1: Number and percentage of personality types for students

Personality Types N %
Rationals 64 22.7
Idealists 65 23.0
Guardians 76 27.0
Artisans 27 9.6
35
No personality test taken 50 17.7
TOTAL 282 100
The least number of personality types were Artisans (9.6%). Of the four temperaments, the Artisan temperament is
probably the one that stands out the most.Their world is tools. They have an instinctive knowledge of how to use a
tool to its best advantage. They use tools in very practical ways. This is proven when Artisan students are creative at
utilising recyclable items for their group project. The Artisan individuals are a great asset to the teams, especially
when dealing with tools.
Overall, the student teams worked really well together. Students seem to enjoy getting to know their peers from
other disciplines. They were enthusiastic during the group practical work sessions and everyone seemed to put an
effort and play their role as a team member. During the group project presentations, students seem to be able to
present their ideas and thoughts well.The results indicate thatpersonality inventories can be used in forming teams so
that students could get the most out of their team-based learning experience.
Acknowledgement
The authors would like to thank Universiti Teknologi Malaysia for supporting the research work under the GUP-DPP
Research Grant Vot number R.J130000.7716.4J253.
References
Abdul Gawed, A. F. (2015). Multidisciplinary Engineering for the Utilization of Traditional Automated Storage and
Retrieval System (ASRS) for Firefighting in Warehouses. American Journal of Energy Engineering (AJEE),
Special Issue: Fire, Energy and Thermal Real Life Challenges, 3(4-1), 2015, 1-22.
Hamzeh, F., Hajj, H., Daher, N., Aramouny, C., Shehadeh, M. T., & Najjar, K. (2015). A Multi-disciplinary Approach to
Developing an Introductory Course in Engineering and Architecture. In 10th World Congress on Engineering
Education (WCEE2015). 29-30 October, Beirut, Lebanon, Volume: 2015.
Michaelsen, L. K., Sweet, M., & Parmalee, D.X. (2011). Team-Based Learning: Small Group Learning‘s Next Big Step.
Jossey-Bass.
Neal, G., and Neal, J. (2009). Assessment of Keirsey Personality Temperaments among Aerospace Electronics
Students, International Journal of Professional Aviation Training & Testing Research, 3(1).
Prior, S. D., Bradley, M. D., & Shen, S. T. (2006). Selecting and Forming Design Teams, University of Southampton
ePrints.
Robbie, P. J., Baker, I., Lotko, W., & Collier, J. P. (2008), A Multidisciplinary Approach to Introductory Engineering
Design. In 38th ASEE/IEEE Frontiers in Education Conference. 22-25 October. Saratoga Springs, NY: IEEE, 1-6.
Strong, D. S. (2011). Towards Effective Multidisciplinary Engineering Education: The Multidisciplinary Design Stream at
Queen‘s University. Proceedings of the Canadian Engineering Education Conference.
The Science Education Resource Center (SERC) at Carleton College. Retrieved from
http://serc.carleton.edu/index.html
36
A Framework of Scenario Based Learning for Module Development
Muhammad Sukri Saud
Department of Technical and Engineering Education,
Faculty of Education, Universiti Teknologi Malaysia,
813100 Johor Bahru Malaysia.
p-sukri@utm.my
Highlights: Engineering educators always belief that teaching and learning activities in their
classrooms should closely represent what is happening in business and industry sectors. After an
extensive literature review on active learning approach, researchers found that Scenario Based
Learning should be incorporated in today‘s classrooms. Scenario Based Learning is one of the active
learning approaches which adopt industrial environment into the classrooms. This study used qualitative
research approach to gather data from reputable journals and experts in the attempt to suggest a
Scenario Based Learning Framework which can be used to develop learning module.
Keywords: Engineering Educator; Scenario Based Learning; Active Learning; Framework, Learning
Module
Introduction
The issue of dissatisfaction over the performance of our graduates has been highlighted and discussed for so many
years. Consequently, it is reported that new graduates face problems to get suitable jobs. To overcome this
problem, discussions between industry and business sectors and educational institutions have been initiated in order
to identify the type of competency required so that our young generation able to survive and flourish in the global
economy (Ramakrishnan and Mohd Yasin, 2012). Undeniably, there are many factors which can lead to
unemployment problems. Lack of problem solving and thinking skills among students can be seen as one of the
reasons. Many Malaysian universities have embedded problem solving and critical thinking skills in their curriculum.
However, the issue of unemployment among graduates still exists until today.
Therefore, there should be an effort to investigate teaching and learning processes, especially the way
students are being taught in classrooms. Many scholars suggest that, educators must shift from traditional teaching
method, which promotes memorization to a teaching method which encourages students to analyze, synthesize
and evaluate lesson content. One way to reduce this gap is by introducing Scenario Based learning Module for
teaching and learning in classrooms.
Literature Review
Similar to other technology and engineering disciplines, Engineering Education (EE) also requires approaches which
emphasize on students‘ centeredness. Although hands-on activities become the most dominant teaching learning
process in EE programs, other learning approaches which engage students professional development can also play
major roles in the delivery of course `content which is geared toward smooth school-to-work transition. Specifically,
EE courses require a learning approach where learners will be involved in dealing with real world problems, task and
projects that convert their understanding of the conceptual problems, enable them to think critically and transfer
ideas into the real-world situation. One of the approaches which possess these characteristics is identified in the
literature as ―Scenario-Based Learning‖ (SBL), which is grouped as ‗Authentic Pedagogies‘ (AD) (Meldrum, 2010).
SBL approach is developed on the premise of situated learning theory which advocates learning in
‗contextual‘ form ―it does not see mind as a container waiting to be filled up, but sees it in the everyday world,
creating knowledge and learning simultaneously in interaction with the social and material aspect of the lived-in-the
world‖ (Fox, 1997). It employs the use of scenarios to supplement the learning of content that require critical thinking
on the subject content delivered to students previously through lecture approach (Thomsen et al., 2010). Learners
who are engaged thorough SBL approach will have the opportunity to discover realities of their profession, perform
‗work-oriented roles‘ and be engaged in critical thinking activities using professionally approved means of
communication (Errington, 2011). This notion is summarized as ―we have to prepare students not just for the
complexity they face here and now but lay the foundations for how they will deal with unknowable change and
complexities they will have to grapple with thirty years from now‖(Jackson, 2010).
Methodology
The data in this study were collected from document analysis of relevant journal articles written by scholars in the
area of Scenario Based Learning. Thus, qualitative research design was utilized to conduct this study. Document
analysis technique was used to analysis the data and the data are presented in a meaningful way. The content of
the documents were read and analyzed by the researchers. Majority of the papers were downloaded through
Universiti Teknologi Malaysia (UTM) library website (www.utm.my/psz). Based on the extensive analysis of the journals,
37
the researchers have suggested a framework for implementing scenario based learning approach which can be
used to develop a learning module in classroom. Finally, the elements (constructs) have been verified by experts.
Finding and Discussion of The Research
This study suggests that there are five main elements which should be integrated in the teaching and learning of
engineering program in order to develop students‘ Higher Order Thinking Skills through scenario based learning
setting. The elements are (1) observing, (2) feeling and valuing (3) thinking (4) practicing, doing and teaching (5)
and finally reflecting the processes. The learning processes should encourage the students to observe and
understand the scenario, feel and value the issues/problems, think to suggest the solution to the issues/problems,
and do the possible solutions. Finally, the students should reflect the processes to get better understanding of the
topics being studied.The scenario should be based on real complex experiences and tasks in work places.
Furthermore, student learning assessment should be based on the industry and business standard. The table below
describes details of the processes involved in each of the components.
Components Details
Observing Observing the scenario (related
problems/issues/topics/case study etc )
Feeling & valuing Starting to get involve and judging the
scenario. Making sense of the scenario.
Thinking Starting to understand the scenario.
Suggesting solutions to solve the problems.
Students are required to use higher order
thinking skills (HOTS).
Practising & Reacting to what they understood. Involve
Doing, Teaching hands-on activities to solve the problems.
Reflecting Teacher and the students reflect what they

had learnt from the scenario. Also suggest
ways to improve the learning process.
-Scenario
-Industry and Business Standard

-Real World Task
Figure 1: A Framework of Scenario Based Learning for Module Development
The study discovered that the main aspect of scenario based learning is that the learners should be exposed to
more complex challenges/issues/problems/topics to solve. It is expected that as they continue the learning
processes, their knowledge and experiences increase. Ultimately, these activities will develop learners Higher Order
38
Thinking Skills. Active engagement of learners allows the instructor to assess their competence as they progress
through the learning, identify any gap in their knowledge and skills which need to be addressed, rather than having
a separate assessment in the traditional learning. Scenario Based learning approach is unique since the learning is
more likely to go ―off-piste‖, rather than following a defined path by the teacher. As a result, students navigate their
way through the learning experiences. In order for this to happen, the instructor needs to know their students well to
ensure that they are able to follow a path which they may not anticipate.
Finally, SBL needs to be an interactive process therefore the process of teaching and learning must allow
the students to interact with each other. Consequently, increasing involvement of students in learning will allow them
to learn not only from the course content and instructor but also from real-world experience of similar scenarios.
Thus, learners and instructors are learning from each other throughout the process.This condition promotes
positive outcomes since people retain more of what they teach others/use immediately, as opposed to lecture
format which only allow absorption of less knowledge and skills . Scenario Based Learning works very well when is
applied to complex situations, where critical decisions need to be made in real time. This condition also happens in
the engineering field of work. The challenge in applying Scenario Based learning is that the learning can take longer
to prepare and to deliver. However, it is a worthwhile investment since the end result is that learners are involved in
theirlearning, motivated to find out more and can relate what they have learned to real-life situations.
Conclusion
Scenario Based Learning Approach which uses scenario as the main aspect of learning is a great way to make
learners more engaged. Thus the learning process helps learners to learn at a deeper level. Instead of just reading,
learners must read with the intent to understand and at times place themselves into the particular scenario, provides
learners with the input to reflect, make decisions and solve the problems. Consequently, it can develop learners‘
higher order thinking skills. Evidence from a wide range of scholarly literature clearly shows that Scenario Based
Learning has a significant impact in decreasing the gap between what is happening in the industry and what is
being taught in our classrooms. Basically, Scenario Based Learning transforms data and information into something
meaningful and show how they are being applied in workplaces.
References
Errington E, P. (2011. Mission Possible: Using near-world scenarios to prepare graduates for the profession. Journal of Teaching and
Learning in Higher Education 23: 1, 84-91.
Fox, S. (1997). Situated learning theory versus traditional cognitive learning theory: why management education should not ignore
management learning. Systems Practice, 10 (6), 727-747.
Jackson, N. (2010). Developing creativity through lifewide education. Online at: http://imaginativecurriculumnetwork . pbworks.
com/Accessed, 1, 06-10
Meldrum K. (2010). Preparing pre-service physical education teachers for uncertain future(s): a scenario-based learning case study
from Australia, Physical Education and Sport Pedagogy, Vol. 16 (2) (2010) 133-144.
Ramakrishnan K, Norizan Y. Knowledge Management: Building a Bridge between Higher Learning Institution and Employer:
Proceedings of the 5th International Conference on Technology, Education and Development, IATED 2679-2688.
Thomsen, B., Renaud, C., Savory, S., Romans, E., Mitrofanov, O., Rio, M., Mitchell, J. (2010). Introducing scenario based learning:
Experiences from an undergraduate electronic and electrical engineering course., Paper presented at the Education
Engineering (EDUCON), 2010 IEEE
39
The Influence of Problem-Based Learning on Improving Problem Solving
Ability of High School Students on the Topic of Heat
Aprilita Ekasari
Universitas Negeri Malang
aprilitaekasari@gmail.com
Markus Diantoro
markus.diantoro.fmipa@um.ac.id
Parno
parno.fmipa@um.ac.id
Highlights: This study aims to determine the influence of problem-based learning on improving
problem solving ability of high school students related to the topic of heat. The subjects were 44
students of XI MIPA 8 SMAN 1 Kedungwaru, East Java, Indonesia. This study used mixed method
research model. The results showed that problem solving ability was improved after problem-based
learning related to the topic of heat. The average N-gain score of 0.59 was categorized as moderate
with the effect size of 2.11. In addition, students‘ problem solving ability had positive changes at the
stage of defining problem: problem scheme, understanding casual relation in the problem, arguing to
learn problem solving, and analogizing problem.
.
Key words:Problem-based learning; problem solving ability; mixed methods; heat.
Introduction
Problem solving ability is the ability of students in finding solutions to problems encountered. Research
problem solving abilities in the field of physics is needed (Maliki, Hidayat, & Sutopo, 2017). This is because the learning
of physics aims to guide students in solving problems so as to find the right solution. There have been many studies
on problem solving ability with various models of learning in the field of physics, namely interactive demonstration
(Susiana, Yuliati, & Latifah, 2018), map meeting (Prihartanti, Yuliati, & Wisodo, 2017), cooperative problem
solving(Nurcahyo & Yuliati, 2017), web development of physics (Doyan & Sukmantara, 2014), peer assessment-based
game (Hwang, Hung, & Chen, 2014), modeling instruction (Sujarwanto & Hidayat, 2014), and the results show that
there are still limitations in improving problem solving ability in each study.
Problem-based learning can improve students‘ problem solving ability in the field of physics(Dwi, Arif, &
Sentot, 2013; Kumar & Refaei, 2013; Lozano, Gracia, Corcho, Noble, & Peres, 2015). Problem-solving ability used in
the study includes defining problems: problem scheme, understanding casual relation in the problem, arguing to
learn problem-solving, and analogizing problem(Jonassen, 2011).
Content
This study uses mixed method research model which had been done in SMAN 1 Kedungwaru, East Java,
Indonesia. The subjects were 44 students of XI MIPA 8. There were4meetings in learning the topic of heat. Before the
learning, pretest was done by giving 15 questions to the students related to the topic of heat. Pretest results were
used to measure students‘ initial problem-solving ability of the topic. For the first meeting up to the fourth meeting,
learning the topic of heat was conducted using a problem-based learning model. The instruments in this study
included problem solving test, syllabus, RPP, LKS, observation sheet. After the learning, students were given posttest
by giving as many as 15 essays similar to pretest question. The results were analyzed quantitatively and qualitatively.
Quantitative data were problem solving ability scores on pretest and posttest, whereas qualitative data were
obtained from students‘ argument while completing problem solving test on pretest and posttest. Quantitative data
were analyzed by effect size test, N-gain test, and T-paired test. Qualitative data were analyzed by coding and
data reduction.The research results are described as follows.
40
The statistical description results of pretest and posttest of students‘ problem solving ability in SMAN 1
Kedungwaru are presented in Table 1.
Tabel 1. The statistical description results of pretest and posttest of students‘ problem solving ability
N Min Max Mean Med Std.dev Var. Skewness
Statistic Std.err
Pretest 44 30 82 52 52 1.24 155.7 .294 .357
Posttest 44 55 100 79,2 79,3 1.09 118.8 -.344 .357
The Skweness from pretest and posttest score data of SMAN 1 Kedungwaru based on Table 1 shows the
result greater than -1 and less than 1, so it can be concluded that the data are normally distributed(Morgan et al,
2005). The mean and median values shown in Table 1 have almost the same values, thus the pretest and posttest
data are normally distributed. After the normal distributed data, paired sample t-test was done using SPSS 1.60 for
Windows to know the significance of improvement of problem solving ability of students of SMAN 1 Kedungwaru as
shown in Table 2.
Tabel 2 Paired samples test of students‘ problem solving ability

Paired Differences
95% Confidence Interval of the
Difference
Std. Error Sig. (2-
Mean Std. Dev Mean Lower Upper T Df tailed)
Pair 1 PRETEST -
-2.72 5.16 .778 -28.7 -25.63 -34.937 43 .000
POSTTEST
From Table 2, it can be seen that there is a significant difference of problem solving ability between pretest and
posttest results of students of SMAN 1 Kedungwaru with df = 43 equal to -34.937; p = 0.00 (two tails). These results
show that problem-based learning can improve students‘ problem solving ability in SMAN 1 Kedungwaru on the
topic of heat.
D-effect size scores and the average N-Gain scores can also show improvement of problem solving ability
of students in SMAN 1 Kedungwaru. From the calculation of d-effect size, the result obtained was d = 2.11 with very
large effect criteria (Morgan et al, 2005). N-gain scores were obtained from the calculation of the average score of
students in SMAN 1 Kedungwaru (g) = 0.59 categorized as moderate (Hake, 1998).
Table 3 An analysis of each indicator ofstudents‘ metacognition ability

Indicator Presentase (%)
Pretest Posttest
Argumentation 63,8 88,8
Causal 37,3 72,3
Problem Scema 42,3 69,7
Analogy 58,6 79,1
Table 3 showsthat students‘ problem-solving ability as a whole was improved significantly in problem-based learning
on the topic of heat.(Dwi, Arif, &Sentot, 2013; Kumar &Refaei, 2013; Lozano, Gracia ,Corcho, Noble, & Peres, 2015),
There was a difference from previous studies. The average N-gain scoresobtained were higher than previous studies.
Table 4 shows the cross-sectional test of students‘ pretest and posttest on the causal indicator.
Tabel4The cross-sectional test of pretest and posttest of students' problem solving abilityincausal indicators
Causal Posttest
Total
A B C D E
Causal Pretest A 0 0 0 0 0 0
B 3 1 0 0 0 4
C 5 6 0 0 0 11
D 6 19 4 0 0 29
E 0 0 0 0 0 0
41
Causal Posttest
Total
A B C D E
Causal Pretest A 0 0 0 0 0 0
B 3 1 0 0 0 4
C 5 6 0 0 0 11
D 6 19 4 0 0 29
E 0 0 0 0 0 0
Total 14 26 4 0 0 44
Description: A = cause-effect, there is a relationship; B = cause-effect, no relationship; C = reverse causation; D = wrong causation, E
= No answer.
According to Table 4, some students gave category A to the pretest (cause-effect, there is a relationship)
and gave category B to the posttest (cause-effect, no relationship). Students‘ answers were confirmed by interview.
Q: T: At the time of posttest, how is the answer you gave on problem No. 8?
Picture 1: Students' posttest answer
Is the effect true?

S: In my opinion, conduction shifts occur in fires and metal containers. There are constituent atoms in metal containers. The heat
spreads through the constituent atoms.
T: It is true that there is heat conduction when the metal container is heated on the fire. So what is the effect?
S: It causes water in metal containers to heat up quickly.
T: Is the water heating duration equal?
S: No, it depends on the conductivity of the material.
T: That isright, you did not write that answer. Why?
S: It was unimaginable during the test.
In accordance with the above interview, the students are less able to coordinate the knowledge they
have. This is in accordance with the study that the knowledge possessed by novice is still fragmentary, yet they can
link between one concept with other concept (Docktor, 2012). From the above description, it can be concluded
that students of SMAN 1 Kedungwaru have average N-gain score of 0.59 categorized as moderate with the effect
size of 2.11 (very strong category).In addition, students‘ problem solving ability had positive changes at the stage of
defining problem: problem scheme, understanding casual relation in the problem, arguing to learn problem solving,
and analogizing problem.
References
Docktor, Jennifer L, Mestre, José P & Ross, Brian H. (2012). Impact of a short intervention on novices‘ categorization criteria. Physics
Education Research 8, 020102 (2012). DOI:10.1103/PhysRevSTPER.8.020102
Docktor, J. L., & Mestre, J. P. (2014). Synthesis Of Discipline-Based Education Research In Physics, 20119, 1–58.
Https://Doi.Org/10.1103/Physrevstper.10.020119
Doyan, A., & Sukmantara, I. K. Y. (2014). Pengembangan Web Intranet Fisika Untuk Meningkatkan Penguasaan Konsep Dan
Kemampuan Pemecahan Masalah Siswa Smk. Jurnal Pendidikan Fisika Indonesia, 10(2), 117–127.
Https://Doi.Org/10.15294/Jpfi.V10i2.3348
Dwi, I. M., Arif, H., & Sentot, K. (2013). Pengaruh Strategi Problem Based Learning. Jurnal Pendidikan Fisika Indonesia (Indonesian
Journal Of Physics Education), 9(1), 8–17. Https://Doi.Org/Issn : 16931246
42
Hake, R. R. (1998). Interactive-Engagement Versus Traditional Methods : A Six-Thousand-Student Survey Of Mechanics Test Data For
Introductory Physics Courses Interactive-Engagement Versus Traditional Methods : A Six-Thousand-Student Survey Of
Mechanics Test Data For Introduc, 66(1). Https://Doi.Org/10.1119/1.18809
Hwang, G. J., Hung, C. M., & Chen, N. S. (2014). Improving Learning Achievements, Motivations And Problem-Solving Skills Through A
Peer Assessment-Based Game Development Approach. Educational Technology Research And Development, 62(2), 129–
145. Https://Doi.Org/10.1007/S11423-013-9320-7
Jonassen, D. H. (2011). Learning To Solve Problem. New York And London: Taylor And Francis Groub.
Kumar, R., & Refaei, B. (2013). Designing A Problem-Based Learning Intermediate Composition Course. College Teaching, 61(3), 67–
73.
Leech, N. L., Barrett, K. C., & Morgan, G. A. (2005). Spss For Intermediate Statistics: Use And Interprestation (Second Edi). Lawrence
Erlbaum Associates.
Lozano, E., Gracia, J., Corcho, O., Noble, R. A., & Peres, A. G. (2015). Problem-Based Learning Supported By Semantic Techniques.
Interactive Learning Environments, 23(1), 37–54. Https://Doi.Org/10.1080/10494820.2012.745431
Maliki, I. M. Al, Hidayat, A., & Sutopo. (2017). Topik Suhu Dan Kalor Melalui Pembelajaran Cognitive Apprenticeship, 304–308.
Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barrett, K. C. (2004). Spss For Introductory Statistics Use And Interpretation (Second
Edi). London: Lawrence Erlbaum Associates.
Nurcahyo, A. W., & Yuliati, L. (2017). Gerak Newton Mahasiswa Melalui Pembelajaran Cooperative Problem Solving, (2015), 963–970.
Prihartanti, D., Yuliati, L., & Wisodo, H. (2017). Kemampuan Pemecahan Masalah Siswa Pada Konsep Impuls , Momentum , Dan
Teorema Impuls Momentum, 1149–1159.
Sujarwanto, E., & Hidayat, A. (2014). Kemampuan Pemecahan Masalah Fisika Pada Modeling Instruction Pada Siswa Sma Kelas Xi,
3(1), 65–78. Retrieved From Http://Journal.Unnes.Ac.Id/Nju/Index.Php/Jpii%0akemampuan
Susiana, N., Yuliati, L., & Latifah, E. (2018). Pengaruh Interactive Demonstration Terhadap Kemampuan Pemecahan Masalah Siswa
Kelas X Pada Materi Hukum Newton, (2001), 312–315.
Yu, K. C., Fan, S. C., & Lin, K. Y. (2015). Enhancing Students‘ Problem-Solving Skills Through Context-Based Learning. International
Journal Of Science And Mathematics Education, 13(6),1377–1401. Https://Doi.Org/10.1007/S10763-014-9567-4
43
Students’ Mental Model on Experiential Learning Static Fluid Material
Ida Purnamasari
Ipsari850@gmail.com
Lia Yuliati
lia.yuliati.fmipa@um.ac.id
Markus Diantoro
markus.diantoro.fmipa@um.ac.id
Highlights: This research is aimed at knowingof XI graders at SMA Muhammadiyah 3 Batu‘s East Java
mental model on experiential learning process which focused on static fluid material. This research
employs embedded mixed method design as the research design. This research uses 30 students of
science class at SMA Muhammadiyah 3 Batu. Measurement instrument which is used is mental model
question, interview guideline, and observation sheet. This research uses some data analysis techniques
such as students‘ mental model analysis based on pretest and posttest and interview result. Those
results are further analyzed by using N-Gain, Couple T-Test and effect size. Besides, those results are
qualitatively analyzed through reduction phase (the pretest and posttest data sorting), coding
(students‘ mental mode coding process to surface, matching anddeep structure) and data display
(presenting students‘ mental mode data).
Key words:mental model, Experiential Learning, Static Fluid
Introduction
Static Fluid is part of physics science which closely related to nature phenomena. The static fluid
specification is on the learning process it is expected that students are able to solve the life-related problems
independently (Çepni & Şahin, 2012). Scientific theory understanding is needed in order to build students‘ mental
model (Johnson-Laird, 1983). In (Yulianti, 2015), it is found that students are having difficulty in understanding and
interpreting microscopic image of a problem. On the hydrostatic pressure topic, there are many students who have
difficulty in interpreting microscopic image of particular object‘s hydrostatic pressure (Besson & Viennot, 2004)
Mental model is an ability that owned by students inside their minds to represent phenomena or situation (Ornek,
2008). To compare the various students‘ mental mode we can see the experience in generalizing and manipulating
the possessed knowledge content.
Students‘ mental model is usually used in analyzing the solution of particular problem (Wang & Barrow, 2011).
Students‘ mental mode is gathered through behavioral image that using intuition of microscopic relationship
between experience and daily life object(Besson, 2004). Physics students‘ mental mode can be assessed through
microscopic physics question. According to students‘ answers it can be determined some types of students‘ mental
modes such as surface, matching, ordeep structures (SMD) (Ifenthaler, 2009).
Experiential learning is an approach which combining the owned experience and real life(Maloof, 2006).
Experiential learning approach asks students to be active and independent. When students attend a particular
lesson, they already had their experiences that obtained previously (Kesselring, 1999). Experiential learning steps are
concrete experience, reflective observation, abstract conceptualization, dan active experiment (Kolb, 1984).
According to (Hopkinson & Hogg, 2004) experiential learning cycle can be defined as follow; concrete
experienceis one‘s involvement level towards interesting phenomena.reflective observation is an activity where
students apply systemic refection which focused on experience and learning and trying to provide the explanation
about the experience, abstract conceptualitation is an activity where students relate the reflection of owned
knowledge with experience improvement outside the owned knowledge, the last is active experimentation where
students are actively inspecting and exploiting the owned previous prediction.
44
Content
The change of students‘ mental model which experiencing the experiential learning can be seen from the
changes of pretest and posttest score. The statistical analysis results of students‘ mental model are displayed on
Table 1.
Table 1 The statistical analysis results of students‘ mental mode
Statistic Pretest Posttest

N 30 30
Average 1,5667 15,9333
Deviation 1,79431 4,30664
Standard
Before the researcher doing the statistical test, the researcher did the prerequisite test named normality test.
The normality test used is Liliefors normality test. Based on the pretest Liliefors test it resultedL count 0,324, where
Lcount<Ltable ; 0,32392 < 0,4989. Meanwhile Based on the posttest Liliefors normality test it is resulted Lcount 0,11912,
dimanaLcount<Ltable ; 0,11912 < 0,4989. Hence, it can be concluded that both pretest and posttest data are normally
distributed.
After the researcher knew that the data is normally distributed, the students‘ mental model test is continued
to Effect test and paired T-Test. The strength of experiential learning towards students‘ mental model is categorized
as strong with effect size value 4,35. Paired test is done by using SPSS, the result is displayed on table 2.
Table 2 Paired Test
Statistic Value Category

T value 18,601
Asymp (2-tailed) 0,000 Significant Difference
Paired Sample Test Posttest > Pretest
Table 2 shows the t-test result is 18,601 with Asymp (2-tailed) 0,000 which implies that posttest and pretest values are
significantly different. Besides, it is showed by Paired Sample Test where mental model changed from pretest to
posttest.
Description of Students’ Mental Model Change.
Change of students‘ mental model on static fluid material which experiencing Experiential Learning can be
seen from the improvement of pretest and posttest score. The result of pretest and posttest answer is displayed on
image 1.
Image 1. Pretest and Posttest Mental Model
On the image 1 it is seen the significant change of students‘ mental model from pretest to posttest. The
phenomenon is happened to every individual. When pretest, all of the students were having uncategorized mental
model. The majority of students are showing significant change, like student number 12 who experience the change
from uncategorized mental model into deep mental model. Beside, student number 9 who has uncategorized
mental model at first, it changed into surface mental model.
Based on the classified pretest and posttest scores which further analyzed by using crosstabulation
descriptive, it is gathered significant improvement on every individual. The analysis result is displayed on Table 3.
45
Table 3 Crosstabulationof Students‘ Mental Model Pretest and Posttest score
MM Posttest
Deep Matching Surface Uncategorized
Deep 0 0 0 0
Moderate 0 0 0 0
MM Pretest Surface 0 3 0 0
Uncategorized 2 14 11 0
In the crosstabulation descriptive analysis, mental model of every individual is categorized into three
categories namely surface, matching and deep. Based on table 4.10 it can be seen that students‘ pretest scores
are classified into two categories namely surface and uncategorized. Student who classified as uncategorized is
student who got 0. Meanwhile, score 1 is categorized into surface, score 2 matching and score 3 deep.
Majority of students are experiencing mental model improvement, from the surface and uncategorized,
improved to matching even deep. When pretest, students who have uncategorized are 27 students, then when
posttest there are 11 students who experience the improvement into surface, 14 students into matching and 2
students into deep. Meanwhile, for the 3 students who have mental model surface changed into matching.
Based on that result it can be said that all of the students are experiencing better mental mode change.
Total students who have categorized mental model are 11 (36,7%) students in surface category, 17 (56,7%) students
in matching category and 2 (6,7%) in category deep.
Research result from Rahayu&Purwanto (2013) explains that students‘ mental model is affected by several
factors one of them is experience. Experience is one of important factor in shaping the students‘ mental model.
Based on the result of interview to several students who have deep mental model, it is found that students have
many experience either it is experienced phenomena or phenomena which were gotten from books.
The result shows that there is change of mental model on pretest and posttest. This thing shows that
experiential learning affects the students‘ mental model. When pretest, students are answering based on their own
experiences (Besson et.al, 2007). Students think that hydrostatic pressure is affected by depth and shape of the
container (Besson et.al, 2007). On the posttest, there is change in the students‘ answer. The students already related
their answers with the concept of hydrostatic pressure, students also write the mathematical formula of it.
Besides, the change of students‗mental model is supported by interview result with several students. The
researcher asked questions related to Archimedes law, ―is gas balloon applying Archimedes law?”. Students with
deep structure mental model answered it firmly by saying ―Yes, gas balloonis applying Archimedes law because gas
is categorized as fluid‖. The interview was continued by asking ―Why gas balloon is flying when it is heated?” The
students answered ―because when the balloon is heated, the gas inside balloon is swelling which is causing the
balloon‟s volume getting bigger when the mass is constant hence the gas balloon‟s gas mass will be smaller than
the gas outside balloon and the balloon will fly”.
The researcher asked ―How is the microscopic explanation of flying balloon?” The student answered“the
gas balloon usually contains of nitrogen when the gas inside the balloon is heated it causes the molecule of gas
mass actively moves.Because of that, the mass liquid of gas will be smaller compared to outside gas‟ mass liquid.
Thus, the balloon will fly”.
Whereas, the students who have surface structure mental model answered the question in hesitate
manner. They are unable to express a particular phenomenon in microscopic way. The similar thing also is found on
Chi &VanLehn‘s research (2012) who argued students with deep structure mental model will be able to explain
either the concept or microscopic contemplation. Whereas, the students who have surface structure mental model
will answer the questions in doubt manner.
References
Besson, U. (2004). Students‘ conceptions of fluids. International Journal of Science Education, 26(14), 1683–1714.
https://doi.org/10.1080/0950069042000243745
Besson, U., &Viennot, L. (2004). Using models at the mesoscopic scale in teaching physics: two experimental interventions in solid
friction and fluid statics. International Journal of Science Education, 26(9), 1083–1110.
https://doi.org/10.1080/0950069042000205396
Çepni, S., &Şahin, Ç. (2012). Effect of different teaching methods and techniques embedded in the 5E instructional model on
students‘ learning about buoyancy force. Eurasian Journal of Physics and Chemistry Education, 4(2).
Chi, M. T. H., &VanLehn, K. A. (2012). Seeing Deep Structure From the Interactions of Surface Features. Educational Psychologist, 47(3),
177–188. https://doi.org/10.1080/00461520.2012.695709
46
Hopkinson, G. C., & Hogg, M. K. (2004). Teaching and learning about qualitative research in the social sciences: An experiential
learning approach amongst marketing students. Journal of Further and Higher Education, 28(3), 307–320.
Ifenthaler, D. (2009). Using a Causal Model for the Design and Development of a Simulation Game for Teacher Education.
Technology, Instruction, Cognition & Learning, 6(3).
Kesselring, T. (1999). Jean Piaget (Vol. 512). CH Beck.
Kolb, D. (1984). Experiential learning as the science of learning and development.
Maloof, J. (2006). Experience This¡ The Experiential Approach to Teaching Environmental Issues. Applied Environmental Education &
Communication, 5(3), 193–197. https://doi.org/10.1080/15330150600914743
Wang, C.-Y., & Barrow, L. H. (2011). Characteristics and Levels of Sophistication: An Analysis of Chemistry Students‘ Ability to Think with
Mental Models. Research in Science Education, 41(4), 561–586. https://doi.org/10.1007/s11165-010-9180-7
Yulianti, D. (2015). Introductory Study on Student‘s Mental Models in Understanding the Concept of Atomic Structure. The Online
Journal of New Horizons in Education–October, 5(4).
47
An Integrated Day Release Work-based Learning in a 2u2i Curriculum
Roliana Ibrahim
roliana@utm.my
Norasnita Ahmad
norasnita@utm.my
Norhawaniah Zakaria
hawaniah@utm.my
Haza Nuzly Abdell Hamed

haza@utm.my
Highlights: The main objective of this study is to investigate the feasibility of conducting an integrated
day release work-based learning (WBL) approach in three different courses that are offered
simultaneously in a semester. Although each of the courses provides different course outcomes, the
theoretical, technical and generic skills from each of the courses are required to develop a web-based
information systems. The observation and evaluation to the implementation of the integrated WBL was
done in a curriculum designed in 2u2i mode of study. This feasibility study involves nine stakeholders
from industries, three lecturers and thirty-five students as participants of the study.
Key words: Work-based learning; 2u2i curriculum; day release; NALI;
Introduction
In September 2016, UTM has introduced a curriculum known as 2u2i for Bachelor of Computer Science (Data
Engineering) offered under the Faculty of Computing, Universiti Teknologi Malaysia (UTM). A 2u2i curriculum refers to
two years in the university and two years in the industry or three years in university and one year in industry for a 4
year duration of an academic programmes. This definitionis given by the Ministry of Higher Education in the MOHE
2u2i guideline which recently published. The Bachelor of Computer Science (Data Engineering) is the first ICT based
programme offered as 2u2i mode of study in Malaysia and become one of the pioneer universities among 5 other
universities such as UPM, UMK, UMT, Unisza and UiTM. Those universities offered program other than ICT such as
accounting, entrepreneurship and mass communication. The curriculum of BCS (Data Engineering) programme was
designed according to MOHE 2u2i guideline and the curriculum incorporated several Work-based Learning (WBL)
courses starting from semester one.
WBL is defined as a class of university programmes that bring together universities and work orgnisations to
create new learning opportunities in workplace. There are three types; learning through work, learning for work and
learning at work (Lemanski, et al, 2011). The designed of the WBL in this curriculum follows the Malaysia Qualifications
Agency (MQA) Guidelines to Good Practices; Work-based Learning (WBL) and according to MQA WBL Guideline,
WBL courses can be conducted in i) a day release; or ii) a block release. A day release is defined as scheduled
hours or days within the coursewhen the students are released to attend a credit earned WBL experience or to
practice knowledge gained from the educational courses from the university lecturers together with coach from
industries. The classes and WBL experiences can be conducted at the workplace or at the university by the
academic staff and qualified industry coach.
In the third semester of the 2u2i curriculum of BCS (Data Engineering), there are three WBL courses offered
in the mode of day release. In conventional academic programme, for example in Bachelor of Computer Science
(Software Engineering), these courses are offered to give different skills for development of a web-based information
system.However, in BCS (Data Engineering), we are exploring the feasibility of implementing an integrated day
release WBL approach in three WBL courses offered in Year, semester one. This approach involves the development
of a web-based information systems project as case study to evaluate and assess students‘ knowledge, technical,
problem solving, communication and critical thinking skills. To be able to reflect the success of implementing an
48
integrated day release WBL courses, the problem statements of our investigation are ―How to implement an
integrated day release work-based learning approach in three different courses to teach students the theoretical,
technical and generic skills needed in the development of a web-based information systems”.
Implementation of an Integrated Work-Based Learning Courses
As mentioned in the above section, we have implemented a day release work-based learning approach to three
different courses offered simultaneously in semester one of Year 2. The courses involves are Database, Systems
Analysis and Design and Systems Development Technology. Each courses has it‘s own separate course outcome
which map to five Programme Learning Outcome (PLO). The assessed PLOs are knowledge, technical, problem
solving, communication and critical thinking skills. The cognitive, technical and generic skills obtained from each of
the courses are required for the ICT students to develop a complete web-based information system. As such, an
integrated day release work-based learning approach was implemented in the teaching & learningof those
courses. Each instructor of the course delivered the theoretical parts of the lesson individually but team-up in the
process of mentoring and monitoring the class group project. The students received the real user and system
requirements from the stakeholdersfrom industries in the beginning of the semester and consistently meet-up with the
stakeholders in the process of verifying and validating the requirements and needs.
The assessment of the information systems development project replaces the students‘ final year
examination. In the development of a Web-based Information Systems, the components which are included in the
assessment are 1) ability to gather real requirements from the stakeholders in the industries and designing the
information systems based on the identified processes; 2) ability to design a database for data storage, retrieval and
manipulation; 2) ability to design user interface and use the current web-based technology for systems
development. The first assessment component is evaluated in the Systems Analysis & Design course, the second
assessment component is in Database course and the final one is in Systems Development Technology.
We have used experiments and observation approach with qualitative and quantitative methods of data
collection. The students were divided into nine groups to match the user and systems requirements from nine
stakeholders from various private companies and public organisations. The students were given 16 weeks to
complete the project and in week 20 to present and demo their systems to the stakeholders referred as industry
coach together withthe lecturers of each courses. The demo and presentation session is the assessment methods
used to evaluate the technical and generic skills of the students. At the systems hand-over session, the stakeholders
from the industries were interviewed to get their opinion and reflection about the achievement of the students‘
knowledge, technical and generic skills. The lecturers on the other hand, measure the achievement of the course
outcome with theprogram learning objectives of the WBL courses. Students were also interviewed to get their
opinions in undertaking an integrated WBL courses for systems development.
The findings of the feasibility study are divided into three perspectives; 1) stakeholders from industries, 2) lecturers
and 3) students.Most of the stakeholders agree that the WBL courses able to expose the students with the technical
skills to solve real problems from the industries. They believe that WBL courses able to provide opportunities for the
students to have real experience in developing a system at the early year of their academic programme. In
addition, the stakeholders believe the WBL courses able to initiate collaboration between them and the lecturers the
teaching and learning processes. As for the lecturers, they commented on the high expectation and scope of
systems requirements given by the stakeholders as class project. The scope of the project does not match with the
technical skills possessed by the students possess in the early of year 2. In our Programme Review Report (PRR), the
students achieve only 62% for technical skills compared to others such as Knowledge (97%), Problem Solving (80%),
Communication (100%) and Critical Thinking (100%). One of the lecturers mentioned that the way to teach the
students should focus on giving hands-on skills rather than theoretical skills to ensure the students able to complete
the development of the system successfully. Therefore, one of the actions needed to improve this situation is to
revise the course outline for three WBL courses which will be implemented for the next cohort of students. In the
perspectives of students, theyagree that the WBL courses give them real experience to develop a web-based
information system using the requirements given by the stakeholders. They also agree the WBL class project give
them opportunity to practice and improve their communication and critical thinking skills. They become more
confident to discuss and present their work not only to their lecturers but also with their industry coach.
49
Acknowledgement
We are grateful to the Faculty of Computing‘s Dean and Deputy Dean of Academic and Students Affairs for their
consistent support in the implementation of the Work-based Learning courses of the 2u2i curriculum. We would also
wish to extend our gratitude to all stakeholders from various private software house companies and public
organizations who involves in our WBL courses and participate as industry coach to the students.
References
Lemanski, T., Mewis, R.. & Overton, T. (2011). An Introduction to Work-based Learning (A Physical Sciences Practice Guide), Published
by UK Physical Sciences Centre.
Malaysia Qualifications Agency (MQA) Guidelines to Good Practices; Work-based Learning (WBL).
Kementerian Pendidikan Tinggi (KPT) Garispanduan Perlaksanaan Mod Pengajian 2u2i
50
Co-Teaching Approach of Special Remedial Teacher and Malay Literacy
Teacher in LINUS Program
Mohd Asnorhisham Adam

Pusat Kolaboratif Pembelajaran Literasi dan Numerasi,
Pejabat Pendidikan Daerah Pasir Gudang
Abdul Rahim Hamdan

Fakulti Pendidikan, Universiti Teknologi Malaysia
Muhamad Khairul Anuar Hussin

SMK Taman Universiti 2
Highlights: This study aims to increase the level of control of the constructs of Malay literacy (ML)
students through the collaborative teaching approach of one teach, one assist (OTOA). For pupils who
have mastered the curriculum content taught by teachers and enrichment, while pupils who have not
mastered the teacher need to perform remediation according to the unstructured construct of the
pupils and in line with the Malay Language Primary School Curriculum (KSSR). Implementing
remediation, reinforcement and enrichment activities in the mainstream class is not easy task. This is
because the teacher needs to identify the level of pupil's ability to master and join the activities of the
Primary School Standard Curriculum (KSSR) in Malay Language. The collaborative teaching OTOA is a
collaborative approach between teachers in implementing teaching and facilitating (T&F) with the
support of administrators and supervising officer. The data collection method used in this study was
through pre and post test, observation, document analysis and interviews from two students and
teachers involved. 0.91 increase in mastery of Malay language literacy takes place through the
approach of OTOA. Increased students' interest in writing also occurred after intervention was
conducted. OTOA also helps teachers in the implementation of remediation, reinforcement and
enrichment as well as increase the mastery of Malay literacy in the LINUS program.
Key words: Collaborative Teaching Approach (CTA), One Teach, One Assist (OTOA), Malay
Literacy (ML), Special Remedial Teacher (SRT), Malay Literacy Teacher (MLT)
Introduction
Mastery problems in literacy still exist although many programs have been conducted as statistics shows that
the rates of mastery literacy are still alarming in Malaysia. One of the factors identified is the teachers. A teacher is
the most important factor in ensuring the mastery of literacy among students (Adam et al. 2017). Although the
process of T&F is the outcome of other factors such as teachers, students, classes and schools (Dunkin, & Biddle,
1974), teachers dominate other factors. Therefore, they need to collaborate through teaching to enhance students'
mastery of literacy.
Collaborative teaching usually involves two teachers who work collaboratively at all levels of teaching;
planning and preparing a lesson plan, and implementing and evaluating the performance aspect that is focused
on the subject (Sturman, 1992; Adam & Hamdan, 2016). The real lesson is commissioned together by the two
teachers from the same or different disciplines to a group of students in the same class at the same time. Managing
such teaching practice emphasizes partnerships with the distribution of power and decision-making among
teachers (Nunan, 1992). Friend and Cook (1992) explained that collaborative teaching generally means to plan,
make decisions and solve problems together in order to achieve the same goal. In addition, collaborative teaching
is a teaching method that combines two teachers at the same level to build a learning community to share the
planning, teaching, and assessment of students (Crow & Smith, 2005; Bouck, 2007; Adam & Hamdan, 2016).
In collaborative teaching, teachers share ideas or information, provide moral support and encouragement
when facing difficulties either personally or professionally (Hargreaves, 1995). Collaborative teaching improves the
51
effectiveness and creativity results from a combination of two ideas that are consolidated. Teachers do not work
alone but rather refer to each other to get ideas for the advancement or improvement.
According to Laila Hairani (2008; Adam & Hamdan, 2016), collaborative teaching combines the strength,
confidence, and expertise of teachers who can help meet the challenges of the current reforms or change for the
better. In addition, collaborative teaching is a learning resource for professionals through negotiations of sincere
friendship and counsel of colleagues. Collaboration between teachers is a powerful mechanism for reviewing the
teaching views and teaching-learning practices (Bailey, 1996). Collaborative planning encourages the proliferation
of creative and innovative thinking. Products are produced with better quality than that produced alone. Being
collaborative in the classroom provides teachers an opportunity to observe their 'model' being taught. The
Collaborative teaching approach is one of the best ways to integrate students with special needs in the mainstream
education system (Zamri Mahamod, 2012). Collaborative teaching in the Malay language literacy means the
specific teachers collaborating with others for a successful T&L activities.
The mastery of basic literacy is extremely important that students become literate and succeed in the field of
education (Diamond & Karen, 2012). The Literacy and Numeracy (LINUS) programme was introduced in August
2009. The implementation of the LINUS program started in 2013 targetting 100% of pupils in the year three to master
the literacy and numeracy skills before moving on to year-four except for students with special needs. The full control
of basic literacy and numeracy skills is essential in order to produce excellent human capital with knowledge,
thinking and leadership skills, bilingual proficiency, ethics, and spirituality, as well as the national identity which has
been incorporated in the Malaysian Education Blueprint 2013-2015 (Preschool to Post-Secondary). Students with
various levels of proficiency and are heterogeneous require differentiation in T&F in the classroom. Pupils who have
just mastered the basic skill levels of Malay literacy are in need of remediation, reinforcement, and enrichment in the
mainstream classes. The implementation of remediation, reinforcement and enrichment is a continuation after these
pupils successfully underwent a LINUS program.
Background
Throughout the supervision of MLT for the Malay language literacy in one National School, it was found that
teachers were not able to carry out remedial, reinforcement, and enrichment in the mainstream classes. This may
be caused by the large class size of students with various proficiency levels. This is the main contributing factor to a
large number of students who have not mastered the Malay language literacy in that school. Apart from that,
teachers were also facing difficulties in managing students‘ behaviours. The diversity and number of students
caused the teacher to lose focus during his/her T&F process in the classroom. These problems lead to the teachers
feeling overburdened and stressed out. Hence, the implementation of differentiated instructions by MLT in the T&F
activities for remedial, reinforcement, and enrichment as proposed by the Ministry of Education is still unclear. The
newly appointed MLT with very little or no training on LINUS and poor class control are the factors affecting the
success in the implementation of differentiated instructions in the classroom (Mohd Asnorhisham & Abdul Rahim,
2017).
LINUS Program has been carried out for five years. However, the problems of achieving the Malay Literacy
proficiency still exist among primary school students. In addition to that, there are also students who have mastered
the twelve constructs in the Malay Literacy after going through one to three years of LINUS Remedial Program but
are still struggling to follow the mainstream lessons which are based on the Standard Curriculum for Primary School
(KSSR). There are also students who had mastered the LINUS constructs but returned to the LINUS category as they
are not able to maintain their achievement because of lack of support received from the MLT in the classroom.
Guidance from MLT in teaching and facilitation is vital to enable the sustainability of LINUS to occur.
According to the findings from official supervision, the FasiLINUS factors make it difficult for the MLT to run the
differentiated instructions in the classroom due to a large number of students. The large number of not mastered
students crowded in a classroom after being grouped through streaming brings difficulties to the class teachers to
carry out the T& F process and focus on promoting Malay literacy to them. MLT will not be able to carry out
remedial, reinforcement, and enrichment when there are a large number of students in the mainstream classes
which sometimes can reach up to 40 or more students per classroom at one time. The MLT also have difficulties to
conduct T& F when facing with the diversity of students who crowded the mastery level. Another difficulty faced by
the MLT also is to manage students‘ behaviour because they are unable to identify the problem and level of student
mastery. In addition, the remedial and MLT did not collaborate, discuss, share and their work as a team to work on
student mastery(Mohd Asnorhisham & Abdul Rahim, 2017).
These factors lead to teachers feeling burdened and stressed out because they feel that they are unable
to coach the not mastered students well enough. In addition, the lack of training for teachers and incompetence in
52
implementing the LINUS program contribute to pressure the teachers. This becomes more complicated when there is
no sharing with a friend or administrators. Therefore, one must design a special approach in teaching to overcome
the issues in student diversity and a large number of students in a classroom.
The concept involves the MLT and SRT. In this approach, students are not separated according to the
construct. In this approach, the students are placed in the same class. This arrangement is intended to increase the
focus of the mastery teachers‘ construct and facilitate the management of student behaviour. This approach same
with the model introduced by Cook and Friend (2010) in which T&F took place in the same class.
Methodology
This study is a collaborative action study, involving two sample students of year 2 consisting of a male student
and a student. This student still has not mastered 7 constructs of ML. This study has used the model of action research
Stephen Kemmis and Mc Taggart (1988). Based on this model, there are four steps in implementing the study,
reflecting, planning, acting and observing.
The researcher reviewed the problems that led the pupils to not master the 7 constructs of ML through pre-
test, observation and interview. Different class observations are performed on teachers and students in T&F sessions.
In addition, document revision is also done based on LINUS screening instrument year 2016 as well as a student
reporting form. The pre-test based on screening results in 2016 consisted of screening reading and writing. The ML
screening instrument is provided standard for all pupils in Malaysia by the Malaysian Examination Board, MOE.
Pre-test was conducted using a year 2 screening instrument prepared by the Malaysian Examination Board.
Ten students who did not master 7 constructs writing ML from 22 pupils consisting of a male student and a girl. Based
on 12 constructs of ML, 10 pupil did not master 6 to 12 constructs.
The study took three months involving two teachers comprising two MLT and a SRT. The researcher chose a
third year class comprising a male student and a female student. Respondents were selected based on the decision
of the first filter conducted in the month of March. Based on the findings of the two-pupils document identified has
not mastered the constructive writing of ML.
The OTOA concept involves MLT and SRT. In this approach the pupils are not isolated or removed from the
mainstream class in accordance with the model introduced by Cook and Friend (2010) where T&F occurs in the
same class. This study received the cooperation and support from the District Education Office FasiLINUS Officer
(Literacy Malay Language) acting as a guide. While administrators act as monitors. Before implementing this
approach, teachers will discuss with FasiLINUS officials and administrators from various aspects of management and
T&F such as student ability status, data analysis of students, issues and background of students. Five guidance has
been made by FasiLINUS officer in implementing this approach. With this OTOA approach, SRT and MLT can deliver
Malay Language T&F contents by focusing more on writing functionality. In addition, the implementation of
remediation, enforcement and enrichment can also be achieved. Student groups are categorized into not
mastering and mastered. SRT focuses on students from constructs 6 to constructs 12 or not mastered, while MLT
focuses on pupils mastering (Prime).
Based on the observation, the effect of this OTOA approach is that teachers can manage students' class
and behavior well in T&F activities. In addition, teachers are more focused and able to guide students more
effectively. When problems arise in management aspects and the T&F teacher will discuss and share collaboratively
in finding the best solution to achieve goals and targets. Students are more interested in learning and can facilitate
teachers to carry out recovery and enrichment. The teachers involved in this study agreed that OTOA's approach
was effective in improving the mastery of Malay language literacy.
Findings, Discussion And Recommendations

Table 1: Analysis Of The Pre and Post-Test On Writing
Respondents Pre- M F The number of Mean Post- M F The number of Mean

Test mastered ML Test mastered ML
Year 2
12/22 0.55 20/22 0.91
Constructs 6- 10 6 4 8 4 4
12
Total Pupils 10 6 4 8 4 4
53
Based on the results (table 1) of data analysis in pre and post test, there has been an increase in the level of
ML constructs. Two students mastered the three C6-12 constructs after a post-test using the same screening
instrument. The respondents also showed an increase in the screening in september that had been implemented.
The pupil's number of pupils increased from 12/22 (0.55) to 20/22 (0.91). 8/10 students mastered the 7 constructs of
writing ML. This improvement clearly shows the OTOA approach in the LINUS program can increase the mastery of
writing ML students.
OTOA is the innovation of T&F method that can manage the diversity of students' ability in education more
effectively. The effectiveness of OTOA depends on the involvement of all parties as a whole and work together in
their implementation. The impact of such diverse pupils either for mastery of ML or other areas may prevent them
from being able to master of Malay KSSR content.
During the OTOA process, sharing of information between all parties is very important in order to prevent
students from being dropped during the T&F process. Discussions are also important to get more information and
avoid making assumptions in the process of collecting student information and all decisions are made together. The
next study of this collaborative teaching approach is extended to other models introduced by Cook and Friend
(2010) such as team teaching or parallel. This recommendation is to examine the effectiveness of the model on
mastery of Malay language literacy in LINUS programs.
Conclusion
The findings revealed that MLT and SRT interviewed agreed that the approach of OTOA was able to increase
the level of mastery of writing Malay literacy. There was an increased interest in pupils in T&F before and after
intervention. In addition, this approach also helps teachers in the remediation, enforcement and enrichment
activities of pupils in T&F. Therefore, OTOA's approach is effective in enhancing the mastery of construcs Malay
literacy students in the LINUS program.
References
Abdul Jalil Othman, Normarini Norzan, Ghazali Darusalam & Saedah Siraj. Cabaran Guru Program LINUS DalamPengajaran dan
Pembelajaran Bahasa (2011). Universiti Malaya.
Adam, Mohd Asnorhisham, Hamdan, Abdul Rahim , Salim, Noraini, and Jamian, Jaafar. 2017. ―Enhancing Malay Language Literacy
Proficiency Through Collaborative Teaching Approach.‖ Serials Publications 97 (12): 21–29.
Bahagian Pembangunan Kurikulum (2015). Buku Pengoperasian LINUS2.0. Kementerian Pendidikan Malaysia.
Bailey, F.(1996). The role of collaborative dialogue in teacher education. In D. Freeman & J.C. Richards (Eds.),Teacher learning in
language teaching. pp. 260 –280. Cambridge: Cambridge University Press.
Baroody, Alison E.; Diamond, Karen E. (2012). Links among Home Literacy Environment, Literacy Interest,and Emergent Literacy
Skills in Preschoolers at Risk for Reading Difficulties. Topics in Early ChildhoodSpecial Education. Journal Articles, 32(2).
Cook, L. & Friend, M. (2010). The state of the art of collaboration on behalf of students with disabilities. Journal of Educational and
Psychological Consultation, 20, 1-8.
Kemmis, Stephen and Mervyn Wilkinson. 1988. ‗Participatory Action Research and the Study of Practice‘ in Action Research in
Practice: Partnership for Social Justice in Education, edited by Bill Atweh, Stephen Kemmis and Patricia Weeks.London:
Routledge. p.21
Laila Hairani Abdullah Sanggura (2008). Buku Panduan Kursus Pemantapan Pelaksanaan Kurikulum Pendidikan Islam KBSR. Institut
Perguruan Bahasa-Bahasa Antarabangsa
Mohd Asnorhisham Adam dan Abdul Rahim Hamdan (2017). Intervensi Penguasaan Menulis Literasi BahasaMelayu Murid Menerusi
Pendekatan Co-LINUS. Bahagian Perancangan dan Penyelidikan DasarPendidikan. Jurnal Penyelidikan Pendidikan
Kementerian Pendidikan Malaysia.1
Mohd Asnorhisham Adam & Abdul Rahim Hamdan (2017). Komuniti Pembelajaran Profesional: Pengajaran Kolaboratif (Co-
Teaching),Terhadap Penguasaan Literasi Bahasa Melayu Murid dibentangkan dalam Seminar Pendidikan Kebangsaan 2017.
Johor, 23-24 September.
Mohd Asnorhisham Adam & Abdul Rahim Hamdan (2016). Pendekatan Pengajaran Kolaboratif Terhadap Penguasaan Membaca,
Literasi Bahasa Melayu Murid Kertas dibentangkan dalam Seminar Penyelidikan Darul Aman (SEDAR) 2016. Kedah, 28
September.
Mohd Asnorhisham Adam & Abdul Rahim Hamdan (2015). Isu Pendekatan Pengajaran Kolaboratif Terhadap Pemulihan Literasi
Bahasa Melayu Kertas dibentangkan dalam Proceeding 2nd International Education Postgraduate Seminar (IEPS2015).
54
Nazariyah Sani (2014). Pelaksanaan Program LINUS: Satu Analisis. Tesis Doktor Falsafah. Universiti Malaya
Nunan, D. (1992). Collaborative language learning and teaching. Cambridge: Cambridge University Press.
Zamri Mahamod (2012). Inovasi P&P dalam Pendidikan Bahasa Melayu. Tanjung Malim,Perak: Penerbit UPSI
55
Profession-Based Case Building for Teaching Computer Forensics Subject
Hazinah Kutty Mammi

Department of Computer Science,
Faculty of Computing, Universiti Teknologi Malaysia,
Skudai, Johor
hazinah@utm.my
Mohd Aliff Faiz bin Jeffry

Department of Computer Science,
Faculty of Computing, Universiti Teknologi Malaysia,
Skudai, Johor
alyffpro@gmail.com
Highlights: Computer Forensics is an important subject in this day and age where the digital lifestyle is
becoming the norm. Technology changes equates to changes in crime and how it is perpetrated as
well as investigated. Case-based study is one of the best ways to teach the subjects, but unfortunately,
real case evidence is impossible to be had. Educators turn to fabricating cases for class, but this is
tedious work. In this study, we propose a Profession-based Case Building approach that can help ease
if not overcome this issue.
Key words: computer forensics; learning; digital evidences; educational research;
Introduction
Computer forensics is an interactive and exciting subject to be taught in class. Computer forensic also a vital
domain in Information Security and Assurance field, thus making the implementation of Computer Forensics as an
important aspect in teaching and learning process. As defined by (Chigozie-Okwum, Michael, & Ugboaja, 2017),
computer forensics is a process of investigation and analysis using computer, in order to collect as many evidences
that can be gathered as the investigator can, which are called digital evidences. Digital evidence covers a
gigantic area of electronic files and devices, including computers, smartphones, cameras, embedded devices,
documents, images, and others. Digital evidences can be generously categorized into three main types. There are,
but not limited to, internet, computers, and portable electronics (Goodison, Davis, & Jackson, 2015). These
evidences will be analyzed by investigators, and the results will be used in court to determine guilt or innocence of a
suspect or suspects.
One example happened in early February 2017, when Malaysians were jolted by the news of the murder of
North Korea leader‘s half-brother, Kim Jong Nam. The murder took place at Kuala Lumpur International Airport
(KLIA), where surveillance camerasin the airport showed two suspicious women rubbing something onto Jong Nam‘s
face, which made himdizzy and had to seek help from airport receptionist. An ambulance was called in, but he
unfortunately died on the way to the hospital. From the post-mortem done, it was determined that Jong Nam was
poisoned by an unknown liquid, possibly administered by the women caught on the surveillance camera. These
surveillance camera footage, together with face recognition technology, aided the investigator in determining
possible suspects to a crime, and how a crime may have been purported.
Investigators may collect all digital evidences related to the case. However, the ability to explore, analyze
and distinguish pertinent evidences to the crime is crucial. Professional digital forensics investigators are certified
professional in the field, with experience and skill both in computer and digital devices as well as investigative
techniques. Professionals work in state-of-the-art digital forensic labs and are exposed to real-time experience and
evidence to enhance their skills. Unfortunately, this is not the case in universities, where budget is a major concern.
Furthermore, real evidences are impossible to get, and most are based on what is related in news. A challenge for
educators in digital forensics is bringing evidence to life, as recreating evidence needs a lot of focus and ingenuity,
not to mention believability. In most current practices, educators opt either to make it a dry theory based class
where they ‗talk‘ about cases and evidences; or create their own.
The Computer Forensic subject, in the course Bachelor‘s Degree of Computer Science (Network and
Security), Universiti Teknologi Malaysia (UTM), is offered as an elective subjects that students may choose to opt for.
Within the past few years, this subject has garnered enough interests that it is sometimes offered twice per
academic year. The content of the Computer Forensic subject includes introduction to computer forensic, types of
digital evidences, techniques or methodologies on handling and analyzing digital evidences, introduction to laws
and ethics, and some hands-on exercises on handling evidences using open source tools. Current practise in
teaching this subject is to discuss cases from available resources (which are mostly documents) and to create a
basic case for use in labs. As mentioned previously, introducing ‗real evidence‘ in class is a challenge and very
tedious. In this study, we proposed a Profession-based Case Building approach akin to the Lego toys.
56
We envision blocks of different evidences that be chosen to fit different storyline and different crimes. As
per a Lego kit, a set number of blocks can create many different things, only dammed by the creators‘ imagination.
If the evidence blocks can be made editable, it will be even better as it can actually create better ‗crimes‘ for the
process of teaching and learning in the subject.
Problem Background
Current teaching of Computer Forensics in institutes of higher learning, such as UTM includes the teaching of
immense variety of facts, general fundamentals, usable tools, and case studies. As been widely proven that case-
base teaching and learning can provide a better understanding towards the subject, ideally Computer Forensics
subject needs to be taught in this way, with some real cases to follow. Unfortunately, it is quite impossible to get our
hands on real evidences. Real cases are discussed, based on reporting and documentation, while the educators
need to conjure fictitious cases to fit into experience and usage of tools. This is easier said than done. An
experimental case have been tried in class, where evidences from work order, e-tickets of events and transport,
booking information and even hidden mementos kept by a ‗serial killer‘. The challenge here is actually to build the
evidence block and make it believable. It is time consuming, and hours upon hours of work need to be invested for
a ‗case‘ with limited ‗shelf-life‘.
Of course, in teaching you cannot keep reusing the same thing over and over, especially in assessments, as it
does taint the results, as students may have shared it with seniors. Unfortunately, in the current working environment
of a lecturer in public universities, time is of essence and more merits are given for other endeavors. This does not
favor the creation of new cases and evidence, as focus, process and a lot of time is needed.
Believability is another challenge as there are tools that can actually read metadata and show exactly when
the document or image was created. In the experimental case mentioned above, students were able to find out
that while the case was said to be in 2014, the evidence showed that it was created in 2015. This does hamper the
seriousness of the case a little, and measures in altering the metadata or at least modified date will come in very
handy.
To get a grip of this situation and aid educators of Computer Forensics subject, we propose a Profession-
based Case Building approach, which is built around the idea of a Lego set. Different evidences will be created to
help build a ―case set‖ which we believe will cut down the time needed to create believable cases for class.
NALI Approach
New Academia Learning Innovation (NALI) is an approach of teaching and learning that helps lecturers by
improving academic practices to achieve a higher standard. In this study an approach of melding of both learning
modes and learning materials is carried out. Learning mode employed is the case-based teaching and learning,
where criminal cases are studied and explored from the view of digital evidences and forensic investigation.
Learning materials, on the other hand, utilizes the evidence blocks in a ―case set‖ to create cases for study and
investigation. We believe that this combination can be very beneficial to the process of teaching and learning in
Computer Forensics.
Approach
In using the ―case set‖ for case creation, the first step is to build a storyline. This storyline will help give
believability to the case created; educators should carefully choose the suspects, victims, places, time, motive and
opportunity. A simple example will be A holds a grudge with B and decided to cyber-bully B, which resulted in B‘s
death. It is best if the storyline can be as explicit as possible.
Once the storyline is clinched, it is time to outline the possible and/or required digital evidence that is needed
for the crime. Following the creation of this list, the educator can then refer to the cache of evidence blocks and
choose the appropriate evidences. Ultimately, with some little tweaks, the complete case is now created.
Within this research, the overall methodology as shown in Figure 1 is followed. The foundation is the
understanding of case-base learning and what constitutes a crime, as well as possible evidences that have been
used in different types of crime.
57
Phase 1 Phase 2
- Desk research on the
anatomy of a crime.
- Literature review on case-
- Collecting cases of different
base to glean insight on
types of crime to act as
different methods.
foundation for the case
creation.
Phase 4 Phase 3
- Validate by creating at least - Design and create building

two different cases. blocks for case creation.
Figure 1: Research Methodology
The information from earlier phases is used as to design and create the building blocks for case creation. It is also the
basis on which exemplary cases were decided upon. Using these evidence blocks, a case will be created and
validated to determine the usability and reliability of this approach.
A. Case Statistic Study
MohdNaim (2017) shared the statistics of the top crime cases in Malaysia, which included data from 1980
to 2016. Table 1 showed a capped version, including data from 2011 until 2016 only to ease understanding.
Table 1: Annual Statistics of Crime in Malaysia (Mohd Naim, 2017)
2011 2012 2013 2014 2015 2016

Murder 530 603 627 510 499 456
Rape 3270 2964 2718 2286 2047 1886
Robbery 20325 20140 20331 17032 13748 14453
Based on this data, it shows that murder, rape, and robbery are the top three main-stream crimes in Malaysia within
that period. As most all the details of said crimes are not for public domain, it does present a hurdle to the study.
Fortunately, we managed to get some pertinent details about several crimes cases happened in the United States
of America, as some affidavits are public domain.Using several affidavits gathered from reliable sources, we
managed to construct fictitious crime cases, together with a number of digital evidences that we created. This
phase will be discussed on the next sub-section.
B. Evidences and Case Construction
From the list of crimes and evidences collected, a decision is made to focus on murder and kidnapping cases
for the purpose of this research. This is majorly due to the constraints of time. Furthermore, these crimes are
somewhat ‗ordinary‘ and easily relatable and understood.
Evidences related to these two crimes are studied and listed. As a proof of concept, we are only focusing on
evidences that can be slightly easier to recreate. CCTV is one of the top digital evidence used in crime investigation
in Malaysia. However, to recreate a CCTV footage is both challenging and burdensome for the duration and
resources of this study. Evidences in focus are basic ones that are more of e-document form, images, and emails
among others. These are somewhat a little simpler to create. These evidences are also rigid, and not majorly
editable. We do hope that we can enlarge the pool of evidences. The next phase is to bring storyline and
evidences, and validate this concept we have introduced.
C. Further Research
The attitude in beginning this area is to proof a concept, a seedling of idea that settled in the researcher‘s mind
through the process of teaching and learning Computing Forensics. The study has shown its possible capabilities, but
much work and exploration is needed to evolve the current model.After all, the first Lego sets were not as great as
current ones.
58
We want to be able to create a larger cache of evidences, which will provide a basis more a more diverse
criminal case creation. We also want to make the evidences easily editable and adaptable, giving educators more
freedom.
Consequently, we also want to focus on the actual implementation of the proposed approach in a Computer
Forensic class, to gather as much testimonies and feedbacks as we can, so that we can improve the proposed
approach.
Acknowledgement
We would like to thank our research sponsor, Dana Pembangunan Penyelidikan (DPP) that has given us the
opportunity and trust to explore teaching-based research for improving our education quality, based on NALI
approach.
References
Chigozie-Okwum, C. C., Michael, D. O., & Ugboaja, S. G. (2017). Computer Forensic Investigation; Implication for Improved Cyber
Security in Nigeria. International Journal of Science and Technology (STECH), 6(1), 59–73.
https://doi.org/dx.doi.org/10.4314/stech.v6i1.5
Goodison, S. E., Davis, R. C., & Jackson, B. A. (2015). Digital evidence and the U.S. criminal justice system. Priority Criminal Justice
Needs Initiative, 1–32. Retrieved from https://www.ncjrs.gov/pdffiles1/nij/grants/248770.pdf
Mohd Naim. (2017). Statitisk Jenayah Indeks Seluruh Malaysia Mengikut Jenis Jenayah, Negeri dan Tahun - Set Data - MAMPU.
Retrieved July 19, 2017, from http://www.data.gov.my/data/ms_MY/dataset/statitisk-jenayah-indeks-seluruh-malaysia-
mengikut-jenis-jenayah-negeri-dan-tahun
National Forensic Science Technology Center. (2009). A Simplified Guide To Digital Evidence.
59
Students’ Perspective on Using Scenario-Based Learning in Teaching
Operations Management and Supply Chain Management
Siti Zaleha Omain

zaleha@utm.my
Norhalimah Idris
norhalimah@utm.my
Nor Zafir Md Salleh

zafir@utm.my
NorhayatiZakwan@Zakuan
norhayatimz@utm.my
Highlights: This paper describes the students‘ perspective on the application of paper plane simulation
game in Operations Management and Supply Chain Management courses. These course typically
being taught in lecture format, discussion and case studies. However, paper plane simulation game
was introduced in these classes as a scenario in production. Survey has been employed to acquire the
students‘ perspective on the application of this game in their courses. The study shows that majority of
the students agreed that this scenario-based learning increase their interest and understanding of the
subjects, and this game as a valuable tool in business curriculum and should be part of these subjects in
the future.
Key words: Scenario-based learning; paper plane simulation game; students‘ perspective;
Operations Management; Supply Chain Management
Introduction
This paper discusses the scenario-based approach using paper plane simulation game for Operations
Management and Supply Chain Management courses in Faculty of Management, UniversitiTeknologi Malaysia. The
courses typically being taught with lecture, case studies, and video case studies. However, a scenario-based
approach was introduced in these classes starting in semester 1 2017/2018 for Management of Technology students
in the Faculty of Management, UTM. The objective of this study was to investigate the students‘ perspective on the
application of this approach in their course. The feedback from this study will help the researcher in improving the
approach in classroom.
NALI approach implemented in the research
Scenario-based learning approach was employed in the classroom. Jawaharlalet. al (2004) emphasized
that scenario-based learning is an active approach in active learning that enable the learner to reach an outcome.
The authors further asserted that― a scenario is a realistic situation where a sequence of events is presented and
possible choices allow the learner to reach an outcome. Learning occurs when the user goes through the scenario
and is guided to discover principles and develop critical competencies‖.
The paper plane simulation game replicates the production process in manufacturing organisation. In the
first round, students were divided into 6 workstations. Each workstation consists uneven number of students, tasks
were distributed unevenly, and ineffective layout of workstations was used. Students were given 8 minutes in each
cycle to produce paper planes and deliver to customers. The paper planes must conform to the quality required by
customers. After the first round, students need to analyse the problems occur in production. In the second round of
the game, students need to make improvement based on the problems identified in the first round. Among the
problems identified by students were uneven workers and uneven tasks distributed in each workstation causes
certain workstation become bottleneck in production line. Un-skills workers affect the quality of the product
produce and ineffective layout results in higher transportation costs. Students started the round two with improved
60
workstation, balance tasks in each workstation, balance number of students in each workstation, quality control
operator for every incoming and outgoing process, improved layout to eliminate waste (transportation costs). The
second round of the game shows that students can deliver the paper plane with higher output and higher quality
and lower rejection rates from the customers.
Questionnaire was distributed via google form to 30 students enrolled in Supply Chain Management course
in semester 1 2017/2018 and 45 students enrolled in Operations Management course in semester II 2017/2018. 5-
points Likert scale was used in the questionnaire.
Finding and discussion
There are 57 students responded to this survey. 73.7 % of the respondents were from Operations
Management course while 26.3% from Supply Chain Management course. 36.8% of the respondents were male
while 63.2% were female.Table 1 shows the findings of the study.
Table 1: Students‘ perspective on the implementation of paper plane simulation game

%
Items Mean Strongly Agree Neutral Disagree Strongly
Agree Disagree
The game has adequate information to assist me in 4.33 47.7 43.9 5.3 1.8 1.8
decision making
I increase my skills in analysing relevant data to 4.37 40.4 56.1 3.5 0 0
make managerial decisions
I think playing this game has enhanced my interest 4.58 61.4 35.1 3.5 0 0
in this course
I got better understanding on the related course 4.47 47.4 52.6 0 0 0
material after playing this game
I think playing this game help me communicate 4.19 33.3 54.4 10.5 1.8 0
more effectively
All members in my group contributed equally to the 4.4 47.4 45.6 7 0 0
work
There was a high-level of co-operation in my group 4.4 42.1 50.9 7 0 0
I think playing this game help me understand how 4.58 57.9 42.1 0 0 0
to better organise a group work as a team
I consider the paper plane game a valuable 4.39 42.1 54.4 3.5 0 0
learning tool in a business curriculum
The paper plane game should be part of the 4.28 42.1% 43.9% 14% 0 0
operations management/ supply chain
management course in the future
I enjoyed playing the game and liked the 4.46 49.1% 47.4% 3.5% 0 0
excitement of competing with others
I think the game was interesting 4.63 63.2% 36.8% 0 0 0
I would like to play this game again 4.44 57.9 35.1 1.8 3.52 1.8
This scenario-based approach integrates several concepts in Operations Management and Supply Chain
Management course simultaneously. Among the experiences that have been developed includes identifying the
operations problems in production. In addition, they need to make an improvement from each problem identified
in the first round. This approach covers four different topics traditionally taught in different chapters namely; Line-
balancing, Lean production, Jobs design and Quality Management.
In conclusion, scenario-based approach is a very effective pedagogical approach in teaching Operations

Management and Supply Chain Management. This initial approach clearly demonstrated increased in students‘
interest in the subjects, improved their team working and communication skills, students enjoyed the class and they
belief that this approach should be part of the learning tools in the Operations Management and Supply Chain
Management courses.
61
References
Jawaharlal, M., Shih, A., Schrader, P.G., (2004). Use of Scenario-Based Learning Approach in Teaching Statics, Proceeding of the 2004
American Society for Engineering Education Annual Conference and Exposition.
Rosenbaum, H., (2010). Making a Case for Scenario-Based Learning in IS and Executive Education, Proceeding of the Sixteenth te
Chang, Y-C, Chen, W-C., Yang, Y-N, Chao, H-C., (2009). ―A flexible web-based simulation game for production and logistics
management courses‖ Simulation Modelling Practice and Theory, 17(2009) 1241-1253.
Andrew Agapiou., (2006). The Use and Evaluation of a Simulation Game to Teach Professional Practice Skills to Undergraduate
Architecture Students, Journal for Education in the Built Environment, 1:2, 3-14.
62
Incorporation of Collaborative Project in Project-Oriented Problem-Based
Learning for Software Engineering Courses
Noraini Ibrahim
Center for Engineering Education,
noraini_ib@utm.my
Shahliza Abd Halim

Faculty of Computing,
shahliza@utm.my
Nor Azizah Sa’adon

azizahsaadon@utm.my
Radziah Mohamad
radziahm@utm.my
Highlights: This research reports the significant effort to incorporate collaborative case study as a
project in different courses, based onthe designed Project-oriented Problem-based Learning (PoPbL)
approach. The generic Software Engineering (SE)-PoPbL framework is enhanced to accommodate the
integration of collaborative case study for project element to be assimilated for different courses in SE
undergraduate program. The conducted survey shows promising and positive feedbacks from the
participated learners.
Key words: Software Engineering Education; Project-Oriented Problem-Based Learning;

Outcome-Based Education (OBE)
Introduction
This research fosters a Project-oriented Problem-based Learning (PoPbL) pedagogy modelto be adapted in
teaching and learning environment (T&L) mainly for Software Engineering (SE) courses in Faculty of Computing,
Universiti Teknologi Malaysia (UTM). The introduced PoPbL approach is synchronized with New Academia Learning
Innovation (NALI) aspiration in UTM; where the generic SE-PoPbL framework is tailored-design to ensure the future
software engineer is trained within the realistic settings of actual software development projects(Ibrahim & Abd.
Halim, 2014, 2016)(Ibrahim, Mohamad, Abd. Halim, Ghazali, & Taliba, 2016). The main inspiration of generic SE-PoPbL
framework is to expose learners in solving replicated real-world case study problems (Vasilevskaya, Broman, &
Sandahl, 2015; Bruegge, Krusche, & Alperowitz, 2015)with the aim of developing the learners‘ professional skills and
technical skills in the project-orientation and teamwork settings(AvantiKumar, 2013)(Ibrahim, Abd. Halim, &Ghazali,
2017). Figure 1 visualizes the three main stages namely: onset, execution and closure; and the corresponding
activities and evaluations for each stage in the SE-PoPbL. The significant innovation of generic SE-PoPbL approach is;
it was designed so that the model can be assimilated into different SE courses in micro or inter-level implementation.
63
Figure 1: Generic SE-PoPbL framework
In this study, the design of generic SE-PoPbL framework is enhanced to incorporate the collaborative case
study element during the project implementation. The incorporation of collaborative case study for two different
courses namely; (i) Software Engineering (SE) and (ii) Requirements Engineering and Software Modeling (RESM) – are
systematically planned to ensure the course outlines are aligned with the proposed syllabus, activities, and the
assessments for each course and complied with Outcome-Based Education (OBE). Proper planning must be
considered especially to ensure the conducted assessments are not overlapping between the differentcourses. This
fact is due to the similar deliverables based on to the software development life cycles (SDLC) that must be
produced during the execution stage (Refer Figure 1).In year 2017, the case study project is related to the public
health domain problems, which is the Dengue Vector Control System for Aedes inspection and destruction
operations. While for year 2018, the real case study of Iskandar Malaysia Ecolife Challenge (IMELC) Knowledge
Portal from the Low Carbon Education project is disseminated to the learners.
The concept of two courses which share a common project was proposed by Moesby (2004) where the
author suggested using only one project in order to impose the interrelation between different courses which
implements PoPbL. To show the interrelation, the overall mapping and transformation of different artifacts, which
represent different solutions to the problem, are discussed.
Hence, the main contribution of this enhanced SE-PoPbL approach is to develop the newly mapping of the
collaborative project deliverables for the implemented courses. In overall, four software artifacts have to be
submitted by SE course namely; case study proposal (SE1), requirements specification and analysis (SE2), software
design document (SE3) and lastly test case document (SE4). While for RESM course, there are also four artifacts
involved namely; user requirements documents (RE1), requirements model document (RE2), software requirements
specification (RE3) and also the high fidelity prototype (RE4). All the submissions from both courses are built after the
domain problems or case study dissemination by the stakeholder during the onset stage (Refer Figure 1). The whole
mapping and deliverables transition between SE and RESM courses, which consisted the eight software artifacts, is
portrayed in Figure 2.
Figure 2: Mapping for collaborative project deliverables
64
The first artifact; SE1- describes the as-is and to-be functionalities of the case study. The transition is then
moving from SE1 to RE1 and RE2, where the to-be functionalities in SE1 are being scrutinize in order to identify the
boundary of the proposed system in RE1 and its associated models in RE2. Both artifacts, RE1 and RE2 are mapped
to SE2 where this specific document focuses on the requirements specification and also associated models to further
represent the specifications. From SE2, the transition is shifted towards RE3 that focuses more on a complete
documentation to represent complete overall requirements of the case study. As a completed requirements
document, RE3 - helps the students in identifying the architecture and detailed design suitable for the case study
thus help them in producing SE3. From the completed design artifact of SE3, a high fidelity prototype of RE4 will be
built by the students, which represent the early release of a product. RE4 though, shows the interfaces of the system
together with its basic functionality used for the requirements validation as proof of concepts based on overall
completed requirements in RE3. Also, RE4 is then used as supporting artifacts for the students to enable them to map
the functionalities to suitable test cases in SE4; for further requirements validation reviews which they have identified
in the previous artifacts.
Learners‘ feedback on the implementation of the collaborative case study integration in the current generic
SE-PoPbL framework in both SE and RESM courses is validated through survey distribution. Likert scale of 1 (strongly
disagree) to 5 (strongly agree) is corresponds for each questions to derive to numerical results. Additionally, learners
are required to explain the reasons by answering the open-ended for each question. The questions are as follow:
1. Question 1: I like the idea of using the same case study - for both SE and SMRE courses.
2. Question 2: By using the same case study, it lessens my workload between the two courses.
3. Question 3: By using the same case study, it lessens my learning time between the two courses.
4. Question 4: By using the same case study, I was able to develop my generic skills better.
Table 1 presents the survey result for the learners‘ feedback for 2017 and 2018 years. It can be observed that
both year of 2017 and 2018 sessions, majority of the respondents agree that collaborative case study for both SE and
RESM courses lessen their workload and learning time for both courses. The respondents also agree that their generic
skills improve. To further analyze the survey result, we visualize the findings in Figure 3 and 4.
Table 1: Survey resultof learners‘ feedback for 2017 and 2018 sessions
Likert Scale Question 1 (%) Question 2 (%) Question 3 (%) Question 4 (%)
2017 2018 2017 2018 2017 2018 2017 2018
1: Strongly disagree 0.0 0.0 0.0 0.0 0.0 0.0 0.0 2.6
2: Disagree 0.0 0.0 5.6 5.3 5.6 2.6 0.0 0.0
3: Undecided 0.0 2.6 0.0 10.5 0.0 2.6 11.1 7.9
4: Agree 30.6 52.6 30.6 44.7 36.1 65.8 27.8 42.1
5: Strongly agree 69.4 44.7 63.9 39.5 58.3 28.9 61.1 47.4
Figure 3 presents the results for the question Q1 to Q4 regarding the perception of participants using the
same case study for both SE and SMRE courses for the year 2017 and 2018. The first question (Q1) was about the idea
of using the same case study for both SE and SMRE courses. 69.4% participants in 2017 and 44.7% participants in
2018 answered that they were strongly agree with the idea of using the same case study. Only 2.6% or 1participant
in 2018 claimed that he/shewas undecided and suggested smaller scope of case study. Our second question (Q2)
was about the participants‘ workload by using the same case study between the two courses. 63.9% participants in
2017 were strongly agreed that it lessens their workload. However only 39.5% participants in 2018 were strongly
agreed with reducing the workload. In the third question (Q3), we inquired the participants about their learning time
by using the same case study for both courses. 58.3% participants in 2017 claimed that it lessens their learning time.
However only 28.9% participants were strongly agreed with reducing the learning time. The results show that most of
participants in 2018 disagreed that their workload and learning time were reduced. Further investigation about these
results was explored in the open ended for each question to identify the participant‘s reason. Some of the
participants give the reason of different submission requirements for both courses in similar topics. For the last
question (Q4) was about the development of participants‘ generic skills. 61.1% participants in 2017 and 47.1%
participants in 2018 stated that they were strongly agree with their development of generic skills were getting better
by using the same case study for both courses. In addition to that, there were 7.9% undecided participants in 2018
65
were concerned with their generic skills development, especially in terms of team-working skill that involved real-
problems case study with highly engaged stakeholders.
Figure 3: Learners' feedback
Acknowledgement
We would like to express our appreciation to Universiti Teknologi Malaysia (UTM) for the financial support allocated
for our study in T&L activities (Instructional Development Grant (IDG) under Cost Centre No. R.J130000.7728.4J237
and Research University Grant (RUG) under Cost Centre No. Q.J130000.2528.16H54). Also, we wish to thank learners
that participated in the PoPbL implementation into the coursework (SE and RESM) and their willingness in answering
the survey, as well as the stakeholders of (i) Iskandar Malaysia Ecolife Challenge (IMELC) project, namely: Iskandar
Regional Development Authority (IRDA) Johor State Education Department, UTM IMELC Project Manager and (ii)
Dengue-Vector Control (DVC) system, namely Vector Unit team, from Johor Bahru District Health Office - for their
professional cooperation and knowledge sharing involvement.
References
Ibrahim, N., & Abd.Halim, S. (2014). Generic Framework Design of Project-Oriented Problem-Based Learning ( POPBL ) for Software
Engineering Courses. In IEEE 8th Malaysian Software Engineering Conference (MySEC2014) (pp. 359–364).
Ibrahim, N., & Abd.Halim, S. (2016). Project-oriented Problem-based Learning for Software Engineering Courses © IP/CR/2016/0894.
Malaysia.
Ibrahim, N., Mohamad, R., Abd. Halim, S., Ghazali, M., & Taliba, J. (2016). Incorporation of Generic Project-Oriented Problem-Based
Learning (PoPbL) Framework into Software Engineering (SE) Education. In The 3rd International Innovative Practices in Higher
Education Expo (I-PHEX 2016) (pp. 56–59).Center for Engineering Education (CEE) UTM.
Vasilevskaya, M., Broman, D., & Sandahl, K. (2015). Assessing Large-Project Courses: Model, Activities, and Lessons Learned. ACM
Transactions on Computing Education (TOCE), 15(4), 1946–6226.
AvantiKumar. (2013). Call for more Malaysian software testing professionals. Retrieved July 1, 2017, from
https://www.computerworld.com.my/print-article/37729/
Ibrahim, N., Abd. Halim, S. & Ghazali, M. (2017).Integrating Collaborative Case Study In Project-Oriented Problem-Based Learning
Approach For Software Engineering Courses. In The 4th International Innovative Practices in Higher Education Expo (I-PHEX
2017) (pp. 56–59).Center for Engineering Education (CEE) UTM.
Moesby, E. (2004). Reflections on making a change towards Project Oriented and Problem-Based Learning (POPBL). World
Transactions on Engineering and Technology Education, 3(2), 269-2781.
66
The Impact of Research Experience In The Quality of Undergraduate Teaching
Kamarulafizam Ismail
Centre for Biomedical Engineering,
Institute of Human Centered Engineering,
UTM Skudai, Johor.
kamarulafizam@utm.my
Nor Safwati Mohd Nor

Department of Applied Mechanics and Design,
Faculty of Mechanical Engineering,
UTM Skudai, Johor
Mohamed Hussein
Department of Educational Sciences, Mathematics and Creative Multimedia,
Faculty of Education,
UTM Skudai, Johor.
Nurbiha A. Shukor
Department of Educational Sciences, Mathematics and Creative Multimedia,
Faculty of Education,
UTM Skudai, Johor.
Highlights: Research University framework has put more emphasis on research basedoutputs. It is part of
an important benchmarking tool which is used to rank the higher learning institution. Academicians are
the key player and the new emphasis has put extra weight to the current teaching task. At the same
time, the academicians are also introduced with new and latest teaching and learning paradigm with
the objective to improve teaching quality and learning outcomes. This study investigates the impact of
such changes to the teaching performance of the academic staff. It includes the involvement of
students in a structured research activity using the learning mode of Project Based Learning (PBL) as
suggested in New Academia Learning Innovation (NALI) model. The study was performed in 2
semesters. Onesection out of a total of five sections which consist of approximately 30 students were
recruited and exposed to a structured research activity which relates closely to the course. The result
shows a positive correlation between the students achievement and teaching performance thus able
to bring more positive impact on the undergraduate learning. The students who are involved in the
study show relatively better performance as compared to the students who are in the control group.
Key words: Student-centered learning; project based learning; Outcome based education.
Introduction
Malaysian university researchers, according to a Malaysian Government bibliometric study in 2012, recorded
an output of 29,815 papers, although these figures may have gone up since then. This placed Malaysia in 45th
position in the world, but only 50th based on citations, which is a good guide to the usefulness of knowledge
presented. In terms of the research impact measured by citations perpaper, Malaysia only ranked 136. This is in
contrast to Singapore, Thailand, and Taiwan, which were ranked 46, 75, and 84th respectively. Even papers
produced in Indonesia, Vietnam, the Philippines, and Saudi Arabia had greater citation rates per paper than
Malaysia.Research expectations for university and faculty have been rising for over half a century to an extent that
research productivity has become the dominant and sometimes the sole criterion for hiring, tenure, and promotion
at research universities. This trend has also been driven by several factors, including the universities‘ growing
dependence on external research funding to support basic operations and the intense desires of their administrators
and faculty members for high national rankings.
The consequent pressure on faculty members to increase research productivity is attested to by anecdotal
reports (Allen (1996), McGrail (2006), Savage (2003) and Stimpert (2004)), surveys of faculty and administrators
(Doyle, 2002), and examinations of faculty reward structures (Tierney, 1998). The pressure has led to increased faculty
research activity, not only at research universities but also at institutions with teaching as their primary mission (Budd,
2006), and calls for increased scholarly activity have even been heard at the community college level (Sligh (2003),
Tinberg (1993) and Knodt (2000)). The emphasis on research productivity in the faculty incentive and reward system
is often justified by the claim that research enhances teaching. In a debate that has been raging for decades, most
67
faculty members and administrators support this belief (Newmann (1992), Halsey (1992) and Gray (1996) and others
challenge it (Marsh (1992), Jenkins (2004), Rugarcia (1991) and Ramsden (1992)).
As Rugarcia (1991) point out, research and teaching have different goals and require different skills and
personal attributes. The primary goal of research is to advance knowledge, while teaching is to develop and
enhance abilities. Researchers are valued mainly for what they discover and for the problems they solve, and
teachers valued what they enable their students to discover and solve. Excellent researchers must be observant,
objective, skilled at drawing inferences, and tolerant of ambiguity. Excellent teachers must be skilled
communicators, familiar with the conditions that promote learning and expert at establishing them, and
approachable and empathetic. Having both sets of traits is clearly possible and desirable but not necessary to be
successful in one domain or the other. Moreover, first-class teaching and first class research are each effectively full-
time jobs, so that time spent on one activity is generally time taken away from the other. There should consequently
be no surprise if studies reveal no significant correlation between faculty research and effective teaching.
Some professors excel at both teaching and research. Many excel at one and not at the other, and some
are unexceptional in both. The claimed synergy between research and teaching is even harder to justify at the
institutional level than at the individual faculty level. In his study of higher education in the United States, Astin
(1994)found a significant negative correlation between a university‘s research orientation and a number of
educational outcomes. He concluded that attending a college whose faculty is heavily researchoriented increases
student dissatisfaction and impacts negatively on most measures of cognitive and affective development.
Attending a college that is strongly oriented toward student development shows the opposite pattern of effects.
Astin believed that this negative correlation resulted at least in part from hiring faculty with strong research
orientations who gave low priority to undergraduate teaching rather thanfrom an inherent conflict between
teaching and research. While the finding that faculty research generally does not promote better teaching
frequently provokes calls for more extensive or sophisticated analysis of the data. As the academicians have to deal
with both research and teaching simultaneously, finding apraoches and methods to optimumly implement both is
timely, critical and very important.
Methodology
The study was designed to quantify the influence of research experience of an academic staff over the
quality of undergraduate teaching. It was performed in the Faculty of Mechanical Engineering with specific focus to
the course of Measurement and Instrumentation. It‘s a two credit course taken by all third year mechanical
engineering students.Generally the course will have students spanned over 5 sections with approximately 30
students in a section. One section was selected as study group while the remaining sections remains as control. In
order to have a more generalize result, the study was performed for two semesters. All the lecturers who teach the
course have more than five years of experience of research with moderate level of research grants and scientific
publications.
Basically, the course shall cover the essential and basic theory of instrumentation for undergraduate. It covers
the fundamentals and components of instrumentation system, characteristics of instrumentation system, signal
conditioning, transducers and its application. It‘s a course with 6 learning outcomes, assessed using 2 tests, a project
and final exam. Generally by the end of the course, the student should be able to design a working system of
instrumentation using transducers, a proper interfacing with signal conditioning circuits and characterization its
performance. Using project based learning approach, a real world research problem was formulated to map the
content of the course and address the learning outcome. A project shall cover activities from understanding the
problem, designing and prototyping the solution and finally evaluating the performance of the system. It is
segmented into several important stages. The students are divided into groups of 5 persons and each group was
given different project or problem to work on. A total of 2 projects were given to each group throughout the
semester. The lectures were given in each stage of the project depending on the progress made by the students.
The lectures were given before the student starts to work on the problem in every stage.
The students were assessed using the similar method as the other students in the control group. The
performance were then measured based on the attainment level achieved using OBE system at the end of the
semester. The results were compared to the other student from the control group.
Result and Discussion
The study discussed attempt made to reform the method to deliver knowledge in the classroom specifically
in the course of measurement and instrumentation. A lecturer wilth vast research experience will have more insights
68
on the knowledge that the student must posess at the end of the course. It is based on what‘s really matters in the
real world and the focus can be given towards preparing the student to survice in the real world. The university has
taken many measures to improve academic teaching. Since the introducion of New Academia Leaning Innovation
(NALI), the expectation on higher teaching skills start to arise and has become a new load for the academicians to
shoulder. The implementation of such change meets many challenges and require strategic adaptation to the
current system. One of the major issues is the assessment method. The test is standardized across all sections.
Meaning that all students answer the same question and the same time. The test is performed when the lecturers
finish certain amount of lectures. Implementing project based learning method will disregard this timing factor as
student learn according their speed and this will dictate the amount of information they acquired. The result
indicates that up to 70% of the students are able to achieve attainment level above 60% with approximately 10%
improvement in the subsequent semester in term of students mean grade. The overall learning outcome attainment
level shows improvements especially the higher order learning outcome according to bloom taxonomy. This is not
very significant but indeed a promising indicator that the method has its own advantage and contribution. There
are a lot more elements need to be improve and measured in the future.
Acknowledgement
The author would like to thank the UniversitiTeknologi Malaysia for funding this research through Research University
Grant Scheme ( RJ130000.7724.4J236) and the Ministry of Higher Education Malaysia.
References
Allen, M. (1996), ―Research Productivity and Positive Teaching Evaluations: Examining the Relationship Using Meta-Analysis,‖ Journal
of the Association for Communication Administration, Vol. 2, , pp. 77–96.
Astin, A.W. (1994), What Matters in College? Four Critical Years Revisited,San Francisco, CA: Jossey-Bass Inc..
Budd, J.M. (2006), ―Faculty Publishing Productivity: Comparisons over Time,‖ College and Research Libraries, Vol. 67, pp. 230–239.
Doyle, M. (2002), Faculty Time: Academic Excellence: A Study of the Role of Research in the Natural Sciences at Undergraduate
Institutions, Research Corp., ED469489.
Gray, Peter J., R.M. Diamond, and B.E. Adam (1996), A National Study on the Relative Importance of Research and Undergraduate
Teaching at Colleges and Universities, Center for Instructional Development, Syracuse University.
Halsey, A.H. (1992), Decline of Donnish Dominion: The British Academic Professions in the Twentieth Century, Oxford, England:
Clarendon Press.
Jenkins, A. (2004), ―A Guide to the Research Evidence on Teaching-Research Relations,‖ Heslington, England: The Higher Education
Academy.
Knodt, E.A. (2000), ―When Teaching Informs Research: Learning from Our Students,‖ Teaching English in the Two-Year College, Vol. 28,
pp.207–211.
Marsh, H.W., and J. Hattie (2002), ―The Relation Between Research Productivity and Teaching Effectiveness: Complementary,
Antagonistic, or Independent Constructs?‖ Journal of Higher Education, Vol. 73, pp. 603–641.
McGrail, M.R., C.M. Rickard, and R. Jones (2006), ―Publish or Perish: A Systematic Review of Interventions to Increase Academic
Publication Rates,‖ Higher Education Research and Development, Vol. 25,pp. 19–35.
Neumann, R. (1992), ―Perceptions of the Research-teaching nexus: A Framework for Analysis,‖ Higher Education, Vol. 23, pp.159–171.
Ramsden, P. and I. Moses (1992), ―Associations between Research and Teaching in Australian Higher Education,‖ Higher Education,
Vol. 23, pp. 273–295.
Rugarcia, A. (1991), ―The Link Between Teaching and Research: Myth or Possibility?,‖ Engineering Education, Vol. 81, pp. 20–22.
Savage, W.W. (2003), ―Scribble, Scribble, Toil and Trouble: Forced Productivity in the Modern University,‖ Journal of Scholarly
Publishing, Vol. 35, pp. 40–46.
Sligh, G.L. (2002), Community College Research: An Ivory Tower, National Council of Teachers of English.
Stimpert, J.L. (2004), ―Turbulent Times: Four Issues Facing Liberal Arts Colleges,‖ Change, Vol. 36, pp. 42–50.
Tierney, M.G. (1998), ―Introduction: Tenure Matters,‖ American Behavioral Scientist, Vol. 41, pp. 604–606.
Tinberg, H. (1993), ―Seeing Ourselves Differently: Remaking Research and Scholarship at the Community College,‖ Teaching English in
the Two Year College, Vol. 20, 1993, pp. 12–17.
69
Innovative Design of Survey Camp Course for Civil Engineering Program
Muhammad Azril bin Hezmi

azril@utm.my
Mushairry bin Mustaffar

mushairry@utm.my
Radzuan bin Saari

radzuans@utm.my
Highlights: This paper seeks to present the innovative design of Survey Camp course for civil
engineering program at Faculty of Civil Engineering, UniversitiTeknologi Malaysia. The Survey Camp is
designed as a package of ten days which consists of surveying activities such as levelling, traversing
and detailing, and also introduces the usage of latest technologies of surveying tools in civil
engineering projects. Project Based Learning is implemented as teaching and learning approach to
enhance students‘ knowledge and soft skills improvement. Online assessments and feedback from
students are used as tools to evaluate the outcome of the course.It was found that the learning
environment has positively enhanced students‘ professional skills as needed for engineer of 2020.
Key words: Project Based Learning; Blended Learning; Online Assessments
Introduction
Civil engineering is an important engineering discipline which deals with design, construction, and
maintenance of physical and naturally built environment, including works such as roads, bridges, canals, dams,
and buildings (Liang, Pan and Liu, 2010). Nguyen (1998) strongly suggested that, in order for engineers to function
effectively in such a multidisciplinary environment, engineering education must have the capacity to instill its
graduates with skills and attributes from five diverse areas, which are: 1) Social Sciences, 2) Business/Management,
3) Computer/Technology and 4) Mathematics/Sciences. According to Ibrahim & Ibrahim (2015), in job
advertisement analysis, the management and communication skills are both important in civil engineering.In
parallel with the MOE‘s encouragement that every institution should develop employability skills of students, a
student centered approach will mold the graduates with important skills, as stipulated in the manual of the
Engineering Accreditation Council 2012 (EAC). With that view, a Survey Camp is offered at year one of a four
year Civil Engineering undergraduate program, to train and expose students with engineering surveying
knowledge and practical skills. The Survey Camp is designed as a package of ten days which consists of surveying
activities such as levelling, traversing and detailing, and also introduces the usage of latest technologies of
surveying tools in civil engineering projects. Project Based Learning is implemented as teaching and learning
approach to enhance students‘ knowledge and soft skills improvement. Online assessments and feedback from
students are used as tools to evaluate the outcome of the course.
Innovative design of survey camp course

Survey Camp is offered at year one of a four-year civil engineering undergraduate program at the Faculty of
Civil Engineering, Universiti Teknologi Malaysia. It is compulsory for the First year students to attend this camp to give
them exposure and in-depth knowledge of engineering surveying. This course involves a ten-day fieldwork in which
the students would carry out an engineering survey project in a group of five to six. The objectives of this course are
to increase knowledge and to give experience for students in conducting various surveying projects outside the
scope of classrooms. Figure 1 shows the framework of Survey Camp course, which consists of three sub-projects.
Project 1: Proposed Land Reclamation
This project covers ground survey and mapping activities including traversing, levelling and detailing. The site plan
survey area is used to estimate volume of backfill material required for the reclamation work.
Project 2: Setting-out & As-built Survey
70
This project involves the setting-out of proposed additional chalets. The setting out of these chalets is verified and
confirmed by the project consultant.
Project 3: Treasure Hunt
To locate existing known points which represent boundary markers.
Survey Camp Course
Project 1 Project 2 Project 3
Proposed Land Setting-out & Treasure Hunt

Reclamation
As-built Survey
Online Assessments &

Feedbacks
Figure 1 Framework of Survey Camp Course
These projects involved typical surveying and design work supervised by the academic staff assisted by non-
academic staff. It gives a holistic view of the surveying activities needed prior to and during the construction stages
of a civil engineering project. Furthermore, the Survey Camp activities will train the students in planning and
executing survey work on a larger scale. The surveying work involved depends on the type of project undertaken,
but normally it includes establishing horizontal and vertical controls, detailing, earthwork calculations and setting out.
Students were assessed based on their oral presentation and written reports submitted at the end of the camp. The
basic and concepts of surveying with emphasis towards engineering surveying were introduced. Common methods
of field procedures, bookings and reductions of observation were adopted. By end of the course, students should
have the ability to apply theory into practice; identify and solve surveying problems in civil engineering;
communicate effectively when presenting results and ideas; think positively and make sound decisions by upholding
ethics and function effectively in a team to achieve a common goal (Hezmiet. al., 2015).
In semester 3, 2016/2017 session, the Teluk Gorek Chalet and Camp Site (TGCCS) was selected as the
proposed project of land reclamation on existing site. The site is located about 30 km from Mersing, a city in Johor,
Malaysia. The Survey Camp students was appointed to carry out engineering surveying work (traverse, levelling and
detailing) on a piece of land of about 0.6 hectare and to submit a survey plan that will be used in the expansion of
the existing Chalet and Camping site.
This study is carried out among a group of first year civil engineering students (50.7% male and 49.3% female)
who were participated in the Survey Camp course during the semester break session 2015/2016. A mixed method
research methodology was conducted to assess the effectiveness of the Survey Camp course. In quantitative study,
students are required to attempt online survey at the beginning and end of the course. Five elements in civil
engineering professional skills were identified , namely i) problem solving; ii) communication; iii) team working; iv)
leadership; and v) modern tool usage. On the other hands, in qualitative study, students need to submit a reflection
journals at the end of the course. A reflection journal is one of qualitative instruments that could give feedback on
the implementation of the course and what should be improved. Data were analyzed using SPSS (quantitative
study) and thematic analysis (qualitative study).
Finding and discussion of the research

Students’ perception on engineering professional skills development
A paired sample t-test was utilized to determine the significant differences of six elements in engineering
professional skills, namely i) problem solving; ii) communication; iii) team working; iv) leadership; and v) modern tool
usage, before and after the course. The statistical package PASW 18 was used to conduct statistical test. The mean
71
scores of these responses were compared and contrasted in the analysis. The data were tested for normality where
the values of skewness and kurtosis ratios are at the range between +2 and -2. The Cronbach alpha reliability test
showed an average coefficient of 0.846. With this level of reliability, all items in the questionnaire were included to
obtain an overall satisfaction score of each respondent.
Table 1 illustrates that there are significant differences of means of engineering professional skills before and
after Survey Camp course based on a 95% confidence level (p<0.05). Modern tool usage skill gives the highest
different mean score of -1.349, followed by problem solving (-1.307), communication (-1.289), leadership (-1.263) and
team-working (-1.089). A negative mean indicates that the mean score at the beginning of the semester is lower
than the mean score at the end of the semester.
It shows that the results have a strong impact to the study. The implementation of project based learning as a
learning environment in conducting Survey Camp course successfully shows the enhancement of the students‘
attainment in developing the selected engineering professional skills.
Table 1. The t-test results on engineering professional skills
Skills Mean Mean Dif. Std. Dev. t Sig.
Problem solving Before 2.940 -1.307 0.716 -15.417 0.00

After 4.247
Communication Before 2.884 -1.289 0.654 -16.353 0.00
After 4.173
Team working Before 3.326 -1.089 0.589 -17.919 0.00
After 4.415
Leadership Before 2.988 -1.263 0.709 -11.419 0.00

After 4.251
Modern Tools Usage Before 3.027 -1.349 0.608 -16.992 0.00
After 4.376
Students’ perception on the implementation of the course
Results from the students‘ reflective journals have revealed that
1. The level of students‘ knowledge on surveying increased after attending the course.
2. The previous classroom knowledge is applied to complete the given project
3. The project exposed the students how to operate surveying equipment.
4. The learning environment was practical and enjoyable.
Conclusion
As the current rapid social and economic changes, it is vital that the institutions of higher education focus on
the development of skills and abilities that could be developed using effective approach of teaching and learning
environment. The implementation of project based learning and online assessments in conducting Survey Camp
course show positive results in developing and in enhancing students‘ engineering professional skills which is needed
as a preparation to be a future engineer. Students are not only exploring their previous knowledge but deep
understanding and experience about civil engineering field, specifically in surveying. These findings also found that
the innovative design of learning environment could help students to gain meaningful outcomes. The improvements
that have been made in the curriculum, the delivery and online assessment reflect the needs of the stakeholders
(students, parents, alumni, employers and nations) and industry are fulfilled.
72
Acknowledgement
The authors would like to thank UniversitiTeknologiMalaysia (UTM) for supporting this project through Research
University Grant vot no. Q.J130000.2522.11H07.
References
Gerek, I. H., &Efeoglu, I. E. (2015). What qualifications and skills are important for civil engineers? A job advertisement analysis. In
Proceedings of the MakeLearn and TIIM: oint International Conference (pp. 689-695).
Hezmi et al. (2015). Implementation of project based learning for civil engineering students at UniversitiTeknologi Malaysia, 9th Asia
Pacific Structural Engineering and Construction Conference and 8th ASEAN Civil Engineering Conference (APSEC-ACEC)
Liang, Y., Pan, C. and Liu, S. (2010) ‗Innovating the Teaching of Engineering Survey Course and Cultivating Professional Talents of Civil
Engineering‘, in 2010 2nd International Conference on Information Engineering and Computer Science. IEEE, pp. 1–4. doi:
10.1109/ICIECS.2010.5678321.
Nguyen, D. Q. (1998). The essential skills and attributes of an engineer: A comparative study of academics, industry personnel and
engineering students. Global J. of Engng. Educ, 2(1), 65-75.
73
Student’s Perception of Learning Fluid Mechanics Using NALI Model
Azmahani Abdul Aziz

azmahani@utm.my
MohdRidzaMohdHaniffah
mridza@utm.my
Highlights: This study is conducted to investigate the students‘ perceptionof learning Fluid Mechanics
using New Academia Learning Innovation (NALI) model. In the Fluid Mechanics course, NALI model is
referred as the backbone of the teaching and learning environment. This study was carried out among
a group of 52 first year civil engineering studentswho are enrolled in the Fluid Mechanics course.Teams
of students were formed with the hope that they will learn amongst each other within the group and to
encourage participation in all activities.These outcomes should provide clear guidance for the
planning and development of the teaching and learning process using NALI model.
Key words: Active learning; Blended learning; Cooperative learning; Student-centred learning
Introduction
Fluid mechanics is a three-credit-hour course taken by first year civil engineering students at the Faculty of Civil
Engineering in UniversitiTeknologi Malaysia. This course is designed to introduce and apply the concepts of Fluid
Mechanics (fluid statics and kinematics, forces and flow in closed conduits, and centrifugal pumps) and to solve
problems related to Civil Engineering. It encompasses topics such as fluid statics and fluid dynamics. The pressures
and forces in these static and dynamic fluids are introduced, discussed and analyzed through equations. It also
covers upon the analyses of flows in closed conduits to include minor and major head losses. The performance
characteristics, functions and applications of centrifugal pumps in pipeline systems are also demonstrated and
analyzed in this course.The in-class engineering lectures develops students‘ foundations on theories, principles and
applications related to Civil Engineering. Throughout the years, feedbacks from the students who took this course
have been complex in the sense that fluid mechanics is a very tough course yet an important course. Therefore, an
effective and systematic approach is needed to assist students in learning. In UTM, Centre for Teaching and Learning
(CTL) has been given a great responsibility to carry out initiatives under the New Academia Learning Innovation
(NALI). NALI emphasizes the concept of entrepreneurship which refer to the context of learning that is more
productive, creative and innovative. One of the NALI objectives is to emulate best teaching and learning practices
from the World‘s best universities.Thus, this study is conducted to investigate the students‘perception of learning Fluid
Mechanics using New Academia Learning Innovation (NALI) model.
NALI approach implemented in Fluids Mechanics
In this course, New Academia Learning Innovation (NALI) Model is referred as a backbone of the teaching and
learning environment. The framework which comprises of student-centered and blended learning philosophy is
implemented to encourage better and more meaningful learning experience. Figure 1 shows the design framework
of this course adopted from the NALI Model.
Fluid Mechanics
Student-Centered Learning
(Active & Collaborative
Learning)
Learning Mode (Pedagogy) Blended Learning Materials

Outcome-based Education Learning UTM e-learning Video
Figure 1: Framework of Teaching & Learning Fluid Mechanics
74
Student-Centered Learning (Active & Collaborative Learning)
The student-centered learning using active and collaborative learning was carried out to engage the student‘s
participation in learning activities. Active learning is a form of learning in which teaching strives to involve students in
the learning process more directly than in other methods[1]. Teams of students were formed with the hope that they
will learn together and participate in all activities. While, the blended learning approach which has been
implemented since 2015 where compared to traditional lecture style teaching, visualization and/or demonstration
based teaching, project and/or problem based learning (PBL) are becoming increasingly popular as these teaching
techniques are found to be more collaborative, integrative and effective in engaging learners and instructors
[2].Several activities, such as brain storming, think-pair-share, jigsaw and gallery walk were conducted in this
class.Meanwhile, active learning and cooperative learning environment is implemented as teaching and learning
activities and students will be assessed through individual (test and final exam) and team (assignment and
presentation).
Pedagogical Approach (OBE)
Outcome based education (OBE) is a process that involves the restructuring of curriculum, assessment and reporting
practices in education to reflect the achievement of high order learning and mastery rather than the accumulation
of course credits [3]. Outcomes in learning are actually what learners can demonstrate at the end of learning
experience. Learning outcomes are outcomes that are expected from a certain subject and these are assessed
and evaluated through various measurement tools. Thus the primary aim of OBE is to facilitate desired changes
within the learners, by increasing knowledge, developing skills and/or positively influencing attitudes, values and
judgment. OBE embodies the idea that the best way to learn is to first determine what needs to be achieved. Once
the end goal (product or outcome) has been determined the strategies, processes, techniques, and other ways and
means can be put into place to achieve the goal through proper alignment of the learning process and assessment
of the learning, to the desired outcome. Therefore, OBE system is one in which outcomes drive the whole course
content and assessment structure; and a central aspect of OBE is the alignment of learning outcomes, teaching and
learning activities, and assessment. The learning outcomes reflects on the objectives of the course.
Learning Materials (Digital Approach)
E-learning is learning through the use of technologies [4, 5].In UTM, e-learning is a system that allows course outlines,
lecture notes, discussions, forums and other learning activities to be accessed by students via the university network.
UTM e-learning facilities was used as a support learning tools in this course.Besides that, students also need to search
information via internet and books as references. Figure 2 shows the example design of teaching and learning in
one of the Fluid Mechanic class.
Figure 2: Example Design of T&L in Fluid Mechanics Class
75
This study was carried out among a group of 52 first year civil engineering students (55.8% male and 44.2% female)
who enrolled Fluid Mechanics course during Semester II session 2017/2018. Two lecturers are involved in this class.
Students are divided into a group of 4 or 5 and the group will stand to cooperate until the end of semester.Active
and collaborative learning are implemented as student-centered learning environment. Several activities, such as
brain storming, think-pair-share, jigsaw and gallery walk were conducted in class. During the class session, book-end
approach was implemented where it consists of advanced organizing, intermittent activities and closure.UTM e-
learning was used to upload learning materials such as notes, videos and assignments, conduct forum, feedback
and make announcement to the students. A qualitative research design was utilized to investigate the students‘
engagement in classroom activities. The data from students‘ feedback were compiled and analyzed using thematic
analysis.
Finding and discussion of the research

1. Student‘s perception based on learning material.
Results from the students‘ reflection has revealed that most of the students agreed that the online learning
materials support their process of learning. For example, watching video before the class could increase their
understanding about the topic. They also could repeat to play the video and learn anywhere from their mobile
devices such as, laptop, tablet or smartphone. The disadvantages of this approach are sometimes they unable
to access the internet connection and students could not asking question if they do not understand. They also
suggested to improve the presentation of the video by addingmusic and animations.
2. Student‘s perception based on teaching and learning activities.
Results from the students‘ reflection has revealed that team formation is the best way of learning because they
could share knowledge, ideas, information and discuss together. Students have realized that the learning
environment has built astrong relationship among the team members. They are willing to help and appreciate
opinions given from other. It also increased their enthusiasm in learning Fluid Mechanics. On the other hands,
the learning environment could give a negative impact if they failed to collaborate among the team members
such as unable to complete the individual task, not participating in discussions or even worse disturbing the
whole process by discussing on things that are not related to the task.
Besides that, based on individual task, most of the students agree that home task activity on upcoming lesson
could help them to get the information before the lecture. Home task also could help them to share new
knowledge and increase understanding during the team discussion in class. Moreover, by doing reflection of
each chapter could reflect on what they have learned.
Students noticed that on undergoing the learning activities, they have developed several skills such as team
work, time management, commitment, communication, critical thinking, and self-confidence. They appreciate
enjoy doing activities in class and it is a good learning experience.
These outcomes should provide clear guidance for the planning and development of the teaching and learning
process using NALI model which includes the design and organization of materials, the selection of the most
appropriate teaching and learning activities, as well as assessment method which is not been discussed in this
paper.
Acknowledgement
We would like to express our gratitude to Centre for Engineering Education (CEE) and Centrefor Teaching and
Learning (CTL), Universiti Teknologi Malaysia (UTM) for conducting several courses related to improving teaching and
learning among lecturers.
References
Joel M. (2006). Where‘s the evidence that active learning works. Advances Physiology Education, Vol. 30, 157-167.
Jang, H., Reeve, J., &Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy
support and structure. Journal of Educational Psychology, 102(3), 588-600.
Ronald, M.H. (2007). Outcome-Based Education: The Future is today. Journal Medical Teacher, Vol.29, 625-629.
Lorna, U. & Ernesto, D. (2007). The future of E-learning: E-learning ecosystem. Inaugural IEEE International Conference on Digital
Ecosystem and Technologies (IEEE DEST 2007).
Hodo, B. & Mohammad, K.N. (2017). Students‘ Perceptions of the Flipped Classroom Model in an engineering Course: A Case Study.
European Journal of Engineering Education, Vol. 42.
76
Pembelajaran Berasaskan Senario dalam Mengajar Topik Model
Penyelesaian Masalah
Johari Surif
Fakulti Pendidikan, Universiti Teknologi Malaysia, 81310 UTM Skudai, Johor
johari_surif@utm.my
Shanthi A/P Tamilselvam

shandevi_83@yahoo.com
Nor Hasniza Ibrahim

p-norhaniza@utm.my
Highlights: Kajian ini bertujuan untuk mengkaji kesesuaian senario dalam Pembelajaran Berasaskan
Senario (SBL) yang telah direka dalam topik Model Penyelesaian Masalah dan perlaksanaannya di
peringkat pendidikan universiti dan menengah. Selain itu, kajian ini juga dilaksanakan bagi
mengetahui kebaikan, halangan dan limitasi yang wujud dalam SBL yang direka ini. Seramai enam
orang pakar dari universiti telah ditemubual dalam kajian kualitatif ini. Instrumen kajian merupakan
soalan-soalan temubual yang mengukur kesesuaian serta ciri-ciri, kebaikan dan halangan modul SBL
yang dibina. Data yang diperolehi daripada temubual bersama pakar telah dianalisis secara teknik
analisis kandungan. Hasil kajian menunjukkan bahawa modul SBL yang dicipta ini sesuai untuk
dipraktikkan di peringkat universiti dalam kalangan mahasiswa. Dapatan kajian juga menunjukkan
modul yang dibina mempunyai banyak kebaikan dari aspek pemahaman kandungan pembelajaran,
kemahiran pemikiran dan kemahiran penyelesaian masalah, kemahiran sosial dan kolaboratif serta
motivasi intrinsik pelajar. Selain itu, halangan dan limitasi yang wujud dalam SBL juga dibincangkan.
Kajian SBL ini membawa manfaat dari perspektif memberikan maklumat tentang kesesuaian SBL,
kebaikan dan halangan dalam SBL dalam kursus Penyelesaian Masalah dalam Pendidikan Kimia.
Malah, pensyarah dan guru-guru sekolah menengah boleh menjadikan kajian ini sebagai rujukan
untuk mengaplikasikan SBL dalam pengajaran dan pembelajaran mereka. Selain daripada itu,
mahasiswa yang menuntut di universiti juga boleh bermanfaat daripada modul SBL yang direka dan
hasil kajian ini.
Kata kunci: pembelajaran berasaskan scenario; model penyelesaian masalah; pengajaran dan
pembelajaran; pendidikan tinggi
Abstract:
This study aims to assess the suitability of the scenario in Scenario Based Learning (SBL), which was designed
in the topic Problem Solving Model and its implementation at universities levels. This study also was conducted to
find out the advantages, barriers and limitations that inherent in the SBL designed. Six experts from a university had
taken part in this qualitative study. The interview questions were intended to gather details about the suitability and
characteristics of the module, as well as advantages and obstacles in the SBL module. Data obtained from
interviews with experts were analyzed qualitatively through content analysis technique. The results showed that the
SBL module that has been created is appropriate to put into practice at the university level among the scholars. The
findings also prove that the built modules have many advantages in terms of understanding of learning content,
thinking skills and problem solving skills, social and collaborative skills and also intrinsic motivation of the students. In
addition, barriers and limitations inherent in SBL also discussed. This SBL survey is beneficial from the perspective of
providing information about the suitability of the SBL, SBL advantages and obstacles in the course of Problem Solving
in Chemistry Education. In fact, university lecturers and teachers of secondary schools can make this study as a
reference for application of SBL in teaching and learning. In addition, students who are studying at the university can
also benefit from the designed SBL module and the results of this study.
Key words: scenario based learning; problem solving model; teaching and learning; higher education
77
Pengenalan
Semenjak beberapa dekad yang lalu, ramai pakar pendidikan telah meneroka dan mencipta pelbagai
penemuan dalam bidang pendidikan. Permintaan pendidikan yang sentiasa berubah akibat daripada perubahan
sosial, ekonomi dan budaya dunia menyebabkan banyak strategi, kaedah, teknik dan metodologi pendidikan
yang baru dicipta. Pembelajaran berasaskan scenario (scenario based learning-SBL) merupakan salah satu
kaedah pengajaran yang mendapat tempat secara meluas dalam dunia pendidikan dewasa ini. SBL adalah suatu
kaedah yang bertujuan untuk menggalakkan pembelajaran secara mendalam dan kesedaran untuk melibatkan
pelajar dalam proses pembelajaran yang kritikal dan realistik. SBL membolehkan pelajar mengambil kira pelbagai
faktor, membuat keputusan dan membuat refleksi terhadap hasil dan apa yang mereka telah belajar dari situasi
yang diberikan.
SBL pada pertama kalinya telah digunakan di sekolah-sekolah perubatan di Amerika Syarikat sebagai satu
cara untuk melatih pelajar perubatan menggunakan pengetahuan mereka untuk menghadapi situasi kehidupan
sebenar dan menyelesaikan masalah dunia sebenar (Savin-Baden, 2007). Sejak itu, SBL telah digunakan secara
meluas untuk mengajar dalam pelbagai bidang seperti kemahiran perpustakaan, bidang kejururawatan,
perguruan, kejuruteraan, perubatan haiwan dan banyak bidang lain termasuklah latihan korporat dan program
pendidikan vokasional (Chu, 2007; Clark, 2009; Dahl, 2010; Naidu, Menon, Gunawardena, Lekamge, Karunanayaka,
2007; Savin-Baden, 2007).
Senario merupakan nadi atau teras SBL. Senario ini boleh diwujudkan oleh guru dan (atau) pelajar. Senario
yang berkesan berupaya membangkitkan minat pelajar terhadap pembelajaran dan mengandungi elemen
ketidakpastian yang selaras dengan pengalaman hidup. Elemen ketidakpastian ini akan merangsang pelajar
berfikir dan berusaha untuk memahaminya yang membantu pelajar untuk belajar. Selain itu, scenario yang menarik
dan berkisar tentang kisah atau penceritaan juga mampu menarik minat pelajar belajar. Menurut OECD (2012),
menghasilkan pembelajaran yang menarik untuk pelajar adalah penting bagi mencapai pembangunan mampan
dan perubahan dalam pendidikan. Senario dicipta mestilah membolehkan para pelajar mendapatkan atau
mempamerkan pengetahuan mereka.
SBL juga menawarkan pendekatan reka bentuk pengajaran baru yang boleh mempercepatkan kepakaran,
membina kemahiran pemikiran kritis dan menggalakkan pemindahan pembelajaran. Kini, permintaan terhadap SBL
sedang berkembang pesat. SBL adalah salah satu kaedah pembelajaran yang paling diminati pelajar. Ini adalah
sebahagian daripada tren pembelajaran yang mengutamakan proses berfikir serta penyelesaian masalah dan
bukan hanya untuk pemindahan pengetahuan. SBL juga bukan lagi hanya dilaksanakan di peringkat sekolah,
bahkan mula digunakan di peringkat pengajian tinggi menyedari potensinya dalam pembangunan mahasiswa.
Justeru, SBL mula digunakan dalam pengajaran di kolej dan universiti dalam pelbagai bidang keilmuan.
Definisi Pembelajaran Berasaskan Senario (SBL)
Perkataan ‗senario‘ bererti ringkasan plot sesuatu drama (dan lan-lain) termasuklah maklumat tentang watak,
adegan atau urutan peristiwa serta perkembangan yang diramalkan berlaku (Dewan Bahasa dan Pustaka, 2013).
SBL adalah satu pendekatan yang boleh mendorong pelajar untuk memilih pendekatan yang aktif, bersepadu dan
berasaskan inkuiri untuk pembelajaran melalui penggunaan senario yang realistik. SBL ialah satu kerangka atau
pendekatan yang baru dibangunkan untuk memahami keadaan pendidikan melalui pembinaan senario yang
difahami sebagai keadaan sebenar atau palsu yang digunakan untuk mencipta konteks, pengalaman relevan dan
keasyikan, dalam situasi pendidikan (Misfeldt, 2015).
Kindley (2002) mendefinisikan SBL sebagai pembelajaran yang berlaku di dalam konteks, situasi atau
rangka kerja sosial. Pembelajaran tersebut memerlukan pelakon, iaitu guru dan pelajar untuk menjelajah di luar
dinding bilik darjah dan untuk melarikan diri dari peraturan tradisional biasa yang mengawal interaksi guru atau
pelajar. Dalam hal ini, SBL dianggap sebagai paradigma pembelajaran yang maju, membimbing dalam motivasi
dan penguasaan kemahiran pelajar (Stewart & Symonds, 2009). Sebuah senario boleh dihasilkan dalam pelbagai
bentuk seperti berikut.
Satu set lisan tentang arahan atau keadaan yang lengkap atau tidak lengkap;satu garis panduan
bertulis tentang keadaan yang mengandungi jurang di mana pelajar perlu melengkapkannya
dengan sendiri; atausatu gambaran terperinci tentang peranan, kedudukan peranan dan sikap,
tugas-tugas, hubungan serta tanggungjawab.
Menurut Errington (2011), proses pembelajaran SBL biasanya menggabungkan penerokaan tugas sebenar
kehidupan, penemuan dengan cabaran-cabaran realistik dan penglibatan peranan yang berasaskan kerja. SBL
boleh digunakan dan diterokai dengan selamat dalam konteks bilik darjah dan sering ditulis atau disampaikan
sebagai naratif.
78
Ciri-ciri Senario
Senario yang direka boleh menjadi sebuah situasi biasa di dunia, satu set deskriptif atau keadaan, insiden yang
kritikal, ataupun naratif serta cerita kehidupan seseorang. Senario biasanya mengandungi pelakon manusia, jalan
cerita atau plot yang kebiasaannya tidak lengkap. Ia juga mempamerkan keperluan untuk menyelesaikan
masalah, menunjukkan kemahiran yang diperolehi, meneroka isu, kebimbangan atau membuat spekulasi tentang
hasil alternatif. SBL dilihat oleh sesetengah pensyarah universiti sebagai penyelamat besar untuk lebih mendekatkan
pelajar dengan realiti sesuatu profesion melalui pengalaman pembelajaran autentik. Adalah dipersetujui bahawa
senario pembelajaran biasanya menggabungkan penerokaan tugas realistik, penemuan dan cabaran benar
dalam kehidupan, penglibatan berasaskan kerjaya dan juga semua gaya komunikasi yang boleh dihadapi di
dalam sesuatu profesion (Errington 2005).
Pada zaman kini, para pelajar boleh menjadi cepat hilang tumpuan apabila mereka mengambil
bahagian dalam pembelajaran yang sama bentuk secara berulangan. Kebanyakan pelajar berasa kuliah lima
puluh minit di dalam kelas dan amatlah membosankan. Pembelajaran di dalam kelas boleh menjadi hidup jika
para pelajar berinteraksi antara satu sama lain, bertanya soalan, memberi komen dan mengambil nota. Dalam hal
ini, SBL mempunyai kesemua ciri yang boleh mengekalkan tumpuan dan minat pelajar terhadap pembelajaran.
Senario yang direka berperanan dalam hal ini sebagai pencetus. Dalam reka bentuk sebuah senario, jalan cerita
yang menarik adalah amat penting supaya pelajar dapat menumpukan perhatian malah, juga dapat
mengekalkannya pada bahan pembelajaran.
Senario adalah satu fakta yang mengandungi emosi yang boleh memaksa pelajar untuk mengambil
keputusan dan seterusnya mentransformasikan dunia di sekeliling kita (Chuah, Chen & Teh 2009). Sememamgnya,
adalah penting pelajar berupaya mengenal pasti senario dan cabaran dengan serta-merta, pada permulaan
sesuatu senario. Untuk membolehkannya, senario mestilah direka seperti yang sebenar mungkin dengan
menggunakan situasi kehidupan yang sebenar. Senario yang baik akan menggunakan pelbagai emosi bagi
mewujudkan situasi atau dilema sebenar. Ia akan menjadi tindak balas kepada keputusan yang dibuat oleh
pelajar berdasarkan kepada senario itu. Menurut pakar penyelidik minda, telah dibuktikan bahawa ia adalah lebih
mudah untuk mengingati sesuatu apabila emosi yang kuat mengiringi sesuatu. Jadi, jika kita bercerita
menggunakan SBL di mana watak senario menunjukkan emosi yang kuat, ia akan menjadikan senario tersebut
lebih realistik dan akrab serta pelajar akan ingat kandungannya dengan lebih baik. Sehubungan ini, senario yang
menceritakan keadaan sebenar sesuatu isu mempunyai kesan positif ke atas proses pembelajaran.
Satu lagi ciri yang harus diberi perhatian semasa membina sebuah senario ialah kandungan atau
pengetahuan yang ingin diterapkan melaluinya. Senario yang dipilih juga mestilah disesuaikan dengan tema
berdasarkan masalah sebenar yang wujud dalam situasi yang berkaitan. Errington (2003) menyatakan bahawa
dalam mewujudkan senario, beliau menggunakan ‗subset reality‘ dengan tempat, objek dan orang yang
cenderung untuk wujud dalam persekitaran dunia sebenar. Maka, senario yang berdasarkan kepada tema
pembelajaran dan yang berkaitan dengan tujuan topik perlulah pandai dipilih oleh pendidik.
Kebaikan Pembelajaran Berasaskan Senario (SBL)
SBL menawarkan persekitaran pembelajaran autentik yang menggalakkan perkaitan dengan dunia
sebenar kerana projek SBL adalah berdasarkan kepada isu-isu dan cabaran dunia sebenar dan berkaitan dengan
minat pelajar. SBL direka untuk melibatkan murid dalam proses penyelesaian masalah, membuat keputusan,
pemikiran kritis, menjana perspektif, dan bertindak secara kreatif berhubung dengan peranan, bertanggungjawab,
dilema dan cabaran budaya profesional (Errington, 2010). Pendekatan ini telah digunakan untuk menggalakkan
para pelajar untuk melibatkan diri dan mengintegrasikan bahan pembelajaran. Pendekatan SBL juga sangat
berguna untuk menggalakkan pembangunan keupayaan lain, misalnya komunikasi, kerja berpasukan,
pembelajaran kendiri, amalan reflektif, amalan beretika dan penghayatan aspek sosial dan budaya dalam amalan
professional. Muhamad, Zaman dan Ahmad (2011) berpendapat bahawa secara khusus, pendekatan SBL yang
disepadukan dengan teknologi mampu meningkatkan pengajaran dan pembelajaran dan ia telah terbukti
menjadi alat yang menjanjikan supaya pelajar memperolehi pengetahuan dalam bidang sains.
SBL adalah salah satu kaedah yang baik untuk mengemukakan latihan berasaskan kemahiran yang lebih
interaktif dan menarik. Pendekatan pembelajaran SBL menempatkan pelajar dalam situasi atau konteks tertentu
dan mendedahkan mereka kepada isu-isu, cabaran dan dilema serta meminta pelajar untuk mengaplikasikan
pengetahuan dan amalan kemahiran yang berkaitan dengan keadaan tersebut. Dalam sebuah kajian, pelajar
bidang perguruan di peringkat universiti akan dikemukakan dengan masalah berasaskan senario dalam dilema
pengajaran dari seluruh dunia. Kemudian, mereka diminta untuk mengambil peranan sebagai guru pendidikan
awal kanak-kanak dan dicabar untuk mencari penyelesaian kepada senario yang dikemukakan. Errington (2011)
menekankan bahawa ia adalah amat penting kerana profesional yang bercita-cita dapat membayangkan dan
meneroka masa depan alternatif untuk membangunkan fleksibiliti yang diperlukan untuk menangani peristiwa dan
isu-isu dari perspektif professional. Tujuan senario ini adalah supaya pelajar bidang perguruan dapat menimba
pengalaman dan kefahaman yang boleh digunakan dalam pelbagai konteks pendidikan awal kanak-kanak
tempatan, kebangsaan dan antarabangsa.
79
Selain daripada itu, pelajar mengumpul maklumat sepanjang SBL dan menghasilkan penyelesaian
berdasarkan kepada pengetahuan sedia ada yang sudah wujud sebelumnya dan juga maklumat yang mereka
perolehi. Pada amnya, pendekatan pembelajaran SBL dapat meningkatkan pengajaran dan pembelajaran dan ia
telah terbukti menjadi alat yang menjanjikan pelajar untuk memperolehi pengetahuan dalam bidang sains
(Muhamad, Zaman, & Ahmad, 2011).
Dalam Teori Aliran Csikszentmihalyi (1996), dinyatakan bahawa motivasi intrinsik wujud apabila terdapat
keseimbangan antara kemahiran seorang pelajar dan cabaran yang dihadapi olehnya. Seorang pelajar yang
memiliki kemahiran penyelesaian masalah yang rendah akan hanya dapat menyelesaikan masalah dengan
cabaran yang rendah. Penyelesaian masalah akan meningkatkan kemahiran pelajar. Untuk memastikan pelajar
bermotivasi, cabaran perlu ditingkatkan seiring dengan peningkatan kemahiran pelajar. Dalam hal ini, Ogilvy (2006)
mencadangkan tiga kegunaan senario, iaitu untuk mencetuskan perbualan strategik, untuk merangsang pemikiran
berwawasan yang baru dan sebagai motivasi untuk tidak terperangkap. Beliau bersetuju bahawa SBL telah
mencetuskan perbualan strategik untuk menarik minat pelajar terhadap apa yang akan dibentangkan. Jadi, para
pendidik perlulah mencipta bahan SBL dengan fikiran ini dalam minda.
Metodologi Kajian
Rekabentuk Kajian
Reka bentuk penyelidikan boleh ditakrifkan sebagai satu pelan untuk mengumpul dan menganalisis bukti-
bukti yang boleh membantu penyelidik untuk menjawab persoalan yang ditimbulkan. Dalam kajian ini, penyelidik
menggunakan reka bentuk penyelidikan kualitatif. Kajian ini bertujuan untuk menilai SBL yang telah dibina dan juga
untuk mengenal pasti penggunaan SBL di peringkat universiti.Reka bentuk kualitatif dipilih kerana pakar yang dapat
mengesahkan SBL yang dibina adalah terhad. Untuk mengumpul data, beberapa soalan yang berkaitan dengan
SBL telah disediakan untuk temubual. Menurut Majid Konting (2005), kaedah temubual merupakan kaedah yang
lazim digunakan dan tertua dalam mengumpul data. Temubual sangat praktikal digunakan untuk mendapatkan
maklumat yang terperinci dan tepat terutamanya daripada populasi kecil. Temubual yang telah dijalankan adalah
berbentuk temubual separa struktur. Temu bual ini dapat mencungkil maklumat dengan lebih mendalam dan
terperinci. Temubual diaplikasikan untuk mengetahui aspek-aspek yang sukar diperolehi melalui pemerhatian
seperti perasaan, pendapat dan kehendak (Majid kontiing, 2005). Sebelum temubual dikendalikan dengan peserta
terpilih, senario yang dicipta beserta panduannya telah diberikan kepada peserta supaya mereka dapat
membaca dan menghayati senario tersebut.
Pembinaan Senario
Sebuah senario telah dibangunkan bagi mengajar topik ‗model penyelesaian masalah‘ yang terkandung
dalam Kursus Penyelesaian Masalah dalam Pendidikan Kimia yang merupakan salah satu kursus elektif dalam
Program Sarjana Pendidikan Kimia. Sebelum scenario ini dibangunkan, objektif dan hasil pembelajaran dikenalpasti
terlebih dahulu. Kajian awalan dilakukan untuk mengenalpasti kesukaran pelajar terhadap isi kandungan. Antara
dapatan yang diperolehi ialah kesukaran pelajar memahami konsep penyelesaian masalah, mengenalpasti
miskonsepsi yang wujud dalam tajuk-tajuk kimia serta strategi pengajaran yang berkesan untuk mengatasi
kesukaran ini. Justeru, sebuah scenario bagi memahami isi kandungan ini telah dibina. Senario ini berkisar
mengenai kehidupan seorang guru kimia yang perlu mengajar pelajar yang tidak berminat dalam pembelajaran
serta mempunyai pencapaian yang rendah. Guru kimia ini berusaha untuk mengubah situasi yang berlaku
menggunakan strategi pengajaran yang baru. Hasilnya, minat pelajar dapat ditingkatkan namun pada masa
yang sama, beliau mendapati wujud pelbagai miskonsepsi dalam kefahaman murid-muridnya.Ia menyebabkan
guru ini berusaha untuk meningkatkan lagi strategi pengajaran yang digunakan. Namun beliau menghadapi
pelbagai kesukaran untuk mencari kaedah yang benar-benar berkesan. Selain senario, satu panduan pengajaran
turut disertakan untuk membantu pensyarah menggunakan senario ini dalam proses pengajaran dan
pembelajaran. Panduan tersebut melibatkan objektif, prosedur penggunaan, rubrik penilaian, masa, bahan
sokongan lain dan peserta sasaran. Melalui senario dan garis panduan ini akan membantu pensyara untuk
melaksanakan dengan berkesan.
Pengumpulan dan Analisis Data
Seterusnya, temubual telah dikendalikan kepada enam orang pakar yang terdiri daripada pensyarah
(peserta kajian) yang dipilih secara persampelan bertujuan. Peserta kajian mestilah pensyarah yang terlibat secara
langsung dengan kaedah pengajaran SBL dalam proses pengajaran mereka. Mereka juga pakar dalam pedagogi
dan kaedah mengajar khususnya pengajaran aktif seperti SBL. Selain itu, pakar juga berupaya memberikan
pandangan dan maklumat mengenai SBL dalam pendidikan. Menurut Majid (2005), pemilihan pakar yang tepat
amat diperlukan untuk memberikan data dan maklumat yang tepat dan berupaya menjawab persoalan kajian
atau objektif yang cuba dicapai. Pengesahan senario dan panduan yang dibina juga telah dilakukan oleh peserta
pada akhir temubual. Borang pengesahan tersebut mengandungi maklumat berkaitan dengan latar belakang
demografi peserta seperti nama, umur, jantina, bangsa, jawatan, latar belakang pendidikan, pengalaman
mengajar dan pencapaian sepanjang kerjaya. Pakar diminta untuk memberikan ulasan tentang SBL yang telah
dibina oleh penyelidik khususnya terhadap ciri-ciri scenario yang dibentuk, kebolehan modul untuk diaplikasikan
80
dalam kelas, kekuatan dan kelemahan yang wujud serta halangan yang berlaku dalam melaksanakan modul
yang dibina. Temu janji telah ditetapkan dengan peserta kajian dan temu bual telah dijalankan secara individu
serta ia mengambil masa 15 hingga 30 minit. Temu bual telah dirakam untuk proses analisis.Temubual yang dirakam
kemudiannya telah ditranskripsikan dalam bentuk tulisan. Data yang diperolehi daripada transkripsi temu bual telah
dibaca berulang kali untuk mendapatkan idea-idea utama. Data-data ini kemudiannya dikodkan menggunakan
teknik analisis kandungan.
Dapatan dan Perbincangan
Ciri-ciri SBL yang Dibina
Menurut Errington (2005), terdapat empat jenis senario, iaitu senario berasaskan kemahiran untuk
mempamerkan kemahiran dan pengetahuan yang dikuasai, senario berasaskan masalah untuk memperhalusi
kemahiran yang diperolehi serta mengenal pasti dan mengejar masalah, senario berasaskan isu-isu untuk menyiasat
dan membahaskan isu-isu profesionalme yang berkaitan dan senario spekulasi yang mengaplikasikan
pengetahuan kepada situasi profesional yang dibayangkan. Kajian ini melibatkan senario berasaskan spekulasi,
iaitu mengaplikasikan Model Penyelesaian Masalah Polya dalam situasi harian yang dihadapi oleh seorang guru
kimia sekolah menengah dalam kerjayanya.
Keberkesanan aktiviti pembelajaran berasaskan SBL sebenarnya amat bergantung kepada senario yang
direka. Situasi yang sahih atau senario dengan tugas-tugas dunia sebenar mesti ditunjukkan kepada pelajar.
Senario perlu mewakili situasi sebenar yang kemungkinan besar akan ditemui dalam kehidupan sebenar pelajar.
Semakin realistik dan semakin menarik sesuatu senario itu, lebih bermotivasi pelajar untuk menyelesaikannya secara
intrinsik (Hmelo-Silver, 2004). Hasil temubual dan pengesahan pakar menunjukkan bahawa modul SBL yang direka
ini sesuai digunakan bagi tujuan pembelajaran di peringkat universiti. Tiga pakar menerangkan bahawa ciri-ciri
senario yang dibina adalah menarik dan kreatif. Ia juga adalah lengkap dengan panduan penggunaan dan
disertakan dengan latihan serta aktiviti kumpulan.
“Ok, rasanya senario ni baik. Sebab ia lengkap, ada cerita dengan panduannya. Ada juga latihan.”
“Mmm... menarik dan lengkaplah.”
Untuk memulakan senario, mesti ada ‗peristiwa pencetus‘ yang realistik di mana pelajar dicetuskan untuk
membuat keputusan (Clark, 2009). Setiap keputusan yang pelajar buat akan membawa kepada matlamat
tertentu. Semakin mantap sesuatu senario, semakin besarlah kesan ke atas potensi pelajar. Sebuah senario yang
berkesan akan memukau dan menarik perhatian pelajar, iaitu mereka akan bermotivasi dalam menyelesaikan
masalah kerana ia adalah menarik kepada mereka dan mereka mahu melihat bagaimana perkara-perkara
berubah. Dalam usaha untuk melanjutkan penglibatan pelajar, Iverson dan Colky (2004) menyokong penggunaan
drama dalam senario. Drama dalam senario bererti ia mengandungi perbualan-perbualan yang memaparkan
fikiran dan perasaan wataknya. Idea yang sama juga telah dinyatakan oleh pakar, iaitu senario perlu dikarang
sebagaimana situasi sebenar berlaku dalam hidup sebenar. Ia perlu membangkitkan minat pelajar untuk belajar.
Adalah amat baik senario yang direka menggambarkan emosi dan pakar juga berpendapat senario perlulah
bersesuaian dengan umur pembacanya. Pakar juga menyatakan bahawa senario tidak sangat panjang kerana ia
akan melambatkan aktiviti-aktiviti yang seterusnya atau menjadi bosan.
“Saya rasa ceritanya perlu menarik, ada banyak dialog seperti dalam situasi sebenar, kalau boleh
jangan panjang sangat sebab nanti bosan membaca cerita yang panjang panjang. Ia kena
bercerita tentang tajuk atau masalah yang dipilih sahaja supaya pelajar dengan senang dapat
kenal pasti isinya.”
“Pendapat saya tentang senario yang boleh bangkitkan minat pelajar…, mestilah ceritanya perlu
sesuai dengan usia pelajar. Kalau boleh elakkan situasi yang terlalu rumit untuk pelajar bayangkan.
Perlu masukkan banyak perbualan emosi seperti dalam real life, dan kalau boleh ceritanya perlulah
cukup setakat dua atau tiga muka surat sebab kalau lama sangat nak baca cerita je.., nanti aktiviti
lain tak cukup masa nanti.”
Kebaikan SBL
 Pemahaman yang mendalam dan bermakna
Kebanyakan pelajar ingin mengetahui bagaimana bahan yang dipelajari akan menjadi relevan dalam
kerjaya baru mereka. SBL juga dirujuk sebagai pembelajaran yang berpusatkan pelajar di mana tugas atau aktiviti
yang autentik membolehkan pelajar untuk mengaplikasi teori dan konsep dalam situasi dunia sebenar. SBL adalah
berasaskan idea bahawa pelajar mempelajari sesuatu dengan lebih baik melalui pengaplikasian kandungan
pelajaran dalam konteks dunia sebenar, iaitu dengan melakukan sesuatu yang bermakna dengan kandungan
yang mereka pelajari.
81
Selain itu, didapati modul SBL juga adalah jauh lebih berguna dan bermanfaat jika dibandingkan dengan
kaedah pengajaran tradisional. Keadah pengajaran tardisional adalah amat berpusatkan guru manakala
pendekatan SBL adalah lebih berpusatkan pelajar serta merupakan satu bentuk pembelajaran abad ke-21.
Walaupun penyediaan SBL merangkumi kerja yang besar, ganjaran kepada pelajar juga adalah amat besar.
Contohnya, pembelajaran yang lebih mendalam melalui perkongsian pengetahuan dalam komuniti pelajar, jalinan
hubungan yang lebih kukuh antara teori dan amalan dan peluang untuk selamat mengamalkan peranan yang
mana pelajar sedang membuat persediaan (Akins & Crichton, 2003). Kumta, Tsang, Hung, dan Cheng (2003)
mengkaji pelajar-pelajar perubatan tahun pertama yang mengambil bahagian dalam program atas talian yang
berasaskan senario yang interaktif. Pelajar yang mengambil bahagian dalam senario masalah klinikal yang sebenar
secara atas talian telah mendapat skor lebih tinggi dalam ujian pasca yang mengukur kemahiran, kebolehan dan
kandungan pengetahuan berbanding dengan pelajar yang tidak mengambil bahagian dalam SBL dalam talian.
Woo, Herrington, Agostinho dan Reeves (2007) juga mendapati bahawa pelajar yang mengambil bahagian dalam
aktiviti-aktiviti SBL yang autentik merasakan pembelajaran adalah mencabar tetapi akhirnya mereka lebih baik dari
segi kesan ke atas pembelajaran.
Para pelajar perguruan yang telah mula bekerja masih melaporkan kurang bersedia semasa memasuki
profesion ini (Sorin, 2013). Walau bagaimanapun, ia adalah penting bahawa pelajar membangunkan kemahiran
sebenar untuk bertugas dengan jayanya sebagai seorang guru. Isu ini cukup mencabar, tetapi yang lebih
mencabar adalah penyampaian mata pelajaran dalam suasana pembelajaran yang berbeza. Isu yang sama
telah dibincangkan oleh empat orang pakar, di mana SBL akan menyediakan pelajar dengan pendedahan awal
bagi pelajar universiti dalam bidang pendidikan kerana ia menggambarkan situasi sebenar yang akan ditempuhi
oleh pelajar apabila mula menceburi bidang perguruan.
boleh tahu apa yang berlaku dalam sesuatu bidang secara sebenar, contohnya dalam bidang
pendidikan sebab nanti kalau pelajar universiti dah pergi kerja mungkin situasi yang sama juga
berlaku… So, baik kalau kita bagi pendedahan dari peringkat universiti lagi...”
Tambahan pula, SBL menyokong teori konstruktivisme pendidikan di mana pembelajaran berlaku apabila
pelajar dapat membina makna daripada pengalaman lepas mereka dan mengaktifkan pengetahuan sebelumnya
(Iverson & Colky, 2004). Pelajar menggunakan pengetahuan sedia ada digabungkan dengan kandungan baru
untuk memikirkan penyelesaian untuk masalah dalam pembelajaran SBL. Didapati pandangan pakar juga
menyokong kenyataan ini, di mana empat pakar menyatakan bahawa pelajar membina sendiri pengetahuan
berdasarkan daripada pemahaman mereka terhadap senario.
“Pengajaran tradisional….lebih berpusatkan kepada pensyarah di mana pensyarah yang banyak

bercakap dan bagi pendapat dalam kelas. Kalau SBL ni… dia lebih berpusatkan mahasiswa di mana
mahasiswa diberi peluang untuk meneroka dan membina ilmu dengan sendiri daripada cerita yang
diberi. Pengajaran tradisional biasanya tak ada cerita yang menarik menariklah macam ni. Ia cuma
sampaikan isi kandungan je. SBL pula berbeza sebab, untuk sampaikan kandungan pelajaran…,
pelajar kena baca dan fahamkan senario tu dengan sendiri dan belajar berdasarkan pada apa
yang dia faham daripada senario.”
SBL membekalkan peluang untuk pelajar dihadapkan dengan keadaan yang diperolehi daripada amalan
bilik darjah yang sebenar, memberikan pelajar peranan yang lebih aktif dalam pembelajaran mereka dan
berpeluang membangunkan kemahiran kehidupan sebenar di luar institusi supaya dapat beroperasi dengan
jayanya di arena global. Dengan mengambil bahagian dalam senario yang mensasarkan dilema pengajaran di
seluruh dunia, pelajar mendapat pengalaman dan pemahaman yang boleh dipindahkan ke pelbagai konteks
pendidikan antarabangsa (Sorin, 2013). Pakar telah menyatakan bahawa dalam pengajaran berbentuk tradisional
pelajarnya adalah kurang pasif dan sentiasa mengharapkan ilmu disuap oleh guru mereka. Tetapi, dalam SBL
pelajar akan terpaksa mengerah tenaga mereka untuk menyiapkan tugasan yang diberi dan ini akan
membuatkan mereka aktif melibatkan diri dalam pembelajaran.
“Dalam kaedah tradisional, pensyarah yang banyak fikir dan buat kerja. Pelajar cuma buat latihan
dan salin nota je lah. Kebanyakan pelajar biasanya mengharapkan segalanya daripada pensyarah.
Mereka tak nak berusaha untuk cari sendiri ilmu. Jadi, kalau gunakan SBL dalam kelas, situasi tu akan
berubah lah. Pelajar kena lah cari sendiri maklumat untuk menyelesaikan masalah. Mereka akan
menjadi lebih berdikari untuk menimba ilmu. Kalau nak simpulkan, pensyarah bertindak sebagai
fasilitator dan pelajar menjadi lebih aktif dalam pembelajaran mereka.”
Kenyataan ini disokong oleh dapatan kajian lain yang berbunyi seperti SBL membekalkan peluang untuk
pelajar dihadapkan dengan keadaan yang diperolehi daripada amalan bilik darjah yang sebenar, memberikan
pelajar peranan yang lebih aktif dalam pembelajaran mereka dan berpeluang membangunkan kemahiran
kehidupan sebenar di luar institusi supaya dapat beroperasi dengan jayanya di arena global. Dengan mengambil
bahagian dalam senario yang mensasarkan dilema pengajaran di seluruh dunia, pelajar mendapat pengalaman
dan pemahaman yang boleh dipindahkan ke pelbagai konteks pendidikan antarabangsa (Sorin, 2013).
82
 Meningkatkan Kemahiran Berfikir & Kemahiran Penyelesaian Masalah
Pendekatan SBL sesuai digunakan bagi masalah yang boleh mempunyai pelbagai penyelesaian (Akins &
Crichton, 2003), misalnya dilema profesional yang dihadapi oleh guru-guru dalam pengajaran seharian. SBL
menawarkan pendidik dengan cabaran yang kreatif untuk membangunkan cerita dengan dilema, mengumpul
bahan-bahan sokongan dan memberi arahan untuk siasatan lanjut. Apabila pelajar menyiasat masalah yang
mempunyai kepelbagaian jawapan atau penyelesaian, sudah tentu ia akan mendorong pelajar untuk berfikir secra
mendalam. Dengan ini, kemahiran berfikiran secara kritis dan kreatif pelajar dapat dibangunkan.Artino (2008)
menyatakan beberapa kajian di peringkat K-12 dan peringkat pendidikan tinggi memberi impak ke atas
pembelajaran pelajar dari segi kemahiran pemikiran kritikal dan kolaboratif. Tiga orang pakar bersetuju bahawa
penggunaan SBL dalam pendidikan kimia akan meningkatkan kemahiran berfikir di kalangan pelajar universiti.
“Kebaikannya memang banyaklah. Pelajar boleh tingkatkan kemahiran berfikirnya…”
Dalam kajian Sendag dan Odabasi (2009), didapati bahawa pelajar universiti yang mengikuti kursus
komputer melalui SBL telah mencapai skor yang lebih tinggi dalam ujian pasca yang bertujuan untuk menguji
kemahiran pemikiran kritikal berbanding dengan pelajar dalam suasana bilik darjah tradisional yang tidak
mengambil bahagian dalam SBL. Penemuan mereka adalah sama dengan kajian penyelidikan lain yang
berasaskan SBL.
Herrington, Reeves, Oliver dan Woo (2004) telah mengenal pasti sepuluh ciri-ciri aktiviti SBL yang autentik
termasuklah keperluan untuk masalah yang kompleks, tidak jelas dan yang mempunyai kesesuaian dengan dunia
sebenar. Dengan ini, pelajar terdorong untuk melatih diri mereka menjadi mahir dalam penyelesaian masalah.
Idea yang sama juga telah dinyatakan oleh pakar yang ditemubaul. Menurut pandangan pakar, apabila senario
diakhiri dengan masalah, maka pelajar diarahkan supaya berusaha untuk mencari jalan penyelesaian bagi
masalah tersebut. Ini secara tidak langsung akan menggalakkan kemahiran penyelesaian masalah pelajar.
“Boleh, melalui senario yang meminta pelajar menyelesaikan sesuatu masalah, memang ia kan
meningkatkan kemahiran penyelesaian masalah.”
Oxfam America, iaitu sebuah organisasi bantuan dan pembangunan antarabangsa, telah mencipta aktiviti
berasaskan SBL yang bertajuk, ‗Satu Tempat Duduk di Meja.‘ Dalam aktiviti tersebut, pelajar telah memilih salah
satu daripada enam watak dari enam negara yang berbeza untuk memulakan cerita dan perlu membuat
beberapa siri keputusan yang membawa kepada hasil yang berbeza. Melalui gambaran dramatik dan realistik
watak di negara-negara membangun yang berbeza, pelajar yang terlibat dalam SBL tersebut mampu belajar
tentang kemiskinan dan kelaparan serta berusaha untuk menyelesaikan masalah yang dikemukakan. Maka,
pendekatan SBL mampu meningkatkan kemahiran penyelesaian masalah di kalangan para pelajar.
 Meningkatkan Kemahiran Sosial dan kolaboratif
Menurut Griffiths (2008), menggabungkan aktiviti bilik darjah, di mana pelajar bekerjasama dalam
berpasangan atau kumpulan kecil untuk mencapai matlamat yang sama boleh membantu pemupukan kognitif
dan motivasi di kalangan pelajar serta rasa tanggungjawab bersama. Mengenai konteks berasaskan senario,
pembelajaran kolaboratif secara meluas dipaparkan dalam peluang-peluang yang diberikan kepada pelajar
untuk mewujudkan dan mencipta senario mereka sendiri.
Empat orang pakar juga bersetuju bahawa penggunaan SBL dalam pendidikan mampu meningkatkan
kemahiran sosial dan kemahiran kolaboratif para pelajar. Dengan adanya, aktiviti kumpulan dalam modul SBL ini,
pelajar akan berbincang dan bertukar-tukar pendapat dalam proses pembelajaran. Maka, kemahiran sosial dan
kolaboratif pelajar juga akan bertambah baik.
“Pelajar boleh juga tingkatkan kemahiran sosial sebab dia akan buat kerja kumpulan dan interaksi
dengan pelajar lain.”
“Biasa SBL ada kerja kumpulan… yang mana pelajar cari penyelesaian atau cipta sesuatu dalam
kumpulan atau secara pairwork. Jadi, semasa belajar dan berbincang dalam kumpulan secara
tidak langsung kemahiran sosial dan kolaboratif pelajar memang boleh ditingkatkan.”
“Apabila ada kumpulan, pelajar akan berbincang bersama rakan mereka. Mereka kan bertukar
pendapat dan pandangan untuk menyiapkan tugasan yang diberi. Kemudian, mestilah dia kena
persembahkan hasil tugasan mereka. Jadi, di situ lah kemahiran sosial dan kolaboratif pelajar
ditingkatkan.”
Dalam pendidikan perguruan, SBL membolehkan pelajar untuk selamat meneroka situasi yang mereka
mungkin hadapi dalam bilik darjah pada masa akan datang (Aitken dalam Errington, 2010) bagi menggunakan
teori menjadi amalan dan untuk membantu membangunkan identiti profesional pelajar (Errington, 2011). SBL
melibatkan pelajar dalam situasi, apabila mereka mengambil peranan, melibatkan diri, berfikir secara mendalam,
bekerjasama, membuat keputusan dan membuat pilihan untuk menyelesaikan masalah yang dikemukakan dalam
83
setiap senario. Proses ini menggalakkan pelajar untuk berkomunikasi dan bekerjasama dengan berkesan,
menunjukkan perspektif matang dan mencungkil tingkah laku beretika dalam usaha pembangunan peribadi dan
profesional (Errington, 2010). Jadi, kemahiran sosial dan kemahiran kolaboratif akan tentunya berkembang dengan
amalan SBL dalam pengajaran.
 Meningkatkan Motivasi Intrinsik
Errington (2011) menyatakan bahawa senario membantu pelajar untuk menangani ketidakpastian, tetapi
ketidakpastian ini juga sangat boleh memberikan motivasi pembelajaran kepada pelajar. Dapatan analisis data
temubual juga menunjukkan bahawa kesemua pakar bersetuju bahawa modul SBL yang dibina sesuai digunakan
di peringkat universiti. Dua orang pakar bersetuju bahawa modul SBL ini mampu meningkatkan minat pelajar
terhadap pembelajaran. Ini bermakna motivasi intrinsik pelajar akan diwujudkan dengan menggunakan senario
yang kreatif seperti ini.
“Saya rasa pelajar akan lebih menumpukan perhatian dalam kelas kerana tugasan SBL ni adalah
sesuatu yang baru dan berbeza. Biasanya, apabila guru mengajar ada je pelajar yang tak nak
tumpukan perhatian. Kalau menggunakan cerita-cerita macam ni memang lah ia bermanfaat.
Pelajar kan memang minat nak baca cerita atau novel, jadi boleh lah kita gunakan idea tersebut
dalam kelas untuk sampaikan silibus kimia.”
Halangan dan Limitasi SBL
Walau bagaimanapun, kedua-dua pakar juga meluahkan bahawa SBL juga mempunyai beberapa
kelemahan yang boleh menjadi halangan dalam pembelajaran. Antara halangan dominan yang dinyatakan oleh
kedua-dua pakar ialah ia memerlukan masa yang lebih panjang. Lamine, B. (2011) telah membuktikan isu ini dalam
kajian beliau. Para pelajar yang terlibat dalam kaedah pengajaran SBL melaporkan bahawa masa yang diberikan
untuk melaksanakan SBL adalah tidak mencukupi. Dalam temubual bersama pelajar, mereka mencadangkan
masa ditambah supaya mereka dapat menyiapkan tugasan dengan lebih sempurna. Berikut pula adalah
pandangan tiga pakar yang ditemubual dalam kajian ini.
“…halangannya sebab ia mungkin memerlukan masa yang panjang sikit untuk pelajar baca dan
fahamkan senario. Kalau dari aspek guru…., cikgunya ataupun pensyarah yang nak buat
pembelajaran SBL kat kelas kena tahulah apa itu SBL dan macam mana nak implement SBL dalam
kelas.”
“…Ketiga, kalau pelajar nak baca, fahamkan dan keluarkan isi daripada senario dan menyiapkan
tugasan lain berdasarkan pada senario tersebut, ia juga memakan masa yang lama untuk
menghabiskan satu-satu topik. Kemungkinan ia juga akan menjadi halangan.”
Tambahan pula pakar menyatakan bahawa ramai pensyarah yang kurang pendedahan tentang SBL dan
ia mungkin menyusahkan mereka untuk mengimplementasikan SBL di dalam kelas kimia. Didapati guru-guru
sekolah tidak pernah mendapat kursus tentang SBL. Kekurangan bahan pengajaran yang berasaskan SBL juga
adalah satu halangan. Ia akan memakan banyak masa dan tenaga jika guru terpaksa membina sendiri modul SBL.
“Saya rasa sebahagianpensyarahmasih kurang pendedahan tentang SBL. Jadi…, kalau nak
implement SBL.., pensyarah kenalah diberi pendedahan dan kursus dulu. Satu lagi saya rasa kalau
pensyarah nak bina sendiri modul SBL, memang memerlukan tenaga pakar dan masa yang lama
lah. So, kalau nak implement benda ni, modul SBL yang lengkap perlu dibina sebagai panduan
kepada pensyarah untuk menjalankannya dalam kelas.”
Kesesuaian dalam Peringkat Pendidikan Lain
Sebahagian pakar (dua orang pakar) menyatakan SBL juga sesuai dipraktikkan di peringkat sekolah rendah
dan menengah. Apa yang perlu diberi perhatian ialah umur, tahap, kandungan pelajaran yang dipelajari dan
juga kemahiran guru yang mengajar.
“Sesuai…. tapi senario yang dibina perlulah sesuai dengan aras budak sekolah rendah atau
menengah, dan juga senario yang berdasarkan pada kandungan pelajaran rendah atau
menengah.”
“Sesuailah…. Tapi guru-guru perlu mahir dalam SBL lah sebelum bawa benda ni ke dalam kelas.”
Sorin (2013) telah membuat pilihan untuk mengubah amalan pengajarannya dengan memperkenalkan SBL
ke dalam pendidikan perguruan awal kanak-kanak sebagai satu cara untuk merapatkan jurang antara teori dan
amalan dan meneroka isu-isu kehidupan sebenar yang boleh berlaku dalam pengajaran awal kanak-kanak setiap
hari. Beliau berpendapat isu-isu ini biasanya tidak dibincangkan dalam buku teks, tetapi ramai profesional usia
awal kanak-kanak masih berhadapan dengan masalah dalam etika, perlindungan kanak-kanak, buli, perkongsian
84
dan perkembangan otak. Ini membuktikan bahawa SBL sudah mula dipraktikkan dari usia awal kanak-kanak di
negara-nrgara lain. Pakar kajian ini juga menyatakan ia sesuai diamalkan di peringkat sekolah menengah dan
terdapat beberapa tajuk kimia yang amat sesuai untuk menggunakan pendekatan SBL.
“SBL ni asasnya cerita kan… jadi, saya rasa tajuk yang paling sesuai ialah tajuk yang menerangkan
kronologi seperti „Historic Development of Atomic Model‟ dan „Periodic Table‟.”
Muhamad, Zaman, dan Ahmad (2012) menyatakan bahawa adalah satu permulaan yang baik untuk
mengintegrasikan penggunaan SBL untuk mengajar mata pelajaran sains seperti Fizik, Kimia dan Biologi kerana
mata pelajaran ini banyak melibatkan kerja amali di makmal. Mereka menyokong bahawa eksperimen-eksperimen
yang sukar untuk dijalankan dalam makmal boleh diajar melalui kaedah SBL. Contohnya, dapatan kajian
menunjukkan bahawa topik pembahagian sel, Mitosis dan Aplikasi Mitosis dalam pengklonan dalam mata
pelajaran Biologi, adalah sukar dan rumit untuk dilaksanakan dalam makmal. Maka, penggunaan kaedah SBL
membantu pelajar-pelajar memahami kandungan topik-topik tersebut secara mendalam. Sememangnya, banyak
kajian berkaitan dengan SBL yang telah dijalankan di seluruh dunia dalam sistem pendidikan rendah dan
menengah mereka. Didapati SBL membawa implikasi yang positif ke atas para pelajar yang terlibat dalam kajian-
kajian tersebut. Maka, SBL boleh digunakan peringkat pendidikan lain selain daripada peringkat universiti.
Kesimpulan
Pendidik mempunyai tanggungjawab untuk membantu pelajar dalam pembelajaran mereka, berperanan
aktif dalam proses pembelajaranserta berupaya menyelesaikan masalah. Pelajar juga perlu dibimbing untuk berfikir
secara kritis dan kreatif serta mengambil bahagian dalam pembelajaran yang bermakna dengan orang lain.
Kaedah pengajaran tradisional melalui pembelajaran berpusatkan guru seperti kuliah dan lain-lain adalah terhad
dalam skop untuk menyediakan peluang pembelajaran transformatif. Maka, penggunaan kaedah lain perlu
difikirkan dalam pendidikan. SBL dikemukakan sebagai salah satu cara penyelesaian untuk dilema ini. Didapati
bahawa penggunaan SBL dalam pendidikan mempunyai banyak kebaikan kepada pelajar. Pembelajaran SBL
adalah satu cara untuk mewujudkan pembelajaran yang lebih menarik kepada pelajar. Berbanding dengan
menyediakan situasi pembelajaran yang pasif, adalah lebih baik untuk mewujudkan peluang pembelajaran secara
aktif dalam penyelesaian kepada masalah dunia sebenar. Aktiviti SBL yang berkesan dan menarik boleh
menawarkan peluang kepada pelajar untuk menggunakan pengetahuan mereka dalam cara-cara baru dan
realistik yang membawa kepada pemahaman yang lebih besar dan motivasi pembelajaran juga dipertingkatkan.
Mencipta pengalaman pembelajaran SBL yang berkualiti adalah bergantung kepada pelbagai faktor seperti daya
tarikan senario, kerumitan tugasan dan penyediaan pelajar sebelum mereka mula terlibat dalam SBL. Secara
kesimpulannya, modul SBL yang direka dalam kajian ini adalah amat sesuai untuk digunakan di kalangan
mahasiswa universiti. Pada masa akan datang, tidak mustahil akan diperkenalkan di peringkat pendidikan rendah
dan menengah kerana ia adalah pembelajaran autentik yang amat diperlukan oleh semua bidang profesionalime.
Rujukan
Akins, M. and Crichton, S. (2003). Scenario Based Learning - Geography in the Field Using GIS / GPS for Curriculum Integration.
National Educational Computing Conference. Washington, USA.
Artino, A. R. (2008). A brief analysis of research on problem-based learning. (ERIC Document Reproduction Service No. ED501593)
Chu, K. C. (2007). Using Scenario-based Learning for E-learning in Vocational Education. In R.C.Sharma & S.Mirsha (Eds.) Cases on
global e-learning practises: Successes and pitfalls. Hershey, PA: IGI Global.
Chuah, K. M., Chen, C. J., & Teh, C. S. (2009). VisTREET: An educational virtual environment for the teaching and road safety skills to
school students. Paper presented at the Visual Informatics: Sustaining Research and Innovations.
Clark, R. (2009). Accelerating Expertise with Scenario-based Learning. T+D, 63(1), 84-85.
Csikszentmihalyi, M. (1996). Creativity: Flow and the Psychology of Discovery and Invention. New York, NY: Harper Perennial.
Dahl, C. (2010). Scenario-based Active Learning in a Low-tech Environment. College & Undergraduate libraries, 11(2) 12-27. Doi:
10.1300/J106v11n02_02.
Dewan Bahasa dan Pustaka. (2013). Kamus Dewan Edisi Keempat. Utusan Printcorp Sdn. Bhd. Bandar Baru Bangi, Selangor.
Errington, E. (2005). Creating Learning Scenarios. Palmerston North, New Zealand: Cool Books.
Errington, E. (ed). (2003). Developing Scenario-based Learning. Palmerston North, New Zealand: Dunmore Press.
Errington, E. (ed). (2010). Preparing Graduates for the Professions Using Scenario-Based Learning. Mount Gravatt, Queensland: Post
Pressed.
Errington, E.P. (2011). Mission Possible: Using near-world scenarios to prepare graduates for the profession. Journal of Teaching and
Learning in Higher Education. 23:1, 84 – 91.
Griffiths, C. (2008). Lessons from Good Language Learners. Cambridge: Cambridge University Press.
Herrington, J., Reeves, T., Oliver, R., Woo, Y., (2004), Designing authentic activities in web-based courses, Journal of Computing in
Higher Education: research & integration of instructional technology, 16, 1, pages 3 - 29.
Hmelo-Silver C. E. (2004). Problem-based Learning: What and How Do Students Learn? Educational Psychology Review, 16, 235-266.
Iverson, K. & Colkey, D. (2004). Scenario-Based E-Learning Design. Performance Improvement, 43(1), 16-22.
Kindley , R.W.(2002). Scenario-based E-learning: A Step Beyond Traditional E-learning. ASDT online magazine Learning-Circuits, 3(5)
85
Kumta, S.M., Tsang, P.L., Hung, L.K. & Cheng, J.C.Y. (2003). Fostering Critical Thinking Skills Through a Web-Based Tutorial Programme
for Final Year Medical Students— A Randomized Controlled Study. Journal of Educational Multimedia and Hypermedia,
12(3), 267-273. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
Lamine, B. (2011). The Role of Scenario-Based Instruction in Enhancing Students of Business English Motivation. Mentouri University of
Constantine, Algeria.
Majid Konting, M. (2005). Penyelidikan pendidikan. Kuala Lumpur: Dewan Bahasa & Pustaka.
Misfeldt, M. (2015) Scenario Based Education as a Framework for Understanding Students Engagement and Learning in a Project
Management Simulation Game. The Electronic Journal of e-Learning Volume 13 Issue 3 2015, (pp181-191)
Muhamad, M., Zaman, H. B., & Ahmad, A. (2011). A Scenario-based Learning Approach Virtual Laboratory Biology (VLab-Bio).
Lecture Notes in Computer Science (LNCS), 7067(Part II), 371-381.
Muhamad, M., Zaman, H. B., & Ahmad, A. (2012). Virtual Biology Laboratory (VLab-Bio): Scenario-based Learning Approach.
Procedia - Social and Behavioral Sciences 69 (2012) 162 – 168.
Naidu, S., Menon, M., Gunawardena, C., Lekamge, D., & Karunanayaka, S. (2007). How scenario-based learning can engender
reflective practice in distance education (pp. 53-72). Lawrence Erlbaum Associates, Publishers New Jersey.
OECD. (2012). Lessons from PISA for Japan, Strong Performers and Successful Reformers in Education. OECD Publishing.
Ogilvy, J. (2006). Education in the Information Age: Scenarios, Equity and Equality. In Centre for Educational Research and
Innovation, Schölling for Tomorrow: Think Scenarios, Rethink Education (pp. 21-38). France OECD Publications.
Savin-Baden, M. (2007). A Practical Guide to Problem-based Learning Online. London: Routledge
Sendag, S. & Odabasi, H.F. (2009). Effects of an Online Problem Based Learning Course on Content Knowledge Acquisition and
Critical Thinking Skills. Computers & Education, 53(1), 132-141.
Sorin, R. (2013). Scenario-based learning: transforming tertiary teaching and learning. In: Proceedings of the 8th QS Asia Pacific
Professional Leaders in Education Conference, pp. 71-81. From: 8th QS-APPLE: 8th QS Asia Pacific Professional Leaders in
Education Conference, 14-16 November 2012, Bali, Indonesia.
Stewart, T., Symonds, S. (2009). Software Environments for Scenario-based Learning: A ―snapshot‖ Comparison of Some Available
Tools. Centre for Academic Development and e-Learning, Massey University.
Woo, Y., Herrington, J., Agostinho, S., Reeves, T., (2007), Implementing authentic tasks in web-based learning environments, Educause
Quarterly, 3, , pages 36 - 43.
86
Implementasi Pendekatan Service Learning dalam Meningkatkan
Pengajaran Guru Sains dan Matematik di Sekolah
Noraffandy Yahaya
p-afandy@utm.my
Hasnah Mohamed
hasnah-m@utm.my
Fatin Aliah Phang Abdullah

Abdul Halim Abdullah

Johari Surif
Norhasniza Ibrahim
Corriena Abu Talib

Rose Alinda Alias

Baharuddin Aris
Highlights:Kajian ini adalah berkaitan dengan pendekatan Service Learning dalam meningkatkan
pengajaran guru Sains dan Matematik. Kaedah kajian adalah secara pemerhatian dan melibatkan
guru Sains dan Matematik di sekolah. Dapatan kajian seterusnya digunakan dalam menentukan
apakah bentuk intervensi yang diperlukan oleh guru-guru dalam mempertingkatkan pengajaran Sains
dan Matematik di sekolah. Hasil kajian menunjukkan bahawa pendekatan Service Learning berupaya
diimplemetasikan dalam meningkatkan ilmu pengetahuan guru daripada aspek pedagogi dalam
pengajaran Sains dan Matematik di sekolah. Ia juga boleh membantu pelajar dalam pelbagai sudut
terutama dalam aspek pembelajaran Sains dan Matematik.
Key words: Service Learning ; Pembelajaran Sains, Pedagogi
Pendahuluan
Prestasi sesebuah sistem dan institusi pendidikan adalah bergantung kepada kualiti pengajaran (Husbands &
Pearce, 2012). Pedagogi adalah seni dalam pengajaran. Guru yang berkualiti menggunakan pendekatan
pembelajaran yang pelbagai dan sentiasa kehadapan dalam mempertingkatkan pengajaran. Menurut Bhowmik,
Roy & Banarjee (2013), strategi pengajaran yang berbeza adalah perlu bagi kumpulan pelajar yang berlainan
dalam meningkatkan hasil pembelajaran. Aspek pedagogi adalah elemen terpenting dalam pengajaran dan
pembelajaran. Walau bagaimanapun, kemahiran pedagogi bukan hanya boleh dipelajari tetapi ianya harus
dipraktiskan dalam dunia sebenar dalam pengajaran. Kajian ini menggunakan pendekatan Service Learning
dalam menyampaikan kemahiran dan ilmu berkaitan pedagogi kepada guru sains di sekolah. Pendekatan Service
Learning telah terbukti berkesan dalam pendidikan seperti yang dinyatakan oleh Kelley (2009), Bringle& Hatcher
(1996) dan Gross & Maloney, (2012)
Dalam kajian ini, penyelidik ingin mengkaji apakah pendekatan/strategi pembelajaran utama yang diguna pakai
dalam pembelajaran Sains dan Matematik di sekolah. Ini adalah penting kerana tanpa mengambil kira
87
pendekatan yang digunakan di sekolah maka adalah agak sukar bagi penyelidik untuk mengenal pasti bentuk
intervensi yang diperlukan dalam meningkatkan strategi pembelajaran sains di sekolah.
Isi kandungan
Pendahuluan dan Masalah Kajian
Masalah pembelajaran sains yang kompleks menyebabkan pelajar kurang minat dalam memilih jurusan ini sebagai
kerjaya pilihan. Sains merupakan salah satu subjek yang diberi tumpuan oleh Kementerian Pendidikan Malaysia.
Kekurangan pelajar mengambil jurusan sains tulen di sekolah menimbulkan kerisauan di kalangan Pendidik kerana
ini akan memberikan implikasi yang besar kepada pembangunan tenaga kerja dalam bidang sains dan teknologi.
Justeru itu, satu pendekatan pembelajaran perlu diambil kira supaya ianya dapat menarik minat pelajar kepada
subjek Sains dan Matematik.
Pendekatan NALI dalam kajian yang dijalankan
Pendekatan NALI yang diguna pakai dalam kajian ini adalah bentuk Service Learning. Kajian awal ini dijalankan
bagi melihat sejauh mana bagaimana keadah Service Learning ini boleh digunakan dengan berkesan dalam
mempertingkatkan pengajaran dan pembelajaran Sains dan Matematik di sekolah.
Pendekatan NALI dalam kajian ini digambarkan dalam rajah di bawah:-
Proses Intervensi (GURU):-

Mempertingkatkan strategi/kaedah
pengajaran oleh guru sains a) Bengkel berkaitan Pengajaran
berkesan bagi subjek Sains dan
Matematik
b) Bengkel berkaitan Penggunaan
Mengenal pasti ICT dalam Pengajaran dan
pendekatan yang Pembelajaran
digunakan oleh guru Pendekatan : c) Bengkel berkaitan Pembelajaran
di sekolah SERVICE LEARNING Abad ke 21.
Proses Intervensi (PELAJAR):-

Mempertingkatkan pembelajaran
pelajar aliran sains a) Seminar Motivasi di sekolah
terlibat
b) Bengkel menjadi pelajar
cemerlang di UTM
Jadual1: Pendekatan NALI dalam Kajian

Metodologi Kajian
Reka bentuk kajian yang dipilih adalah kajian kualitatif. Kaedah pemerhatian digunakan dalam kajian ini. Sebanyak
4 kelas bagi subjek Matematik, Kimia, Fizik dan Biologi telah dipilih. Beberapa guru sains dan matematik telah terlibat
dalam kajian.
Keputusan Kajian dan Perbincangan
Keputusan kajian awalan hasil pemerhatian keatas pengajaran guru sains dan matematik adalah seperti berikut:-
88
Jadual1: Ringkasan Hasil Pemerhatian keatas Guru
Subjek Hasil Pemerhatian Penambahbaikan melalui Service Learning
Biologi  Bersifat sehala  Bengkel Pengajaran Sains dengan
 Penggunaan video dapat menarik perhatian berkesan.
pelajar  Bengkel penggunaan ICT secara
 Penggunaan power point sebagai bahan efektif dalam pengajaran.
bantu mengajar  Perlu bantu guru untuk mendalami PCK
dan kaedah pengajaran yang
pelbagai dalam proses pengajaran
dan pembelajaran Sains
Fizik  Perbincangan dalam kumpulan  Bengkel Pengajaran Sains dengan

 Pembentangan berkesan.
 Bengkel penggunaan ICT secara
efektif dalam pengajaran.
Kimia  Bersifat sehala  Bengkel Pengajaran Sains dengan

 Penggunaan powerpoint sebagai bahan berkesan.
bantu mengajar  Bengkel penggunaan ICT secara
 Perbincangan dalam kumpulan efektif dalam pengajaran.
 Pembentangan
Matematik  Bersifat sehala  Bengkel GSP boleh diadakan untuk

 Penggunaan teknologi ICT dalam pengajaran. melatih guru dan pelajar berkemahiran
 Guru mahir dalam aspek kandungan topik/ menggunakan perisian tersebut.
konsep yang disampaikan  Bengkel penggunaan ICT secara
 Penerangan yang disampaikan guru jelas dan efektif dalam pengajaran.
mudah difahami.
Hasil pemerhatian yang dijalankan menunjukkan bahawa pengajaran guru adalah bersifat sehala dan
terdapat juga guru yang menggunakan kaedah pembelajaran secara berkumpulan. Guru juga cenderung
menggunakan perisian power point dalam pengajaran dan kebanyakan di antara guru mempunyai kefahaman
konsep yang tinggi dalam sesi pengajaran.
Selain daripada itu, pemerhatian kepada maklum balas pelajar juga diambilkira dalam kajian ini. Antara
maklum balas pelajar adalah seperti berikut;-
a) pelajar seronok bertanya sekiranya pembentangan dijalankan dalam kelas
b) sebahagian pelajar agak kurang dilibatkan secara aktif dalam pembelajaran.
c) terdapat video dalam sains yang digunakan dalam pembelajaran dan berjaya menarik perhatian pelajar.
d) pelajar mempunyai kemahiran berfikir aras tinggi. Mampumemberikan pelbagai persoalan yang beraras tinggi.
Walaubagaimanapun terdapat ruang untuk penambahbaikan bagi menjadikan pengajaran subjek Sains dan
Matematik lebih berkesan dan bermakna. Hasil daripada dapatan ringkas di atas, penyelidik menggunakan
pendekatan NALI iaitu pendekatan Service Learning dalam mempertingkatkan pengajaran dan pembelajaran
guru Sains dan Matematik serta pelajar di sekolah terlibat. Dengan kerjasama pihak pengetua, beberapa siri Service
Learning telah diadakan di UTM dan di sekolah tersebut. Antara aktiviti Service Learning adalah seperti berikut:-
a) Mengadakan bengkel pada guru-guru Sains dan Matematik tentang strategi pembelajaran terkini bagi subjek
Sains dan Matematik serta member pendedahan kepada guru tentang pendekatan NALI yang boleh
digunapakai dalam pengajaran dan pembelajaran.
b) Mengadakan bengkel pengunaan ICT dalam pengajaran dan pembelajaran di kalangan guru.
c) Mengadakan beberapa siri motivasi dan bengkel pelajar cemerlang kepada pelajar di mana seramai 200
orang pelajar terlibat secara berkala.
Hasil perbincangan dengan beberapa pihak dan hasil daripada pemerhatian ke atas pengajaran guru dan
pembelajaran pelajar, beberapa pendekatan Service Learning telah dipilih dalam meningkatkan kemahiran guru
dari aspek pedagogi dalam pembelajaran Sains dan Matematik. Selain daripada itu, proses intervensi juga
dijalankan bukan hanya pada guru tetapi kepada pelajar melalui kaedah Service Learning. Ini adalah kerana
menurut oleh Kelley (2009), Bringle & Hatcher (1996) dan Gross & Maloney, (2012), pendekatan ini dapat
meningkatkan keberkesanan dalam dunia pendidikan dan dalam kajian ini, pendekatan ini dilihat dapat
meningkatkan keberkesanan pengajaran Sains dan Matematik serta dapat memberikan motivasi yang berkesan
kepada pelajar.
89
Rujukan
Husbands, C. and Pearce, J. (2012), What makes great pedagogy? Nine claims from research. Nottingham, NCTL.
Bhowmik,M, Roy,B.B&Banarjee, J. (2013), Role of Pedagogy in Effective Teaching, Basic Research Journal of Education Research and
Review, Vol. 2(1) pp. 01-05 January 2013 Available online http//www.basicresearchjournals.org.
Gross,P.A&Maloney,V.A.,(2012), Embracing Diversity through Service Learning, Journal of Educational Strategies, Issues and Ideas, vol
85(5),page 192-196.
Bringle, R. G. & Hatcher, J. A. (1996), "Implementing Service Learning in Higher Education" (1996). Higher Education. 186.
https://digitalcommons.unomaha.edu/slcehighered/186 .
90
Kajian Keberkesanan Program International Service Learning (ISLP)
Anjuran Fakulti Pendidikan UTM
Shahrin Hashim
Universiti Teknologi Malaysia, Johor Bahru
p-sharin@utm.my
Marlina Ali
p-marlina@utm.my
Dayana Farzeeha Ali

dayanafarzeeha@utm.my
Noor Azean Atan

azean@utm.my
Abstrak: Artikel ini bertujuan untuk mengenal pasti keberkesanan Program ISLP yang juga dikenali
sebagai Kuliah Kerja Nyata Antarabangsa (KKNA) dianjurkan oleh Fakulti Pendidikan melalui
pendekatan pembelajaran kaedah service learning (SL). Persepsi mahasiswa Universitas
Muhammadiyah Purwokerto (UMP), Indonesia mengenai keberkesanan program telah di analisis
melibatkan seramai 21 orang mahasiswa yang telah mengambil bahagian dalam kajian ini. Soal selidik
4 skala likert digunakan dalam kajian ini untuk mendapatkan data. Soal selidik terdiri dari tiga konstruk
iaitu penilaian pelaksanaan program, penilaian pengurusan program, penilaian keberkesanan
program. Dapatan menunjukkan nilai keseluruhan min ialah 3.25 iaitu menunjukkan pelajar mempunyai
persepsi yang baik terhadap program ISLP yang dijalankan.
Kata kunci: Service Learning (SL); Kuliyyah Kerja Nyata (KKN); Program International Service learning
(ISLP); persepsi pelajar
Pengenalan
Fakulti Pendidikan, Universiti Teknologi Malaysia (UTM) dengan kerjasama Universiti Muhammadiyah
Purwokerto (UMP), Indonesia telah menganjurkan Program ISLP, bersama komuniti Felda Air Tawar 3, Kota Tinggi,
Johor. Sejumlah 22 mahasiswa dan 3 pensyarah daripada Universiti Muhammadiyah Purwokerto (UMP) telah
mengambil bahagian dalam program ini, bermula pada 16 Julai 2017 sehingga 7 Ogos 2017. Selain itu, seramai 16
pensyarah dan 3 pelajar dari Fakulti Pendidikan, UTM juga turut menyertai program ISLP ini sebagai fasilitator dan
penceramah.
Program ini disokong dengan baik oleh komuniti Felda Air Tawar 3, termasuk beberapa buah sekolah yang
melibatkan seramai 410 pelajar sekolah menengah dan 100 murid sekolah rendah, serta EM Group Malaysia yang
diilantik sebagai rakan strategik program ini. Sejumlah 50 penduduk, dengan 60 belia dan 8 keluarga terlibat dalam
menyumbang secara signifikan kepada kejayaan program ini.
ISLP direka bentuk bagi memperkasakan pelaksanaan kerangka Akademia Baru Inovasi Pembelajaran
(NALI) Universiti Teknologi Malaysia, melalui Servis Learning. Justeru, melalui program ini pelbagai aktiviti disediakan
seperti Seminar Bio Village, Aktiviti bersama Komuniti Bio Agro, Komuniti LOHAS, aktiviti bersama sekolah
berhampiran, Aktiviti Kelab Suka Belajar, Pengintegrasian ICT bagi Pembelajaran Abad 21, Kulinari Johor, Program
Belia prenur, Forum Perdana dan Kuliyah Dhuha. Pada akhir program ini, Seminar ISLP diadakan bagi mahasiswa
membentangkan dan berkongsi maklumat serta memaparkan hasil perkhidmatan masyarakat yang telah berjaya
dilaksanakan bersama dengan masyarakat Air Tawar 3.
Program service learning antarabangsa ini (ISLP) ini menerima respon positif daripada para peserta serta
komuniti yang telah memberi manfaat kepada mereka melalui perkongsian ilmu, kemahiran serta pengetahuan
dalam bidang pengkhususan mahasiswa merentas disiplin. Penduduk setempat mengalu-alukan lagi program ini
untuk diteruskan dimasa hadapan dan berharap perkongsian ilmu serta kerjasama antara kedua-dua pihak dapat
91
mengakrabkan lagi perhubungan antara institusi pengajian tinggi serta komuniti dalam pelbagai konteks dalam
melahirkan pelajar yang holistik serta seimbang. Diharap program kolaborasi ini menjadi contoh kepada program
akan datang dalam meningkatkan NALI UTM melalui Service learning (Noor Azean & Shahrin Hashim, 2017).
Latar Belakang Masalah
Pembelajaran servis (SL) bertujuan agar pelajar memahami kursus yang dipelajari dan melibatkan diri dalam
komuniti (Lin, Wu, Wu, Pan, & Liao, 2014). Pendekatan SL dalam proses pembelajaran memberikan banyak
kelebihan (Najah Nadiah Amran, 2016). Antaranya ilmu pengetahuan atau pun teori yang mereka telah pelajari
dalam dewan kuliah relevan dan dapat diaplikasikan dalam pengalaman harian sebenar. SL dapat membantu
meningkatkan akademik, meningkatkan professional pelajar (Weiss, Hajjar, Giordano, & Joseph, 2016) dan member
pendedahan kepada pelajar tentang reality kehidupan.
Program ISLP melibatkan UMP Indonesia ini merupakan program yang kedua pernah di anjurkan oleh Fakulti
Pendidikan UTM. Sebelum ini program yang sama telah dilaksanakan bersama Universitas Teknologi Yogjakarta,
Indonesia. Terdapat pelbagai aktiviti telah dijalankan oleh pelajar seperti Seminar Bio Village, Aktiviti bersama
Komuniti Bio Agro, Komuniti LOHAS, Aktiviti Kelab Suka Belajar, Pengintegrasian ICT bagi Pembelajaran Abad 21,
Kulinari Johor, Program Belia prenur, Forum Perdana dan Kuliyah Dhuha. Justeru adalah penting penilaian dibuat
bagi menilai persepsi pelajar UMP, Indonesia terhadap program ini bagi penambahbaikan program pada masa
akan datang.
Metodologi Kajian
Kajian ini menggunakan reka bentuk kuantitatif deskriptif. Seramai 21 orang responden yang terdiri dari 5
lelaki dan 16 perempuan mengambil bahagian dalam kajian ini. Soal selidik 4 skala likert digunakan dalam kajian ini
untuk mendapatkan data. Soal selidik terdiri dari tiga konstruk iaitu penilaian pelaksanaan program, penilaian
pengurusan program, penilaian keberkesanan program. Soalan selidik dalam bentuk pemeringkatan skala Likert
iaitu (4) mewakili sangat setuju, (3) mewakili setuju, (2) mewakili tidak setuju, (1) mewakili sangat tidak setuju.
Jadual 1: Tafsiran dan tahap kecenderungan Min
Min Tahap
1.00-1.99 Rendah
2.00-2.99 Sederhana
3.00-4.00 Tinggi
Dapatan Kajian dan Perbincangan
Berdasarkan soal selidik berikut, berdasarkan item A: Penilaian pelaksanaan program mendapati 61.90%
pelajar sangat setuju program service learning antarabangsa diadakan pada masa akan datang dengan min 3.57
(tinggi). Seterusnya untuk item B: penilaian pengurusan program, 42.86% pelajar tidak setuju masa yang
diperuntukkan bagi setiap aktiviti adalah sesuai dengan min 2.57 (sederhana). Untuk item C: penilaian
keberkesanan program, 80.95% pelajar sangat setuju minat pelajar terhadap terhadap program KKN antarabangsa
bertambah dengan min 3.81 (tinggi). 90.48% pelajar bersetuju bahawa program ini dapat mengeratkan silaturrahim
antara mahasiswa UMP Indonesia dengan komuniti/masyarakat Felda Air Tawar 3 dengan min 3.90 (tinggi). 85.71%
pelajar sangat setuju program KKN antarabangsa ini adalah Berjaya dan member manfaat dengan min 3.86
(tinggi). 80.95% pelajar sangat setuju agar program pembelajaran servis (SL) antarabangsa ini dihadiri oleh rakan
mahasiswa Universitas Muhammadiyah Purwokerto yang lain pada masa akan datang. 80.95% pelajar sangat setuju
program ISLP menunjukkan bahawa aktiviti kemasyarakatan adalah suatu yang menyeronokkan dengan min 3.81
(tinggi).
92
Jadual 1: Penilaian pelajar terhadap pelaksanaan, pengurusan dan keberkesanan program pembelajaran servis
(SL) antarabangsa
Bil Item Sangat Tidak Setuju Sangat
tidak setuju (%) setuju
setuju (%) (%) (%) Min SP
A Penilaian Pelaksanaan Program 3.23 .51
1 Objektif program ini tercapai - 14.29 61.90 23.81 3.10 .62
2 Kandungan program sesuai - 4.76 57.14 38.10 3.33 .58
3 Program yang disediakan oleh urusetia
dikendalikan dengan berkesan - 4.76 85.71 9.52 3.05 .38
4 Penggunaan alat bantuan program yang
berkesan - 4.76 76.19 19.05 3.14 .48
5 Fasilitator program telah menyampaikan
maklumat dengan menarik - - 80.95 19.05 3.19 .40
6 Program seperti ini diperlukan pada masa akan
datang - 4.76 33.33 61.90 3.57 .60
B Penilaian Pengurusan Program 3.00 .45
1 Suasana tempat yang kondusif - - 76.19 23.81 3.24 .44
2 Perjalanan pelaksanaan program berlangsung
dengan lancar - 14.29 76.19 9.52 2.95 .50
3 Masa diperuntukkan bagi setiap aktiviti adalah
sesuai - 42.86 57.14 - 2.57 .51
4 Nisbah pelajar bagi setiap aktiviti bersesuaian - - 95.24 4.76 3.05 .22
5 Bahan dan peralatan yang disediakan dalam
program mencukupi - 9.52 61.90 28.57 3.19 .60
C Penilaian Keberkesanan Program 3.54 .48
1 Peningkatan pemahaman saya terhadap
kandungan program KKN meningkat berbanding
sebelum menghadiri program - - 47.62 52.38 3.52 .51
2 Minat sayaterhadap terhadap program KKN
antarabangsa bertambah - - 19.05 80.95 3.81 .40
3 Program KKN antarabangsa ini mengubah sikap
saya supaya menjadi lebih positif - - 23.81 76.19 3.76 .44
4 Program KKN antarabangsa ini memberi inspirasi
kepada komuniti/ masyarakat - - 38.10 61.90 3.62 .50
5 Program yang dikendalikan dalam KKN
antarabangsa bersesuaian dengan pengetahuan
sedia ada - 9.52 76.19 14.29 3.05 .50
6 Program ini telah menghidupkan kembali peranan
felda sebagai pusat komuniti dan masyarakat
- 4.76 66.67 28.57 3.24 .54
7 Program ini berjaya menghidupkan peranan
komuniti/masyarakat felda sebagai pemberi
galakan kepada belia dan anak-anak - - 52.38 47.62 3.48 .51
8 Program ini dapat mengeratkan silaturrahmi
antara mahasiswa UMP Indonesia dengan
komuniti/masyarakat Felda Air Tawar 3 - - 9.52 90.48 3.90 .30
9 Pada keseluruhannya program KKN antarabangsa
ini adalah berjaya dan memberi manfaat
- - 14.29 85.71 3.86 .36
10 Program ini berbaloi untuk dihadiri oleh rakan
mahasiswa Universitas Muhammadiyah Purwokerto
yang lain pada masa akan datang - - 19.05 80.95 3.81 .40
11 Program ini menjadikan saya semakin berazam
untuk menyertai KKN lain - - 28.57 71.43 3.71 .46
12 Program KKN antarabangsa ini menunjukkan
bahawa aktiviti kemasyarakatan adalah suatu
yang menyeronokkan - - 19.05 80.95 3.81 .40
13 Saya akan memujuk ibu bapa saya untuk
membelanjakan wang kepada aktiviti KKN
antarabangsa ini 4.76 9.52 61.90 23.81 3.05 .74
14 Saya percaya program KKN antarabangsa dapat
membantu meningkatkan ekonomi saya dan
keluarga - 23.81 52.38 23.81 3.00 .71
Min Keseluruhan 3.25 .48
93
Rujukan
Lin, C.-Y., Wu, S.-W., Wu, S.-F., Pan, B.-S., & Liao, H.-C. (2014). Effects of Service-learning in a University in Taiwan. Procedia - Social and
Behavioral Sciences, 116, 902-906. doi:https://doi.org/10.1016/j.sbspro.2014.01.317
Najah Nadiah Amran, Maznah Ibrahim, Rosilah Hassan & Khaidzir Ismail. (2016). Pendekatan Service-Learning Dalam Kursus
Kemahiran Insaniah: Transformasi Positif Dalam Kalangan Pelajar Perubatan UKM-UNPAD. Jurnal Personalia Pelajar, 19, 17-30.
Noor Azean Atan & Shahrin Hashim. (2017). Coffee table book: International Service Learning International Universitas
Muhammadiyah Purwokerto. Fakulti Pendidikan: Universiti Teknologi Malaysia.
Weiss, D., Hajjar, E. R., Giordano, C., & Joseph, A. S. (2016). Student perception of academic and professional development during an
introductory service-learning experience. Currents in Pharmacy Teaching and Learning, 8(6), 833-839.
doi:https://doi.org/10.1016/j.cptl.2016.08.016
94
Implimentasi Projek Asas Rekabentuk Landskap melalui Pengalaman
Norliza Mohd Isa

Jabatan Senibina Landskap, Fakulti Alam Bina,
Universiti Teknologi Malaysia.
norlizaisa@utm.my
Highlights: Pengalaman Pembelajaran Imersif Bersemuka merupakan satu suasana pembelajaran

bermakna yang mana pelajar terlibat secara aktif dan menghayati kandungan yang dipelajari sama
ada dalam konteks simulasi ataupun keadaan sebenar. Pendekatan pengalaman pembelajaran
imersif secara bersemuka ini mampu memberi impak mendalam ke atas pengalaman dan
pencapaian pembelajaran pelajar. Ianya telah diimplimentasikan melalui salah satu pendekatan NALI
iaitu; Pembelajaran Berasaskan Projek (Project Based Learning). ProjekAsas Rekabentuk
Landskapmerupakan salah satu tugasan yang dijalankan bagi memenuhi proses pembelajaran bagi
kursus Asas Senireka (SBEL 1404 Basic Design). Ianya telah mula diimplimentasikan kepada tiga projek
pada tiga semester berbeza bermula semester 2014/15 hingga 2017/18 iaitu (1) Projek Play Sculpture,
(2) Projek School Garden Furniture for Holcim CSR eventdan (3) Projek Inovasi Kreatif ICC. Ketiga-tiga
projek ini telah berjaya mencapai objektif pembelajaran kursus (Course Learning Outcomes /CLO) dan
memenuhi matlamat pembelajaran yang imersif melalui penglibatan pelajar secara aktif, konstruktif,
kerjasama, autentik dan terancang dalam rekabentuk landskap. Penilaian melalui model Kirkpatrick's
Four-Level Training Evaluation digunakan sebagai penanda aras prestasi dan penilaian untuk
penambahbaikan projek bagi semester kehadapan.
Kata Kunci: Pengalaman Pembelajaran Imersif; Pembelajaran Berasaskan Projek; Imersif Bersemuka
Pengenalan dan Latarbelakang Kajian
Kaedah pembelajaran dengan pendekatan NALI yang diterapkan bagi memberikanPengalaman

Pembelajaran Imersif Bersemuka kepada pelajar adalah Pembelajaran Berasaskan Projek (Project Based Learning/
PBL). PBL merupakan satu kaedah pengajaran di mana pengajar menjadikan pembelajaran sebagai projek
sebenar melalui konsep ‗learning come alive‟bagi pelajarnya (Buck Institute for Education, 2018). PBL merupakan
satu kaedah pembelajaran yang bermatlamat untuk menyediakan pelajar mencapai kejayaan akademik,
peribadi, dan kerjaya. Ini adalah sebagai persediaan kepada pelajar untuk menghadapi cabaran kehidupan dan
masa hadapan. Melalui PBL pelajar melaksanakan projek dalam tempoh masa yang telah ditetapkan di dalam
satu-satu semester pengajian di mana mereka terlibat dalam menyelesaikan permasalahan sebenar dan perlu
memikirkan solusi bagi setiap masalah yang dihadapi dalam projek. Pelajar perlu menunjukkan tahap pengetahuan
dan kemahiran mereka dengan membangunkan produk dan hasil kerja yang sebenar. Kesan dari implimentasi PBL,
pelajar akan berusaha untuk membangunkan pengetahuan yang mendalam menggunakan pemikiran kritis,
kreativiti dan kemahiran komunikasi dalam konteks menjalankan projek yang benar dan bermakna. Pembelajaran
Berasaskan Projek ini sememangnya mampu untuk memberikan impak tercetusnya tenaga kreatif di kalangan
pelajar dan pengajar (John, 2015). Melalui PBL satu suasana pembelajaran bermakna di mana pelajar terlibat secara
aktif dan menghayati kandungan yang dipelajari dalam konteks keadaan sebenar dapat dicapai di dalam projek-
projek yang diberi didalam pengajaran kursus Asas Senireka.
Asas Senireka (SBEL1404) adalah kursus studio rekabentuk yang pertama dengan 4 jam kredit bagi program
pengajian Senibina Lanskap. Kursus ini bermatlamat untuk mengajar para pelajar mengenai kemahiran berfikir
secara analitik dan kritikal mengenai prinsip rekabentuk dan perancangan dalam melaksanakan projek Senibina
Landskap. Kursus ini dirancang untuk memberi pengetahuan asas tentang senireka dan perancangan Senibina
Landskap kepada pelajar tahun pertama. Kursus ini juga memberi penekanan kepada pengetahuan rekabentuk
asas yang merangkumi prinsip rekabentuk ruang terbuka dan kemahiran komunikasi secara visual, grafik dan lisan.
Kemahiran yang diterapkan dalam kursus ini adalah melalui penguasaan pelajar melalui variasi teknik
persembahan media dan juga prinsip rekabentuk secara 2-D dan 3-D. Selain pelajar didedahkan dengan pelbagai
kemahiran rekabentuk secara soft-skills dan hard-skills, pelajar dibentuk untuk berfikir secara rasional dan solusi
rekabentuk melalui teknik penyelesaian masalah bagi perancangan tapak dan rekabentuk landskap.
95
Implimentasi Pendekatan NALI dan Kaedah Pembelajaran
Implimentasi pendekatan NALI yang dijalankan adalah melalui Pembelajaran Berasaskan Projek (Project
Based Learning/ PBL) iaitu satu kaedah pengajaran di mana pengajar menjadikan pembelajaran sebagai projek
sebenar (Buck Institute for Education, 2018). Sehingga kini sebanyak tiga projek di bawah Projek Asas Rekabentuk
Landskap telah berjaya dilaksanakan iaitu (1) Projek Play Sculpture pada semester 1 sesi 2014/2015, (2) Projek School
Garden Furniture for Holcim CSR eventpada semester 1 sesi 2015/2016 dan (3) Projek Inovasi Kreatif ICC pada
semester 1 sesi 2017/2018. Ketiga-tiga projek ini merupakan salah satu projek di dalam kursus studio Asas Senireka
(SBEL1404). Perlaksanaan projek-projek ini diterangkan secara rumusan di dalam jadual 1.
Jadual 1: Perlaksanaan Projek Asas Rekabentuk Landskap.
96
Terdapat empat Hasil Pembelajaran Program yang ingin dicapai dalam kursus ini iaitu (PLO2) AP-Aplikasi
ilmu(Applications), (PLO3) PS- Praktikal (Practical Skills), (PLO4) CS-Komunikasi(Communication Skills) dan (PLO5)TW-
Kerja Berpasukan (Leadership & Teamworking Skills). Penerangan lanjut berkaitan Hasil Pembelajaran Program yang
igin dicapai dalam kursus ini adalah seperti Jadual 1. Hasil Pembelajaran Kursus yang ingin dicapai oleh pelajar
setelah melalui projek ini adalah merangkumi dua sasaran iaitu CO1 dan CO2 seperti Jadual 2.
Jadual 1: Hasil Pembelajaran Program

PLO UTMGA Programme Learning Outcomes (PLO)
PLO2 AP-Applications Comprehend and apply appropriate and practical technological

knowledge and theories into landscape architectural projects.
PLO3 PS- Practical Skills Critically evaluate, plan, organise, direct and control landscape
architectural management resources i.e. Manpower, money,
materials and machineries.
PLO4 CS-Communication Communicate effectively landscape architectural aspects via visual

Skills and verbal techniques including ICT to a given audience.
PLO5 TW-Leadership & Communicate effectively and work collaboratively as a team with
Teamworking Skills clients, allied professionals and community while undertaking a range
of different team roles.
Jadual 2: Hasil Pembelajaran Kursus yang ingin dicapai dalam Projek Asas Rekabentuk Landskap.
Programme Taxonomies Graduate Attributes-(UTMGA) Assessment
Course Learning Outcomes

CO Outcome(s) and Methods
(CLO)
Soft-Skills
CO1 Able to comprehend the PLO2 & PLO4 P4 - TH3 - Ability to look for Design &
basic knowledge and apply Mechanism alternative ideas and creative Presentation
the methods and process of solutions.
site inventory, site analysis for CS5- Ability to make clear
a small scale design exercise. presentations to a diverse
audience with confidence.
CO2 Work in team effectively in the PLO3& PLO5 C5 -Evaluating, TW1 - Ability to establish rapport, Design &
process of designing and C6 - Creating interact and work effectively Workmanship,
constructing landscape with others to accomplish Team working
furniture by organizing, common objectives.
discussing, and carrying out AD5 - Ability to work effectively
the project design tasks under pressure.
Kaedah Penilaian Dan Rumusan
Model penilaian Kirkpatrick's Four-Level Training Evaluation digunakan sebagai penanda aras prestasi dan
penilaian untuk penambahbaikan projek bagi semester kehadapan.Model Penilaian Latihan Empat Kirkpatrick
membantu para pelatih untuk mengukur keberkesanan pembelajaran mereka dengan cara yang objektif. Model
ini pada asalnya dicipta oleh Donald Kirkpatrick pada tahun 1959, dan telah melalui beberapa pembaharuan dan
semakan semula. Dengan meneruskan dan menganalisis setiap empat tahap ini, pemahaman yang mendalam
tentang bagaimana pembelajaran PBLdilaksanakan dengan berkesan, dan bagaimana untuk memperbaiki masa
depan.Empat tahap penilaian adalah melalui: (1)Reaksi (2) Pembelajaran (3) Kelakuan dan (4) Keputusan.Tahap 1:
Reaksi, Tahap ini mengukur bagaimana pelajar, bertindak balas terhadap tugasan. Adalah penting untuk
mengukur tindak balas, kerana ia membantu pengajar memahami sejauh mana tugasan diterima oleh pelajar. Ia
juga membantu menjadi indikator sejauh mana keperluan meningkatkan tugasan untuk pelajar masa depan.
Tahap 2: Pembelajaran, adalah dengan mengukur apa yang telah dipelajari oleh pelajar. Tahap 3: Perilaku, adalah
untuk menilai sejauh mana pelajar mengubah tingkah laku mereka, berdasarkan tugasan yang mereka terima dan
melihat bagaimana pelajar menggunakan ilmu tersebut. Tahap 4: Keputusan, adalah bagi menganalisis keputusan
akhir pembelajaran dan juga hasil projek yang dilaksanakan.
97
Secara rumusannya, perlaksanaan projek yang diadaptasi dari standard untuk Pembelajaran Berasaskan
Projekiaitu Project Based Learning: A Proven Approach to Rigorous Classroom Instruction, by John Larmer, John
Mergendoller, Suzie Boss (ASCD 2015)telah berjaya dicapai melalui ketiga-tiga projek.Hasilnya PBL telah membawa
kepada variasi dalam kualiti rekabentuk projek dan pelaksanaan pengajaran. Jika dilakukan dengan baik, PBL
mampu menghasilkan hasil yang hebat. Tetapi jika PBL tidak dilakukan dengan baik, dua masalah mungkin timbul.
Pertama, kita akan melihat banyak tugasan dan aktiviti yang dilabel sebagai "projek" tetapi yang tidak menepati
matlamat PBL, dan pembelajaran pelajar akan membebankan pelajar(John, 2015).Untuk menjalankan PBL dengan
baik, model berasaskan penyelidikan yang komprehensif untuk PBL - "standard emas" telah digunakan sebagai
rujukan untuk mengukur, menilai, dan memperbaiki amalan PBL. Standard Gold PBL mempunyai tiga bahagian: (1)
Matlamat Pembelajaran Pelajar (2) Elemen Rekabentuk Projek dan (3) Amalan Pengajaran Berdasarkan Projek.
Melalui adaptasi ini secara keseluruhannya Projek Asas Rekabentuk Landskap sentiasa diperbaiki dari masa ke
semasa dan bakal diteruskan sebagai medium pengajaran.
Rujukan
John, L., John, M. & Suzie, B. (2015). Setting the Standard for Project Based Learning: A Proven Approach to Rigorous Classroom
Instruction. https://www.bie.org/blog/gold_standard_pbl_essential_project_design_elements
98
99
View publication stats

Proceedingof NALISYMPOSIUM20181

Uploaded by

Copyright:

Available Formats

Proceedingof NALISYMPOSIUM20181

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Proceedingof NALISYMPOSIUM20181

Uploaded by

Copyright:

Available Formats

See discussions, stats, and author profiles for this publication at: https://www.researchgate.

Enhancing Construction Technology Course Using Mobile Augmented Reality

Conference Paper · May 2018

Ahmad Faiz Azizi Ahmad Fauzi Kherun Nita Ali

SEE PROFILE SEE PROFILE

The user has requested enhancement of the downloaded file.

UTM Academic Leadership (UTMLead)

Cetakan Pertama/ First Printing 2018

Perpustakaan Negara Malaysia Cataloguing-in-Publication Data

Cover Design: Raja Muhammad Fariz Raja Rohaizat Shah

Published and Printed in Malaysia by

Foreword from Chair of NALI Symposium 2018 1

Paper Title Page

Assalamualaikum Warahmatullahi Wabarakatuh and Hartiest Greetings!

No programme will happen without tireless work of many people. Therefore, I

Dr. Noor Dayana Abd Halim

Assalamualaikum Warahmatullahi Wabarakatuh and Greetings.

It is with deep appreciation that I write this Foreword to the Proceedings of

Associate Prof. Dr. Ir. Hayati Abdullah

Assalamualaikum Warahmatullahi Wabarakatuh and Greetings.

The Symposium theme, Sharing on New Academia Learning Innovation

I am glad to know that NALI symposium has managed to attract participants

On behalf of NALI 2018 organizing committee, I would like to express my

Professor Dr. Muhammad Sukri bin Saud

Patron Prof. Ir. Dr. Zainuddin Bin Abd Manan

Secretary Dr. Nurbiha Binti A. Shukor

Protocol Head: En. Ariffin Bin Basserany

Dr. Mohd Rustam Bin Mohd Rameli

Pn. Mariyana Binti Zainal

Pn. Noraini Binti Khalid

Treasurer Pn. Nurhanin Binti Ahmad

Pn. Norafeza Binti Mohamed Ismail

Pn. Balqis Binti Hashim

Head of Jury Prof. Madya Dr. Jamalludin Bin Harun

Dr. Rohaya Binti Talib

Dr. Noor Azean Binti Atan

Dr. Mohd Nihra Haruzuan Bin Mohamad Said

Dr. Nurbiha Binti A. Shukor

Dr. Noor Dayana Binti Abd Halim

En. Mohamed Fairuz Bin Dahalan

En. Salimi Bin Ismail

En. Halizan Bin Hashim

En. Mohd Gaffar Bin Said

En. Zul Azri Bin A. Rahman

En. Mohamad Nizam Bin Ahmad

En Jeffri Bin Abdul Rahman @ Idris

En. Raja Muhammad Fariz Bin Raja Rohaizat Shah

En. Supandi Bin Bunangin

Pn. Norliah Binti Mahmod

Exhibition Head: Dr. Noorsidi Aizuddin Bin Mat Noor

Dr. Mohammad Zakri Bin Tarmidi

NALI Symposium Head: Dr. Noor Dayana Binti Abd Halim

Dr. Mohd Shafie Bin Rosli

En. Mohd Reduan Bin Mohd Ariff

Pn. Norliyah Binti Mahmod

Workshop & Talk Dr. Muhammad Abd. Hadi Bin Bunyamin

STEM-MATE Competition Head: Dr. Nurbiha Binti A. Shukor

En. Raja Muhammad Fariz Bin Raja Rohaizat Shah

En. Zul Azri Bin A. Rahman