JURNAL PENYELIDIKAN PENDIDIKAN BIL.26/2025

Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 41 ]rural counterparts (M = 3.57, SD = 0.51). A t-test confirmed that this difference was statistically significant, t (3.18), p = .002. Table 6 presents the detailed results.Table 6Differences in STEM Education Teachers’ Readiness Based on School LocationCategory Group Mean SD t pSchoolLocationUrban 3.69 0.48 3.18 0.002Rural 3.57 0.51As shown in Table 6, urban teachers demonstrated significantly higher readiness levels than rural teachers. These findings highlight contextual disparities in teacher readiness, offering quantitative evidence that complements the subject-based results and provides a more comprehensive picture of readiness across different school settings.4.0 DISCUSSIONThe findings of this study affirm that primary STEM teachers in Selangor demonstrate a generally positive level of readiness to implement STEM education, aligning with the aspirations of the Malaysia Education Blueprint 2013–2025 (Kementerian Pendidikan Malaysia, 2013) and other national STEM initiatives (Kementerian Tenaga Sains Teknologi Alam Sekitar dan Perubahan Iklim, 2018). Teachers reported the highest confidence in engaging students, consistent with previous findings that teachers are comfortable facilitating classroom participation (LaForce et al., 2016; Hom, 2014). However, their lower confidence in evaluating STEM learning outcomes suggests an ongoing gap in assessment literacy and formative evaluation strategies (Margot & Kettler, 2019; Abdul Halim et al., 2017). This points to an urgent need to strengthen teachers’ capacity to design and conduct effective assessments aligned with STEM pedagogies.The observed differences in readiness across teaching subjects highlight structural disparities in STEM education implementation. Science teachers exhibited higher readiness levels compared to their counterparts in Mathematics and D&T, which reflects the stronger emphasis on inquirybased and hands-on practices traditionally embedded in science teaching (Ahmad Zamri, 2016; Abdul Halim Abdullah et al., 2017). Conversely, Mathematics teachers, who tend to rely on abstract and theoretical instruction, and D&T teachers, who may lack comprehensive STEM integration training, demonstrate relatively lower readiness. These findings imply that generic professional development approaches are insufficient. Instead, policy makers should adopt differentiated and subject-specific capacity-building programs that directly address the unique pedagogical challenges of each discipline (Tyler-

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan[ 42 ]Wood et al., 2018; Showalter et al., 2017). For example, Mathematics teachers could benefit from training on contextualizing abstract concepts through STEM project-based learning, while D&T teachers could be supported to strengthen their alignment with engineering and design thinking principles.In addition, the study identified a significant readiness gap between teachers in urban and rural schools, consistent with prior studies that have documented contextual inequities in access to resources and professional development (Tyler-Wood et al., 2018; Showalter et al., 2017). Teachers in rural areas often lack sufficient exposure to updated STEM teaching practices, as well as the infrastructure and support needed to implement innovative instructional methods effectively. This finding underscores the need for targeted interventions in rural areas, including increased investment in teacher training, improved access to technology and teaching materials, and the development of peer support networks to foster professional learning communities.Importantly, the findings also reinforce the role of school-level leadership and collaborative cultures in fostering teacher readiness. Prior studies have shown that strong instructional leadership and collegial collaboration are critical to sustaining STEM reform efforts (El Nagdi et al., 2018; Siti Nur Aaisyah & Jamalul Lail, 2017). Therefore, policy makers and school leaders should prioritize not only teacher-focused interventions but also system-wide reforms that promote a supportive school climate, distributed leadership, and cross-disciplinary teamwork.Beyond the empirical findings, these results carry important implications for current national education policies. The Malaysia Education Blueprint 2013–2025 emphasizes the development of high-quality teachers and effective school leadership as the foundation for STEM reform. The disparities observed across subjects and between urban and rural contexts suggest that more targeted and differentiated professional development is required, particularly in Mathematics and D&T, to meet the Blueprint’s aspirations. Furthermore, the limited participation of headteachers in STEMEC training reflects opportunities to strengthen leadership initiatives under the National STEM Strategic Plan (Ministry of Education Malaysia, 2018; 2022; 2023). Addressing these gaps will not only support the effective implementation of STEM in line with curricular reforms such as KSSR and KSSM but also ensure that the quality and equity goals outlined in national education policy are achieved.To advance Malaysia’s STEM education goals, policymakers should adopt an equity-oriented and targeted approach that includes develop subject-specific professional development tailored to each discipline’s pedagogical needs, enhance teachers’ assessment literacy, and prioritize capacity-building initiatives in rural schools through greater investment in training, technology, and teaching materials. In addition, strengthening school-level leadership and collaborative cultures will be essential to sustain innovation and improve instructional quality.

Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 43 ]These targeted, inclusive strategies are vital to ensuring that all teachers are equally equipped to deliver high-quality STEM education and to prepare students for future workforce demands. Addressing these gaps is crucial to realizing the full potential of STEM education in preparing students for the demands of a knowledge-driven economy and ensuring that no student is disadvantaged by contextual or subject-related inequities.5.0 CONCLUSIONThis study revealed that while primary STEM teachers exhibit moderately high readiness overall, significant differences across subjects persist. Teachers feel most confident in engaging students but least prepared in evaluating STEM learning. Science teachers demonstrate higher readiness than their Mathematics and D&T counterparts, suggesting the need for targeted professional development tailored to specific subject needs. Policymakers are urged to design differentiated training programs, enhance assessment literacy, and promote school cultures that foster collaboration and continuous learning. Addressing these gaps is essential to achieving Malaysia’s STEM education goals and equipping students for the future knowledge-based economy.In practical terms, these findings call for several concrete policy measures. First, subjectspecific professional development modules should be developed to support Mathematics and D&T teachers in adopting project-based and interdisciplinary approaches. Second, leadership programs such as STEMEC need to be expanded to ensure broader participation among headteachers, thereby strengthening instructional leadership in schools. Third, equity-oriented initiatives should prioritize rural schools by providing additional funding, training access, and digital infrastructure to reduce contextual disparities. Finally, assessment-focused training should be institutionalized to build teachers’ capacity in formative and authentic assessment aligned with STEM pedagogy. Implementing these measures will align directly with national policy goals under the Malaysia Education Blueprint 2013–2025 and the National STEM Strategic Plan, ensuring both quality and equity in STEM education delivery.

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan[ 44 ]REFERENCESAbdul Halim Abdullah, Mohd Hilmi Hamzah, Raja Haffizah Soffia Raja Hussin, Umar Haiyat Abdul Kohar, Rahman, Sharifah Nurarfah S.Abd, & Junaidi Juhazren. (2017). Teachers’ readiness in implementing science, technology, engineering and mathematics (STEM) education from the cognitive, affective and behavioural aspects. In. Proceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2017, 2018(December), 6–12. https://doi.org/10.1109/TALE.2017.8252295Ahmad Zamri Khairani. (2016). Assessing urban and rural teachers’ competencies in STEM integrated education in Malaysia. MATEC Web of Conferences, 87(2017). https://doi.org/10.1051/matecconf/20178704004Alico, J. C., & Guimba, Wardah D. (2015). Level and causes of pre-university students’ test anxiety: A case study on Mindanao State University. Researchers World - International Refereed Social Sciences Journal, 6(3(1)), 1–10. https://www.researchersworld.com/index.php/rworld/article/view/632Bybee, R. W. (2014). The BSCS 5E instructional model: Personal reflections and contemporary implications. Science & Children, 51(8), 10–13.El Nagdi, M., Leammukda, F., & Roehrig, G. (2018). Developing identities of STEM teachers at emerging STEM schools. International Journal of STEM Education, 5(1), 1–13. https://doi.org/10.1186/s40594-018-0136-1Jemaah Nazir, Kementerian Pendidikan Malaysia. (2019). Buku panduan pengurusan matapelajaran Reka bentuk dan Teknologi. Jemaah Nazir Kementerian Pendidikan Malaysia.Kementerian Pendidikan Malaysia. (2013). Malaysia education blueprint 2013–2025. Kementerian Pendidikan Malaysia.Kementerian Pendidikan Malaysia. (2018). Laporan tahunan Pelan Pembangunan Pendidikan Malaysia 2018. Kementerian Pendidikan Malaysia .Kementerian Pendidikan Malaysia. (2022). Laporan tahunan Pelan Pembangunan Pendidikan Malaysia 2022. Kementerian Pendidikan Malaysia.Kementerian Pendidikan Malaysia. (2023). Laporan tahunan Pelan Pembangunan Pendidikan Malaysia 2023. Kementerian Pendidikan Malaysia.

Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 45 ]Kementerian Tenaga Sains Teknologi Alam Sekitar dan Perubahan Iklim. (2018). Pelan tindakan strategik STEM nasional 2018-2025. Kementerian Tenaga Sains Teknologi Alam Sekitar dan Perubahan Iklim.Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(11). https://doi.org/10.1186/s40594-016-0046-zLaForce, M., Noble, E., King, H., Century, J., Blackwell, C., Holt, S., Ibrahim, A., & Loo, S. (2016). The eight essential elements of inclusive STEM high schools. International Journal of STEM Education, 3(21), 1–11. https://doi.org/DOI 10.1186/s40594-016-0054-zMargot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: A systematic literature review. International Journal of STEM Education, 6(2), 1–16. https://doi.org/10.1186/s40594-018-0151-2Nur Farhana Ramli. (2019). Development and validation of an instrument to measure science teachers’ instructional preparedness in STEM implementation. [PhD Thesis, Universiti Putra Malaysia].Nur Farhana Ramli & Othman Talib. (2017a). Can education institution implement STEM? From Malaysian teachers’ view. International Journal of Academic Research in Business and Social Sciences, 7(3), 2222–6990. https://doi.org/10.6007/IJARBSS/v7-i3/2772Nur Farhana Ramli & Othman Talib. (2017b). STEM instructional implementation and its challenges. In. Graduate Research in Education Seminar (GREduc 17) Universiti Putra Malaysia, December 2017, 1–12.Nur Fatahiyah Mohamed Hata, & Siti Nur Diyana Mahmud. (2020). Kesediaan guru sains dan matematik dalam melaksanakan pendidikan STEM dari aspek pengetahuan, sikap dan pengalaman mengajar. Akademika, 90(3), 85–101. https://doi.org/10.17576/akad-2020-90IK3-07.Showalter, D., Klein, R., & Johnson, J. (2017). Why rural matters 2015-2016 understanding the changing landscape. Rural School and Community TrustSiti Nur Aaisyah, A., & Jamalul Lail, A. W. (2017). Kepimpinan instruksional pengetua dan pengaruhnya terhadap penglibatan kerja guru dalam pelaksanaan KSSM. In. Seminar Pendidikan Serantau, 738-750.Tyler-Wood, T. L., Cockerham, D., & Johnson, K. R. (2018). Implementing new technologies in a middle school curriculum: A rural perspective. Smart Learning Environments (2018), 5(22), 1–16. https://doi.org/10.1186/s40561-018-0073-y

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Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 47 ]DEVELOPMENT OF SC-TOT MODULE BASED ON TBL FOR TOPIC OF HUMAN HEALTH IN FORM 2 SCIENCENoor Aisyahida ElmiSM Sains Tapah, [email protected] MisnanUniversiti Pendidikan Sultan Idris, Perak.ABSTRACTThis study develops a Thinking-Based Learning (TBL) approach for the Sc-ToT Module on Human Health for Form Two science teachers. TBL integrates teaching content with thinking skills, based on Cognitive and Constructivism Learning Theory, using Sidek’s Model Module Development.Three instruments were used for validity, reliability, and usability of the questionnaires. The reliability of the module was obtained through a pilot study using Cronbach’s Alpha coefficient. A total of 30 form 2 Science teachers became the respondent to test the usability of the module. Data were analysed descriptively using SPSS software. Study’s finding shows that this module has good content validity as the average percentage of expert agreement is 92.1 percent while the Cronbach’s Alpha coefficient value for the reliability of the module is 0.905. The usability of this module was measured using a questionnaire adapted and adopted from the Usefulness, Satisfaction and Ease of Use questionnaire (USE questionnaire). Usability data shows that respondents agree that the Sc-ToT Module is suitable for use from the construct of usefulness (M = 4.32, SD = 0.58), easy to use (M = 4.41, SD = 0.63), easy to learn (M = 4.37, SD = 0.59) and satisfaction (M = 4.30, SD = 0.77). Findings indicate that the Sc-ToT Module is suitable to be used as a teaching aid, enhancing student learning satisfaction and promoting active learning.Keywords: Thinking Based Learning (TBL), module, validity, reliability, usabilityABSTRAKKajian ini membangunkan modul pengajaran melalui pendekatan Pembelajaran Berasaskan Pemikiran (TBL) bagi Modul Sc-ToT Kesihatan Manusia untuk guru sains Tingkatan Dua. TBL menyepadukan kandungan pengajaran dengan kemahiran berfikir, berdasarkan Teori Pembelajaran Kognitif dan Konstruktivisme, yang menggunakan Pembangunan Modul Model Sidek sebagai rujukan. Tiga instrumen digunakan iaitu soal selidik kesahan, kebolehpercayaan dan kebolehgunaan. Kebolehpercayaan modul diperoleh melalui kajian rintis menggunakan pekali Alpha Cronbach. Seramai 30 orang guru Sains tingkatan 2 menjadi responden bagi menguji kebolehgunaan modul tersebut. Data dianalisis secara deskriptif menggunakan perisian SPSS. Dapatan kajian menunjukkan modul ini mempunyai kesahan kandungan yang baik kerana peratusan purata persetujuan pakar ialah 92.1 peratus manakala nilai pekali Alfa Cronbach bagi kebolehpercayaan modul ialah 0.905. Kebolehgunaan modul ini diukur menggunakan soal selidik yang diadaptasi dan diterima pakai daripada soal selidik Kegunaan, Kepuasan dan Kemudahan Penggunaan (USE questionnaire). Data kebolehgunaan menunjukkan responden bersetuju bahawa Modul Sc-ToT sesuai digunakan daripada konstruk kebergunaan (M = 4.32, SP = 0.58), mudah digunakan (M = 4.41, SP = 0.63), mudah dipelajari (M = 4.37, SP = 0.59) dan kepuasan (M = 4.30, SP = 0.77). Dapatan menunjukkan bahawa Modul Sc-ToT berkesan sebagai alat bantu mengajar, dapat meningkatkan kepuasan pembelajaran murid dan menggalakkan pembelajaran aktif.Kata kunci: Pembelajaran Berasaskan Pemikiran , modul, kesahan, kebolehpercayaan, kebolehgunaan

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan[ 48 ]1.0 INTRODUCTIONScience education in Malaysia, especially in rural areas, is often seen as less important than other subjects. This perception has led to a decline in student interest, poor academic results, and reduced enrolment in science at the upper secondary level. Malaysia’s low performance in international assessments like TIMSS and PISA highlights persistent weaknesses in higherorder thinking skills (OECD, 2023; Mok et al., 2023). One reason is the continued use of teachercentred methods that focus on memorisation instead of critical thinking. Teachers often find it challenging to deliver complex topics like “Human Health” in engaging ways, making science lessons feel disconnected from real life (Abdullah & Ismail, 2022; Winarsih et al., 2025).To address this, the study introduces the Sc-ToT Module for Form 2 Science using the ThinkingBased Learning (TBL) approach. TBL encourages students to think critically and creatively, link science to real-world contexts, and develop essential skills like reasoning and decisionmaking. The study aims to:i. develop a valid and reliable TBL-based module, andii. assess its usability among teachers.The module is based on Constructivist Learning Theory and Cognitive Development Theory. Constructivism emphasises learning through experience and teacher guidance (Nur Diyana et al., 2016), while Cognitive Theory focuses on mental processes like memory, reasoning, and selfreflection (Ormrod & Jones, 2023). The module includes collaborative activities, inquiry-based tasks, and thinking routines to support meaningful learning (Schunk, 2024; Kozulin et al., 2020).Students are encouraged to:i. Connect thinking skills to real-life situations,ii. Build positive thinking habits,iii. Use structured strategies in science, andiv. Reflect on their thought processes.These elements aim to improve understanding and make Science more engaging and relevant to the KSSM curriculum. The module also applies Piaget’s Theory of Cognitive Development, particularly the processes of assimilation (fitting new ideas into existing knowledge) and accommodation (adjusting understanding based on new experiences), especially through activities like experiments and reflections (Carey & Smith, 2020; Piaget, 1977; Rajendran, 2010).In conclusion, the Sc-ToT Module supports deeper learning by combining TBL, cognitive strategies, and constructivist practices, making science education more active, reflective, and student-centred.

Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 49 ]2.0 METHODOLOGYThis study focused on the design and development of the Sc-ToT Module. According to Richey and Klein (2007), design and development research systematically studies the creation and evaluation of educational products. This study is guided by the Design and Development Research (DDR) model by Richey and Klein (2007), focusing specifically on the Needs Analysis phase. The needs analysis involved gathering data from teachers through surveys to understand current teaching challenges, students’ cognitive gaps, and the necessity for a structured thinking-based module. By applying this initial stage of the DDR framework, the study ensures that the module development is grounded in actual classroom needs and contextual realities, providing a strong basis for future design and implementation phase.The goal was to test the Sc-ToT Module, not to generalize findings. The researcher used convenience sampling, selecting participants based on availability (Mills & Gay, 2018). This method involves choosing individuals who are easily accessible until the desired sample size is reached. Since the selected participants do not represent a larger population, the results are not meant to be generalised (Cohen et al., 2018). A sample size of 20-100 is generally acceptable for reliability studies (Schindler & Cooper, 2006). Teachers from 16 schools in the Batang Padang District were chosen to evaluate the module’s usability. These teachers were given a briefing on the module and used it in Human Health lessons.The main instrument used in this study was a questionnaire to assess the module’s validity, reliability, and usability from the teachers’ perspective.i. Module Quality Content Validity Questionnaire (VQ)The questionnaire for content validity was given to expert evaluators to assess the module’s quality. This instrument was adapted from the Module Quality Assessment Instrument (PKModul) by Ang Chai Tin and Lee Lay Wah (2016). The VQ assesses content quality, effectiveness, and satisfaction, with 41 items across three sections: teaching objectives, module content, usefulness, flexibility, presentation, and overall satisfaction. Experts rated their agreement with the statements on a scale from 1 (Strongly Disagree) to 4 (Strongly Agree). Feedback from the expert panel helped refine the module.ii. Module Reliability Questionnaire by Teachers (RQ)To measure the module’s reliability, teachers answered a questionnaire based on the module’s learning objectives from the curriculum standards (Sidek & Jamaludin, 2008). The questionnaire was modified from a similar one used by Jamaluddin Ahmad (2015) to evaluate another educational programme. It has two parts: Part A for demographic data, and Part B for assessing module reliability, with teachers rating their agreement on a five-point scale.

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan[ 50 ]iii. Module Usability Questionnaire (UQ)To assess the module’s usability, a questionnaire adapted from the USE (Usefulness, Satisfaction, and Ease of Use) questionnaire by Lund (2001) was used. This tool is widely known for its high reliability, with a Cronbach’s Alpha coefficient of 0.98 (Meiyuzi, Philip & Frederick, 2018). The UQ measured four key aspects: Usefulness, Ease of Use, Ease of Learning, and Satisfaction, with responses on a five-point scale.Data from the VQ, RQ, and UQ were analysed. The validity of the Sc-ToT Module was confirmed by expert evaluators (Lynn, 1986), with content validity expected to be ≥ 0.80. Reliability was measured using Cronbach’s Alpha, with values above 0.7 considered acceptable (Rosdiah et al., 2021). Data were analysed using descriptive statistics, such as mean, mode, and median scores (Noraini, 2013), to determine the usability of the Sc-ToT Module. In this study, the mean score was the most substantial data presented in table form. The guidelines for interpreting the mean score according to the scale interval (Jamal et al., 2019) for testing the level of usability of the Sc-ToT Module are as in Table 1.Table 1Mean Score Interpretation of Sc-ToT Module Usability LevelMean Score Interpretation1.00 – 2.33 Low2.34 – 3.66 Medium3.67 – 5.00 HighTable 2 summarises this study, comprehensively covering research questions, instruments, and types of analysis.Table 2Summary of Statistical AnalysisResearch Questions Instrument Statistical Test1. Does the developed Sc-ToT Module have a good validity value?• VQ • Content validity index, CVI• Percentage method2 Does the developed Sc-ToT Module have a good reliability value?• RQ Cronbach’s alpha coefficient3. Does the developed Sc-ToT Module for Human Health topics have good usability value?• UQ Descriptive analysis

Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 51 ]3.0 RESULTS3.1 Validity and Reliability of the Sc-ToT ModuleThe research findings in this section answer the first research question, “Does the developed Sc-ToT Module have good validity and reliability values?”Face and Content Validity of the Sc-ToT ModuleThe data obtained from VQ was analysed using the CVI formula, as explained by Muhammad Saiful Bahri (2019). In this analysis, 41 items were listed in the Sc-ToT Module Validity Questionnaire. Thus, the calculation method was the same for all items. The I-CVI values of all items were added up. Hence, the total I-CVI score was 41. The content validity index of the scale (average method), S-CVI/Ave = 1.The validity of the Sc-ToT Module was also analysed using the percentage method referring to the adaptation of Sidek and Jamaludin’s (2005) Module content validity instrument, which proposed that if the percentage obtained exceeds 70 percent, then the module has good content validity. Hence, this module has expert’s agreement percentage which has 92.1 percent.3.2 Reliability of the Sc-ToT ModuleThe second research question for this study is to identify the reliability of the TBL-based teaching module developed. This research question was measured using a module reliability questionnaire instrument adapted from Sidek Mohd Noah and Jamaludin Ahmad (2005), which operated learning objectives as aspects to be evaluated. The findings of the analysis of the results of the pilot study obtained could test the reliability of the established Sc-ToT Module. There were 11 items assessed for all five lessons based on the learning objectives translated from the Content Standards (SK) that have been set in the DSKP. The researcher then analysed all the items and evaluated the reliability of the Sc-ToT Module based on findings from a sample of teachers through a pilot study.This analysis confirmed that the value of Cronbach’s Alpha coefficient for all teaching sessions using the RQ instrument was 0.905. Sidek and Jamaludin (2005) declared that the lowest value of the module reliability coefficient that can be adopted in research is 0.50. Pallant (2011) and Ghazali and Sufean (2018) also demonstrated that an alpha index value of 0.70 or above is good and acceptable. Hence, the value of the overall Cronbach’s Alpha coefficient (0.905) obtained verified that the Sc-ToT Module has good overall reliability and can be used in real studies (Sidek & Jamaludin, 2005).3.3 Usability of the Sc-ToT ModuleThe research findings in this section answer the third research question: “Does the developed Sc-ToT Module for the topic of Human Health have a good usability value?” UQ was used to evaluate

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan[ 52 ]the usability of the Sc-ToT Module by the Science teachers who were involved as respondents of the study. Means and standard deviations of each item were assessed from the Constructs of Usefulness, Ease of Use, Ease of Learning and Satisfaction.To answer the third research question, which is to determine the usability of the Sc-ToT Module from the construct of usefulness, ease of use, ease of learning and satisfaction, four primary constructs were evaluated. Descriptive statistical analysis was used to determine the mean score value, and standard deviation was made on each item for the four usability constructs using SPSS version 25 software. The usability study instrument of the Sc-ToT Module consisted of 37 items with four usability constructs: usefulness, ease of use, ease of learning and satisfaction.Tables 3, 4, 5, and 6 show the mean score and standard deviation for each item and construct in the Sc-ToT Module usability questionnaire. Tables 3, 4, 5, and 6 were divided according to the breakdown of usability constructs of the Sc-ToT Module and the items that correspond to them and were arranged in order from the first item to the last item.Based on Table 3, the mean score value and standard deviation to measure the usefulness construct of the Sc-ToT Module obtained was (M=4.32, SD=0.58). Two criteria were measured from the usefulness construct: efficiency criteria and objective accessibility. Through efficiency criteria, which was reflected through the respondents’ agreement that through the Sc-ToTModule, teaching will be more effective (M=4.20, SD=0.61), the module developed is helpful as a learning aid (M=4.13, SD=0.57 ), can control activities in teaching (M=4.27, SD=0.58), save time (M=4.37, SD=0.62) and through the established module, it can meet the teacher’s teaching needs according to the requirements of DSKP (M=4.23, SD=0.43). Through objective accessibility criteria, all the activities contained in the module could achieve the set objectives (M=4.30, SD=0.60), the proposed TBL template could help to teach more effectively (M=4.23, SD=0.63), students could implement the assignment given (M=4.30, SD=0.65) because the exercises given could test the student’s understanding (M=4.30, SD=0.60) and subsequently improve the students’ HOTS (M=4.23, SD=0.68). Developing the Sc-ToT Module could facilitate the teaching process (M=4.47, SD=0.51) because the worksheets provided could help students understand the lesson well (M=4.47, SD=0.51). After all, the TBL template used followed the lesson content (M =4.33, SD=0.66). In addition, respondents also agreed that this module makes it easier to explain the content of the lesson to students (M=4.40, SD=0.72). The analysis of the Usefulness construct showed that all items recorded mean scores ranging from 3.67 to 5.00, which falls under the “high” interpretation category based on the guidelines adapted from Jamal et al. (2019). This indicates that the respondents perceived the Sc-ToTmodule as highly useful, particularly in terms of its relevance, practicality, and effectiveness in enhancing students’ thinking skills in science education. The consistently high mean scores reflect a positive and favourable acceptance of the module among the participants.

Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 53 ]Table 3Mean (M) Score Value and Standard Deviation (SD) for Each Item From the Usefulness ConstructConstruct Item Mean SDUsefulness(i) Efficiency This module can help me teach more effectively.4.20 0.61This module is handy and beneficial. 4.13 0.57This module can control my daily teaching activities.4.27 0.58This module can save my teaching time. 4.37 0.62This module can meet my teaching needs according to DSKP requirements.4.23 0.43(ii) Objective AccessibilityTeaching activities help achieve the set objectives.4.30 0.60The proposed TBL template helps students understand the lesson better.4.23 0.63Students can perform the tasks given. 4.30 0.65The exercises given can test the student’s understanding of the lesson content.4.30 0.60The assignments can improve the student’s understanding of the lesson content and increase the student’s HOTS.4.23 0.68Feasibility of the teaching and facilitation process 4.33 0.61The suggested time for teaching each teaching time is appropriate.4.37 0.50This module facilitates the teaching and facilitation of the Human Health topics.4.47 0.51

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan[ 54 ]Construct Item Mean SDThe worksheets provided in this module can help students understand the lesson well.4.47 0.51The suggested answers for worksheets can help teachers.4.50 0.57The use of the TBL Template follows the lesson’s content.4.33 0.66TBL teaching strategies make it easier for me to explain to students.4.40 0.72Construct Mean Score (M) 4.32Construct Standard Deviation 0.60Table 4 shows the ease of use construct’s mean score and standard deviation (M=4.41, SD=0.63). This finding established that from the usability aspect of the module, the respondents agreed that the module is suitable for use based on the ease of use construct. Based on the mean score and standard deviation for each item shown in Table 4, it can be concluded that the respondents agreed that this module could be used according to the instructions that were stated (M=4.30, SD=0.70) where the steps stated in this module were very easy to understand (M=4.30, SD=0.60). In addition, respondents also agreed that the Sc-ToT Module was easy to use (M=4.37, SD=0.62), user-friendly (M=4.47, SD=0.78), the module could be used flexibly (M=4.5, SD=0.63). The respondents thought they successfully used the module for each teaching session (M=4.57, SD=0.57).

Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 55 ]Table 4Mean Score Value and Standard Deviation for Each Item From the Easy of Use Construct Construct Item Mean SDEase Of Use This module is easy to use. 4.37 0.62This module is user-friendly. 4.47 0.78The steps mentioned in this module are straightforward to understand and follow to facilitate the teaching process.4.30 0.60This module is flexible and can be used anywhere.4.50 0.63This module can be used by simply following the instructions that have been stated.4.37 0.50This module is easy for anyone new or used to it.4.30 0.70I successfully use this module every time the teaching process takes place.4.57 0.57Construct Mean Score (M) 4.41Construct Standard Deviation 0.63Based on the analysis outcomes in Table 5, it confirmed that the mean score and standard deviation obtained to measure the ease of learning construct were (M=4.37, SD=0.59). This finding demonstrated that for the usability aspect of the module, the respondents agreed that the module was suitable for use because it is easy to learn. Based on the mean score and standard deviation for each item in Table 5, it is proven that respondents delivered positive views and agreed that they could learn the use of the Sc-ToT Module quickly (M=4.47, SD=0.51) and easily understood the instructions written in module (M=4.50, SD=0.51) even the respondents could remember every teaching step in the module easily (M=4.57, SD=0.50) making the teacher proficient in using this module in a short time (M=4.27, SD=0.64). Respondents also stated that they understood the ideas in the module (M=4.23, SD=0.73), the activities provided could be followed well by students (M=4.27, SD=0.64) because the exercises given were relevant to the students’ daily lives (M=4.30, SD=0.65).

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan[ 56 ]Table 5Mean Score Value and Standard Deviation for Each Item from the Easy to Learn Construct Construct Item Mean SDEase Of Learning I can learn the use of this module very quickly.4.47 .51I can easily remember every step to use in this module.4.57 .50I can easily understand the instructions found in the module.4.50 .51I was able to master the content of this module in a relatively short period of time4.27 .58I understand the ideas contained in the module.4.23 .73The activities provided can be followed well by students.4.27 .64The exercises given are relevant to the students’ daily lives.4.30 .65Construct Mean Score (M) 4.37Construct Standard Deviation 0.59Based on Table 6, the mean score and standard deviation obtained for the satisfaction construct was (M=4.30, SD=0.77). This finding showed that from the usability aspect of the module, the respondents agreed that the module is suitable for use from the satisfaction construct. This finding also indicated that the study respondents agreed that the developed Sc-ToT Module works as expected in helping teaching to be more effective (M=4.13, SD=0.73), providing an enjoyable experience (M=4.43, SD=0.77), this module is comfortable to use (M=4.27, SD=0.69) and they are satisfied with this module (M=4.40, SP=0.86). The findings also demonstrated that the study respondents agreed to introduce this Sc-ToT Module to their friends (M=4.20, SD=0.80) and would like to have it (M=4.37, SD=0.77).

Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 57 ]Table 6Mean Score Value and Standard Deviation For Each Item From The Satisfaction Construct Construct Item Mean SDSatisfaction I am delighted to use this module 4.40 .86I will recommend it to friends to use this module.4.20 .81By using this module it gives me a fun experience.4.43 .77This module works as expected and can help me teach more effectively.4.13 .73I want to own this module. 4.37 .77This module is comfortable to use. 4.27 .69Construct Mean Score (M) 4.30Construct Standard Deviation 0.77The analysis results obtained from Tables 3, 4, 5, and 6 found that the mean score and standard deviation of the usability aspect of the Sc-ToT Module from the satisfaction construct was (M=4.30, SD=0.77), the usefulness construct (M=4.32, SD=0.58), the construct is easy to use (M=4.41, SD=0.63) and easy to learn (M=4.37, SD=0.59). The mean score range for all four measured constructs was between 4.30 to 4.41. By using the interpretation of five Likert scale scores in the usability questionnaire of the Sc-ToT Module (Score 1: Strongly Disagree - Score 5: Strongly Agree), it was found that the mean score value obtained between 4.30 and 4.41 was in the “agree” score interpretation. The mean score for these four constructs had a high score interpretation. A value of 4.35 for the overall mean of the usability evaluation of the Sc-ToTModule achieves a high level of interpretation.4.0 DISCUSSIONIn conclusion, from the usability aspect of the module, the study respondents agreed that the Sc-ToT Module is suitable for use. In this study, usability aspects of the Sc-ToT Module refer to the constructs of usefulness, ease of use, ease of learning and satisfaction. Figure 1 shows a Bar Chart representation of the mean score value for the four constructs that represent the perception of secondary Science teachers towards the usability of the Sc-ToT Module in this study. The Sc-ToT module developed in this study allows users to effectively achieve specific goals and satisfaction (Nielsen, 2012).

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan[ 58 ]Figure 1Mean Score of Each Usability Construct of the Sc-ToT ModuleOverall, this section discussed the study’s findings, namely the validity, reliability and usability of the Sc-ToT Module. The analysis included the mean value and standard deviation for UQ explained in detail based on the constructs of usefulness, ease of use, ease of learning and satisfaction. This study aimed to test the usability of the Sc-ToT Module for the use of secondary Science teachers on students. This section addresses the third research question on the usability of the Sc-ToT Module using the Usability Questionnaire (UQ). The module was evaluated by 30 Science teachers, and the analysis was conducted using SPSS version 25. The usability was measured across four constructs: Usefulness, Ease of Use, Ease of Learning, and Satisfaction, comprising a total of 37 items. The findings revealed that all four constructs recorded high mean scores, indicating a positive acceptance of the module. Specifically, the Usefulness construct recorded a mean of 4.32 (SD = 0.58), highlighting the module’s relevance and effectiveness in teaching. The Ease of Use construct had a mean of 4.41 (SD = 0.63), showing that the module is user-friendly and easy to apply. For Ease of Learning, the mean was 4.37 (SD = 0.59), indicating that teachers found it easy to understand and remember the steps. The Satisfaction construct scored 4.30 (SD = 0.77), reflecting high user satisfaction. Overall, the average usability score was 4.35, which falls within the “high” interpretation category based on Jamal et al. (2019). These results confirm that the Sc-ToT Module has a high level of usability for secondary school Science teachers.

Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 59 ]5.0 CONCLUSIONThis study successfully developed the Sc-ToT Module for the topic of Human Health based on the Sidek Module Development model. It effectively applied the Thinking-Based Learning (TBL) approach and integrated Higher Order Thinking Skills (HOTS). The Sc-ToT Module successfully integrated the TBL approach as planned, evidenced by expert consensus (92.1%) and high usability among teachers.Content validity, evaluated by three experts, showed strong results with a Cronbach’s alpha of 0.905 and minimal differences in expert ratings (only 7–8%). The overall content validity and each construct assessed were rated highly, and all expert feedback was considered for improvement. The module also received high reliability ratings from teachers, especially in terms of content quality and alignment with the Curriculum Standard Document and Assessment (DSKP). The reliability coefficient was close to I, indicating strong agreement among teachers on the responses to the research questionnaire. In terms of usability, teachers agreed that the module was effective. The usability evaluation, which included usefulness, ease of use, ease of learning, and satisfaction, scored an overall mean of 4.35 which interpreted as high.In conclusion, the module’s strong validity, reliability, and usability confirm the importance of thorough evaluation in educational module development. Feedback and improvements help ensure high-quality teaching tools, supporting active learning in the classroomREFERENCESAbdullah, N. H., & Ismail, S. Z. (2022). Teachers’ challenges in teaching human health topics in lower secondary science. Asian Journal of Education and Social Studies, 24(3), 45–52.Ahmad, J. (2015). Modul motivasi diri (2nd ed.). Dewan Bahasa dan Pustaka.Carey, S., & Smith, C. (2020). Conceptual change and science education. Educational Psychologist, 55 (1), 1–13.Chua, Y. P. (2014). Kaedah penyelidikan: Kaedah dan statistik penyelidikan buku 1* (3rd ed.). McGraw-Hill Education.Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. Routledge.Cooper, D. R., & Schindler, P. S. (2006). Marketing research. McGraw-Hill Education.Creswell, J. W., & Guetterman, T. C. (2018). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson.

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan[ 60 ]Ghazali Darusalam, & Sufean Hussin. (2018). Metodologi penyelidikan dalam pendidikan: Amalan dan analisis kajian (2nd ed.). Penerbit Universiti Malaya.Jamal Nordin Yunus, Marinah Awang, & Mahaliza Mansor. (2019). Tingkahlaku kepimpinan transformasi di sekolah rendah luar bandar. EDUCATUM Journal of Social Sciences, 5 (1), 15–23. https://doi.org/10.37134/ejoss.vol5.1.3.2019Kozulin, A., Gindis, B., Ageyev, V. S., & Miller, S. M. (Eds.). (2020). Vygotsky’s educational theory in cultural context. Cambridge University Press.Lund, A. M. (2001). Measuring usability with the USE questionnaire. Usability Interface, 8 (2), 3–6.Lynn, M. R. (1986). Determination and quantification of content validity. Nursing Research, 35(6), 382–385.Meiyuzi, G., Philip, K., & Frederick, O. (2018). Psychometric evaluation of the USE (usefulness, satisfaction, and ease of use) questionnaire for reliability and validity. In Proceedings of the Human Factors and Ergonomics Society 2018 Annual Meeting (pp. 1414–1418).Mills, G. E., & Gay, L. R. (2018). Educational research: Competencies for analysis and applications(12th ed.). Pearson.Mohd, S., & Ahmad, J. (2005). Pembinaan modul: Bagaimana membina modul latihan dan modul akademik. Penerbit Universiti Putra Malaysia.Mok, S. Y., Hassan, R., & Ahmad, J. (2023). Enhancing science education through thinking-based learning: Evidence from Malaysian secondary schools. Journal of Science Education, 45(2), 112–128.Muhammad Saiful Bahri Yusoff. (2019). ABC of content validation and content validity index calculation. Education in Medicine Journal, 11 (2), 49–54. https://doi.org/10.21315/eimj2019.11.2.6Nielsen, J. (2012, January 3). Usability 101: Introduction to usability. Nielsen Norman Group. https://www.nngroup.com/articles/usability-101-introduction-to-usability/Noraini Idris. (2013). Penyelidikan dalam pendidikan (2nd ed.). McGraw Hill Education.Nur Diyana, M. Y., Norhasni, Z. A., & Jamal, S. N. (2016). Student-centered learning in science education: A constructivist approach. Malaysian Journal of Learning and Instruction, 13(1), 21–34.Nur Diyana, Z., Haryati, K., Emeliana, T., Lilia Ellany, M., & Lilia, H. (2016). STEM teaching strategies of primary school science teachers: An exploratory study. https://www.researchgate.

Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 61 ]net/publication/311693544_STEM_Teaching_Strategies_of_Primary_School_Science_Teachers_An_Exploratory_StudyOECD. (2023). PISA 2022 results (volume I): Student performance. OECD Publishing. https://doi.org/10.1787/19963777Ormrod, J. E., & Jones, B. D. (2023). Essentials of educational psychology (6th ed.). Pearson.Pallant, J. (2011). SPSS survival manual: A step-by-step guide to data analysis using SPSS (4th ed.). Allen & Unwin.Piaget, J. (1977). The development of thought. Viking Press.Rajendran, N. S. (2010). Teaching and acquiring higher-order thinking skills: Theory and practice. Penerbit Universiti Pendidikan Sultan Idris.Richey, R., & Klein, J. D. (2007). Design and development research: Methods, strategies, and issues. Routledge.Rosdiah Hamzah, Kamarul Mohsin Ahmad, & Mohd Faizul Abdullah. (2021). Kajian terhadap cabaran implementasi elemen IR4.0 dalam proses pengajaran dan pembelajaran pensyarah kejuruteraan elektrik Politeknik Malaysia. Journal of Social Science and Humanities, 2(2020), 17–25.Schunk, D. H. (2024). Learning theories: An educational perspective (9th ed.). Pearson.Tin, A. C., & Wah, L. L. (2017). Instrumen penilaian kualiti untuk modul pengajaran: Pengujian ciri psikometrik. Jurnal Kurikulum & Pengajaran Asia Pasifik, 4 (4), 25–43.Winarsih, H., Hasanah, U., & Zulkarnain, A. (2025). Science instruction and thinking skills: A neglected connection. Journal of Educational Research, 36 (1), 85–97.Winarsih, H., Kusmana, S., & Gloriani, Y. (2025). Editorial text digital module in improving critical thinking abilities of SMA/MA students. International Journal of Secondary Education, 13(1), 25–33.

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Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 63 ]REKA BENTUK MODUL BIOV-LABPRO BERDASARKAN ANALISIS KEPERLUAN MENGGUNAKAN MODEL ADDIENurashikin MuzafarBahagian Tajaan Pendidikan, Kementerian Pendidikan [email protected] Jahan Ahmad, PhDUniversiti Sains MalaysiaABSTRAKKajian ini bertujuan untuk mereka bentuk modul BIOV-LabPRO menggunakan Model ADDIE berdasarkan analisis keperluan bagi meningkatkan keberkesanan pembelajaran Biologi. Model ADDIE yang merangkumi lima fasa utama, iaitu analisis, reka bentuk, pembangunan, pelaksanaan dan penilaian digunakan sebagai kerangka utama dalam pembangunan modul ini. Fasa analisis melibatkan kajian analisis keperluan secara kualitatif, iaitu temu bual separa berstruktur bersama empat orang guru dan secara kuantitatif, iaitu soal selidik melibatkan 40 orang murid Biologi Tingkatan 4 di daerah Kinta Utara, Perak bagi mengenal pasti keperluan murid dan guru. Data soal selidik dianalisis secara deskriptif, manakala data temu bual dianalisis secara tematik. Fasa reka bentuk melibatkan analisis dokumen bagi membentuk kerangka modul selaras dengan keperluan murid dan guru. Dapatan kajian menunjukkan bahawa modul BIOV-LabPRO yang direka bentuk dapat memenuhi keperluan pembelajaran murid dengan menyediakan pendekatan interaktif dan berstruktur yang dapat membantu mereka untuk meningkatkan pemahaman konsep biologi secara praktikal. Kesimpulannya, modul ini berpotensi untuk digunakan secara meluas dalam pengajaran dan pembelajaran Biologi serta menyumbang kepada peningkatan kualiti pendidikan sains secara umumnya.Kata kunci: Modul BIOV-LabPRO, model ADDIE, analisis keperluan, reka bentuk, BiologiABSTRACTThis study aims to design the BIOV-LabPRO module using the ADDIE Model based on needs analysis to enhance the effectiveness of biology learning. The ADDIE Model, which comprises five main phases, namely analysis, design, development, implementation, and evaluation was used as the main framework in the development of this module. The analysis phase involved a qualitative needs analysis through semi-structured interviews with four teachers and a quantitative approach through questionnaires involving 40 Form 4 Biology students in the Kinta Utara district, Perak, to identify the needs of both students and teachers. The questionnaire data were analysed descriptively, while the interview data were analysed thematically. The design phase involved document analysis to develop the module framework in line with the needs of students and teachers. The findings of the study indicate that the designed BIOV-LabPRO module meets students’ learning needs by providing an interactive and structured approach that helps them enhance their practical understanding of biological concepts. In conclusion, this module has the potential to be widely used in the teaching and learning of Biology and to contribute to the overall improvement of science education quality.Keywords: BIOV-LabPRO module, ADDIE model, need analysis, design, Biology

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan[ 64 ]1.0 PENGENALANBidang biologi merupakan bidang penting dalam pendidikan menengah di Malaysia, dengan Kurikulum Standard Sekolah Menengah (KSSM) Biologi menekankan penguasaan konsep, kemahiran saintifik, dan nilai sains untuk mempersiapkan murid ke bidang STEM (DSKP, 2018). Penekanan turut diberikan kepada Kemahiran Berfikir Aras Tinggi (KBAT), pembelajaran inkuiri, dan pendekatan STEM bagi melahirkan murid yang kritis, kreatif dan inovatif, selaras dengan keperluan teknologi dan sains semasa (KPM, 2021). Namun, pelaksanaan pembelajaran inkuiri di sekolah masih berdepan cabaran seperti kekangan masa, kekurangan bahan bantu mengajar, dan penglibatan murid yang rendah dalam aktiviti makmal (Shana & Abulibdeh, 2020; Bogador et al., 2024; Wang et al., 2022; Ahmad et al., 2020). Selain itu, modul sedia ada kurang menekankan keperluan sebenar murid dan guru, terutamanya dari segi aktiviti interaktif dan berstruktur, sekali gus menimbulkan keperluan membangunkan modul yang lebih relevan dan sistematik (Muzafar & Ahmad, 2024).Pembangunan modul yang dinamakan sebagai BIOV-LabPRO dapat menyokong pelaksanaan kurikulum ini di bilik darjah. Modul ini memberi penekanan kepada dua strategi pembelajaran utama, iaitu pembelajaran secara inkuiri dan pembelajaran berbalik (flipped classroom). Pembelajaran secara inkuiri merupakan satu pendekatan dalam pembelajaran abad ke-21 yang memberi penekanan kepada pembelajaran melalui pengalaman. Secara umum, inkuiri bermaksud proses mencari maklumat, mengemukakan soalan dan menyiasat fenomena yang berlaku di persekitaran (Dah et al., 2023; Erumit et al., 2019). Elemen utama dalam inkuiri adalah penemuan di mana pembelajaran melalui penemuan berlaku apabila murid sendiri meneroka dan memahami konsep serta prinsip utama (Ivanova & Raykova, 2023; Muhamad Dah & Mat Noor, 2021). Pendekatan pembelajaran secara inkuiri telah terbukti memberikan impak positif terhadap motivasi dan pencapaian murid dalam pendidikan sains termasuk biologi (Byukusenge et al., 2022; Ferreira et al., 2022; Wang et al., 2023). Kajian terkini juga menunjukkan bahawa pembelajaran berasaskan inkuiri bukan sahaja meningkatkan pemahaman konsep tetapi juga dapat mengembangkan kemahiran berfikiran kritis dan kreativiti dalam kalangan murid (Ernawati & Sari, 2022; Sari et al., 2021). Pendekatan ini dapat memberi peluang kepada murid untuk terlibat secara aktif dalam proses pembelajaran melalui penyiasatan, eksperimen dan penemuan kendiri yang seterusnya akan meningkatkan minat mereka terhadap sains (Owens et al., 2020; Sutiani et al., 2021). Di samping itu, pembelajaran inkuiri juga membantu murid menguasai kemahiran saintifik yang diperlukan untuk menghadapi cabaran dunia moden dan menjadikannya salah satu pendekatan yang sangat relevan dalam pendidikan abad ke-21 (Abaniel, 2021; Chen, 2021).Selain itu, modul BIOV-LabPRO menerapkan elemen kelas berbalik (flipped classroom) iaitu pendekatan pembelajaran di mana murid mempelajari kandungan asas secara kendiri di rumah melalui bahan seperti video, simulasi atau bacaan manakala masa di sekolah digunakan untuk aktiviti kolaboratif, eksplorasi dan penyelesaian masalah dengan bimbingan guru (Megahed & Hassan, 2022; Alismaiel et al., 2022 ; Hendratmoko et al., 2023). Pendekatan ini digunakan bertujuan untuk membolehkan murid mendapat gambaran awal tentang apa yang akan dipelajari

Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 65 ]dan membantu memperkukuhkan pemahaman konsep tertentu (Taibu et al., 2021). Elemen kelas berbalik (flipped classroom) yang diterapkan dalam modul BIOV-LabPRO turut menyokong pembelajaran yang lebih fleksibel dan berpusatkan murid. Kajian mendapati bahawa pendekatan ini meningkatkan keberkesanan pembelajaran dengan membolehkan murid mengakses bahan pembelajaran pada bila-bila masa, sekaligus memberi mereka kawalan terhadap kadar pembelajaran masing-masing (Doğan et al., 2023). Pendekatan ini bukan sahaja meningkatkan pencapaian akademik tetapi juga dapat membina kemahiran komunikasi dan kerjasama yang penting untuk kejayaan murid dalam kerjaya STEM (Fung, 2020; Li & Li, 2022).Model instruksional yang digunakan untuk membangunkan modul BIOV-LabPRO ini ialah model ADDIE. Model ini merupakan model pembangunan instruksional yang sistematik dan mudah diadaptasi dalam membangunkan modul (Shahat et al., 2023). Model ini terdiri daripada lima fasa utama, iaitu Analisis, Reka Bentuk, Pembangunan, Pelaksanaan, dan Penilaian. Perancangan dan pelaksanaan yang teliti serta penilaian yang berterusan sangat penting bagi memastikan pembangunan modul dapat dijalankan dengan berkesan. Model ADDIE juga dipilih kerana kerangka kerja yang fleksibel dan menyeluruh menggabungkan elemen teknologi dalam pembelajaran amat sesuai dengan konsep yang akan digunakan dalam modul BIOV-LabPRO. Rajah 1 menunjukkan fasa-fasa dalam model ADDIE yang diaplikasikan dalam pembangunan modul pembelajaran ini.Rajah 1Model Instruksional ADDIEJusteru, kajian ini bertujuan untuk mereka bentuk modul BIOV-LabPRO berdasarkan hasil analisis keperluan yang telah dijalankan.

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan[ 66 ]2.0 METODOLOGI Analisis keperluan dijalankan bagi mendapatkan maklumat berkaitan keperluan kajian atau produk untuk dibangunkan. Di samping itu, permasalahan secara terperinci tentang kajian yang akan dijalankan dapat diketahui dengan mengenal pasti jurang yang wujud terhadap isu yang dikaji. Oleh itu, maklumat daripada kumpulan sasaran perlu diketahui dan penilaian ke atas keperluan pembangunan modul perlu dibuat (Hamid et al., 2020; Songhori, 2008). Analisis keperluan boleh dijalankan melalui beberapa kaedah seperti soal selidik, temu bual berstruktur, temu bual mendalam, ujian, kumpulan fokus dan pemerhatian (Saedah Siraj et al., 2013). Kaedah kuantitatif iaitu soal selidik telah dilaksanakan untuk mendapatkan gambaran menyeluruh mengenai keperluan pembangunan modul BIOV-LabPRO. Seramai 40 orang murid yang terdiri daripada murid Biologi Tingkatan 4 di daerah Kinta Utara, Perak ialah responden bagi kajian ini. Soal selidik ini mempunyai lapan item dan terdiri daripada skala Likert lima mata, iaitu sangat tidak setuju (1), tidak setuju (2), kurang setuju (3), setuju (4), sangat setuju (5) yang dianalisis secara deskriptif melalui skor peratus dan min menggunakan perisian SPSS (Statistical Packages for Social Science). Analisis keperluan murid ini meninjau keperluan murid dalam empat kriteria utama, iaitu: i. Keperluan Amalan Penyiasatan Saintifik: Tahap penglibatan murid dalam aktiviti penyiasatan saintifik.ii. Keperluan Amalan Kreativiti. Saintifik: Tahap kreativiti murid dalam menjalankan penyiasatan saintifik.iii. Keperluan Integrasi Teknologi: Tahap integrasi teknologi dalam menjalankan penyiasatan saintifik.iv. Keperluan Strategi Pembelajaran: Keperluan murid terhadap strategi pembelajaran yang lebih interaktif dan berkesan.Bagi memastikan instrumen kajian ini sah dan boleh dipercayai, soal selidik dibina berdasarkan objektif kajian, analisis literatur dan rujukan instrumen terdahulu. Draf soal selidik disemak oleh tiga pakar pendidikan sains dan reka bentuk instruksional untuk menilai kesesuaian dan kejelasan item, serta ditambah baik berdasarkan maklum balas mereka. Kajian rintis melibatkan 15 murid dijalankan, dan nilai Alfa Cronbach yang diperoleh ialah 0.87, menunjukkan kebolehpercayaan yang tinggi. Analisis deskriptif digunakan untuk mengenal pasti keperluan utama murid bagi pembangunan modul BIOV-LabPRO.Di samping itu, temu bual separa struktur menggunakan protokol temu bual melibatkan empat orang guru Biologi berpengalaman lebih daripada 10 tahun telah dijalankan bagi mendapatkan maklumat yang lebih mendalam tentang permasalahan dan jurang yang dihadapi oleh guru dan murid Biologi Tingkatan 4 serta keperluan pembinaan modul pembelajaran BIOV-LabPRO ini. Jadual 1 menunjukkan maklumat peserta temu bual dalam fasa analisis.

Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 67 ]Jadual 1 Maklumat Peserta Temu bualKod Peserta Profil Responden Institusi Pengalaman dalam Bidang Pendidikan BiologiR1GBIO Guru Biologi SMK Tarcisian Convent16 tahunR2GBIO Guru Biologi SMK Sungai Pari 24 tahunR3GBIO Guru Biologi SMK Lahat 17 tahunR4GBIO Guru Biologi SMK Jalan Pasir Putih20 tahunBagi instrumen temu bual, protokol temu bual dibina berdasarkan dapatan awal soal selidik dan rujukan literatur berkaitan. Sesi temu bual percubaan dijalankan bersama-sama dua orang guru Biologi untuk menilai kefahaman dan kesesuaian soalan. Penambahbaikan dibuat berdasarkan maklum balas yang diterima sebelum protokol temu bual digunakan dalam kajian sebenar.Bagi data kualitatif, proses analisis telah dilaksanakan secara tematik menggunakan pengekodan deduktif, di mana tema-tema utama telah dikenal pasti berdasarkan kerangka teori dan objektif kajian. Proses pengekodan ini melibatkan langkah-langkah seperti transkripsi data temu bual, pembacaan berulang, penentuan tema awal, pengekodan data mengikut tema yang telah ditetapkan, dan pengesahan tema oleh penyelidik bersama. Data daripada temu bual ini dianalisis menggunakan analisis tematik untuk mengenal pasti tema-tema utama yang berkaitan dengan keperluan pembangunan modul pembelajaran BIOVLabPRO dalam pengajaran dan pembelajaran (PdP) Biologi Tingkatan 4 (Braun & Clarke, 2006).Berdasarkan dapatan analisis keperluan yang telah dijalankan ini reka bentuk bagi membangunkan modul BIOV-LabPRO telah dirangka. Pada peringkat reka bentuk, objektif-objektif elemenelemen, kaedah pembelajaran, teori dan model yang mendasari pembangunan modul ditentukan. Penyelidik dapat mengenal pasti beberapa masalah yang dihadapi oleh murid Biologi semasa menjalankan penyiasatan saintifik iaitu penguasaan beberapa kemahiran proses sains yang lemah, kaedah PDP yang kurang interaktif, kekurangan penggunaan teknologi dalam pembelajaran dan murid kurang diberi peluang untuk menjalankan eksplorasi secara aktif dan kolaboratif.Pada peringkat reka bentuk ini, penyelidik telah menjalankan literatur kajian untuk mengenal pasti teori-teori dan model-model yang berkaitan bagi menyokong kajian ini. Terdapat dua model yang digunakan, iaitu Model Inkuiri 5E dan Model Kelas Berbalik (Flipped Classroom Model) serta dua teori utama itu teori Konstruktivisme Sosial dan teori Connectivism. Model instruksional ADDIE ialah kerangka utama dalam mereka bentuk modul merangkumi lima fasa iaitu analisis, reka bentuk, pembangunan, pelaksanaan dan penilaian. Selain itu, teori Konstruktivisme Sosial

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan[ 68 ]oleh Vygostsky (1978) memberi penekanan kepada interaksi sosial dalam membina pengalaman pembelajaran secara kolaboratif. Teori Connectivism oleh Siemens (2005) pula menekankan kepentingan rangkaian dan teknologi dalam pembelajaran sejajar dengan keperluan pembelajaran digital. Modul ini juga mengintegrasikan Model 5E Pembelajaran Inkuiri (Bybee, 2006) yang terdiri daripada fasa Engage, Explore, Explain, Elaborae dan Evaluate. Selain itu, Model Kelas Berbalik (flipped classroom) oleh Bergmann dan Sams (2012) digunakan bagi menggalakkan pembelajaran kendiri melalui bahan digital seperti video atau simulasi. Oleh itu, semasa sesi kelas bersemuka, masa kelas boleh digunakan untuk perbincangan, aktiviti kolaboratif dan penerokaan mendalam. Analisis dokumen turut dijalankan bagi merangka aktiviti-aktiviti pembelajaran yang sesuai dengan model dan teori yang telah dipilih. Penyelidik telah menganalisis beberapa dokumen seperti DSKP, buku teks Biologi Tingkatan 4, buku panduan kurikulum biologi KSSM bermula 2021, buku model peperiksaan SPM lepas dan buku rujukan biologi. Analisis ini bertujuan untuk memastikan modul yang akan dibangunkan selaras dengan kurikulum, objektif pembelajaran dan tahap kesediaan murid. Proses analisis melibatkan penilaian kandungan dokumen untuk mengenal pasti hasil pembelajaran utama, topik penting dan pendekatan pedagogi yang sesuai. Bagi menentukan standard pembelajaran yang ingin dicapai, DSKP telah digunakan, manakala buku teks dan buku rujukan digunakan untuk memahami kandungan dan aktiviti yang sesuai. Selain itu, buku panduan kurikulum (KSSM) 2021 dirujuk bagi memastikan modul ini mematuhi garis panduan KSSM terkini. Hasil daripada analisis dokumen ini, penyelidik dapat merangka draf awal modul merangkumi standard dan objektif pembelajaran, susun atur aktiviti pembelajaran, bahan bantu mengajar yang akan digunakan serta strategi pengajaran yang sesuai. Semua dapatan dalam analisis ini digunakan dalam peringkat reka bentuk dan pembangunan modul BIOV-LabPRO selaras dengan keperluan murid dan guru semasa fasa analisis dalam model ADDIE.3.0 DAPATAN KAJIANAnalisis keperluan yang telah dijalankan secara kuantitatif menggunakan item soal selidik melibatkan 40 orang murid Biologi Tingkatan 4, dapatan kajian telah dianalisis melalui skor peratus dan min menggunakan perisian SPSS (Statistical Packages for Social Science). Jadual 2 menunjukkan data yang diperoleh dari perspektif murid manakala Rajah 1 menunjukkan graf kriteria keperluan murid mengikut skor min skala Likert 5 mata.

Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 69 ]Jadual 2Analisis Skor Min dan Peratus Keperluan Murid Mengikut KriteriaKriteria Min Peratus (%)Keperluan amalan penyiasatan saintifik dalam penyiasatan saintifik4.41 Sangat tidak setuju: 0.0Tidak setuju: 0.0Kurang setuju: 3.3Setuju: 52.5Sangat setuju: 44.2Keperluan kreativiti saintifik dalam penyiasatan saintifik4.40 Sangat tidak setuju: 0.0Tidak setuju: 0.0Kurang setuju: 5.0Setuju: 55.0Sangat setuju: 40.0Keperluan integrasi teknologi 4.48 Sangat tidak setuju: 0.0Tidak setuju: 0.0Kurang setuju: 7.5Setuju: 50.0Sangat setuju: 42.5Keperluan strategi pembelajaran 4.36 Sangat tidak setuju: 0.0Tidak setuju: 0.0Kurang setuju: 5.0Setuju: 45.0Sangat setuju: 50.0Dapatan kajian menunjukkan keperluan murid terhadap reka bentuk modul BIOV-LabPRO adalah tinggi berdasarkan analisis skor min dan peratus yang diperoleh melalui soal selidik. Berdasarkan Jadual 2, keperluan amalan penyiasatan saintifik menunjukkan skor min tertinggi iaitu 4.41 dengan 96.7 peratus murid bersetuju atau sangat bersetuju terhadap kepentingannya. Keperluan kreativiti saintifik pula mencatatkan skor min 4.40, iaitu 95 peratus murid menyatakan persetujuan terhadap aspek ini. Selain itu, keperluan integrasi teknologi menunjukkan skor min 4.48, dengan 92.5 peratus murid bersetuju atau sangat bersetuju, menekankan kepentingan teknologi dalam pembelajaran biologi. Keperluan strategi pembelajaran turut mendapat perhatian dengan skor min 4.36, iaitu 95 peratus murid menyatakan persetujuan terhadap keperluan ini. Analisis keperluan yang telah dijalankan menunjukkan bahawa murid Biologi Tingkatan 4 menunjukkan keperluan yang tinggi terhadap amalan penyiasatan saintifik, kreativiti saintifik, integrasi teknologi dan strategi pembelajaran yang lebih interaktif. Keperluan ini mencerminkan cabaran yang dihadapi oleh murid dalam menguasai beberapa kemahiran proses sains seperti mendefinisi secara operasi, mereka bentuk eksperimen dan mentafsir data. Selain itu, kekangan masa dan kekurangan sumber rujukan interaktif menyukarkan guru untuk melaksanakan pembelajaran yang menarik dan bermakna.Nilai skor min bagi kesemua kriteria pula berada pada tahap yang tinggi kerana berada dalam julat 3.68–5.00, berdasarkan panduan tafsiran skor min yang dicadangkan oleh Pallant (2016). Panduan tafsiran skor min yang digunakan dalam kajian ini adalah seperti dalam Jadual 3.

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan[ 70 ]Jadual 3 Panduan Tafsiran Skor Min terhadap Soal Selidik Analisis Keperluan Modul BIOV-LabPROInterprestasi Skor Min MinTinggi 3.68–5.00Sederhana 2.34–3.67Lemah 1.00–2.33Sumber: Pallant (2016)Di samping itu, hasil analisis keperluan secara kualitatif menggunakan temu bual separa berstruktur dapat dilihat berdasarkan ciri keperluan yang dinyatakan oleh Morrison et.al (2007), iaitu keperluan sedia ada murid dan guru serta keperluan perasaan murid dan guru seperti dalam Jadual 4. Tema-tema diperoleh berdasarkan analisis tematik secara deduktif ke atas transkrip temu bual yang diperoleh melalui pengekodan data dan mengenal pasti pola yang relevan dengan soalan temu bual yang disediakan (Braun & Clarke, 2006).Jadual 4Ringkasan Hasil Dapatan Temu Bual Guru mengikut Ciri Keperluan (Morrison Et.Al, 2007) dan TemaKeperluan Tema HuraianKeperluan sedia adaKemahiran proses sains yang sukar dikuasaiMurid menghadapi kesukaran dalam beberapa KPS iaitu mendefinisi secara operasi, mereka bentuk eksperimen, membuat pemerhatian, membuat inferens dan mentafsir data. Guru menyatakan: “Definisi secara operasi ni adalah masalah untuk murid” (R1GBIO) “Yang paling sukar murid memang tak boleh buat definisi secara operasi” (R2GBIO)Amalan pengajaran dan pembelajaranGuru lebih cenderung menggunakan inkuri berstruktur berbanding inkuiri terbimbing dan terbuka semasa melaksanakan amali sains. Guru menyatakan:“Kalau saya, saya tak tahulah cikgu lain kan, buat masa sekarang banyak guna berstruktur dan terbimbing sebab saya kena bimbing mereka dulu.” (R2GBIO)“Saya lebih suka buat inkuiri terbimbing tu, sebab budak-budak saya budak yang agak lemah, kalau nak bagi survive sendiri memang susah.” (R3GBIO)

Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 71 ]Keperluan Tema HuraianKekangan masa dan sukatan pelajaran terlalu padatGuru menghadapi kekangan masa untuk melaksanakan aktiviti pembelajaran yang menarik kerana perlu menghabiskan sukatan pelajaran yang padat. Aktiviti hands-on sering terhad kepada amali wajib sahaja.“Cuma tulah masa dengan silibus yang padat, jadi terpaksa pilih amali wajib yang biasa keluar exam” (R3GBIO) “Cuma tulah, kekangan masa la. Tak mampu nak buat semua” (R4GBIO)Kurang sumber rujukan lain kecuali buku teksGuru dan murid memerlukan modul dan panduan komprehensif selain buku teks bagi membantu pengajaran dan pembelajaran. Kekurangan sumber interaktif menyukarkan pelaksanaan pembelajaran yang menarik dan berkesan. “Tak de kan, panduan saya tengok dekat YouTube atau Didik TV, modul khas tak de, yang ada buku teks dan buku kerja. Kalau ada modul khas saya setuju sangat, senang untuk rujukan dan guna nak ajar budak nanti.” (R3GBIO)“Buku teks la, kadang-kadang buku rujukan, dalam group telegram ada info. Setakat ni tak de la modul khas untuk amali bio ni. Sangat wajar la buat.”(R4GBIO)Keperluan PerasaanIntegrasi teknologi dalam penyiasatan saintifikGuru menyokong penggunaan teknologi seperti simulasi dan visual interaktif untuk menarik minat murid serta memudahkan pembelajaran mereka.“Saya rasa sedikit sebanyak amali secara interaktif ni pun akan menarik minat juga la. Dia akan menarik minat saya rasa.” (R1GBIO)“Saya rasa boleh menarik minat diorang sebab diorang sekarang ni kalau berkaitan dengan teknologi dekat dengan diorang, diorang pun ada handphone kan sekarang ni.” (R3GBIO)

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan[ 72 ]Keperluan Tema HuraianAktiviti penerokaan secara aktif dan berkolaboratifMurid lebih berminat dan dapat memahami konsep dengan baik melalui aktiviti hands-on, amali ringkas, pembelajaran projek dan aktiviti berkolaboratif. Guru perlu mengutamakan pembelajaran aktof dan bermakna.“Saya rasa melalui aktiviti amali dan hands-on ni, saya nampak boleh tarik minat. Kita boleh buka pemikiran diorang, jadi murid akan lebih minat.”(R1GBIO) “Budak suka tengok simulasi dan gambar lagi budak minat..so kena sampaikan dalam bentuk bergambar, buat aktiviti dan tak boleh bagi ayat panjang panjang.” (R4GBIO)Berdasarkan hasil temu bual, elemen-elemen dalam reka bentuk bagi pembangunan modul ini telah ditentukan dengan mengambil kira pendapat beberapa orang pakar. Oleh itu, reka bentuk modul BIOV-LabPRO memberi fokus kepada beberapa elemen seperti dalam Jadual 5. Jadual 5Elemen-elemen dalam Reka Bentuk Modul BIOV-LabPROKriteria PerkaraObjektif Modul Antara objektif pembangunan modul BIOV-LabPRO ini ialah:• Meningkatkan penguasaan kemahiran proses sains murid dengan menjalankan penyiasatan saintifik secara inkuiri.• Menggalakkan kreativiti saintifik dalam kalangan murid bagi menyelesaikan masalah dalam penyiasatan saintifik secara sistematik.• Memupuk kemahiran kerja secara berkumpulan dan kolaboratif.• Mengintegrasikan teknologi dalam menjalankan penyiasatan saintifik.• Meningkatkan minat murid dalam biologi.Kandungan Utama ModulModul ini mengandungi:• Enam aktiviti penyiasatan saintifik• Link simulasi atau video berkaitan aktiviti penyiasatan saintifik (Flipped classroom)• Jom Teroka (Penyiasatan saintifik)• Jom Teroka Lagi (Aktiviti berkumpulan / hands-on)• Kuiz Minda Pintar

Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 73 ]Jenis Aktiviti (Strategi/ Pendekatan)• Pembelajaran secara inkuiri 5E• Kelas berbalik (Flipped classroom)• Aktiviti murid secara berkolaboratif• Latihan berfokusJenis Penilaian/ Instrumen/ Jenis Media/ Paparan• Penilaian dijalankan berkaitan keberkesanan penggunaan modul BIOV-LabPRO terhadap pemboleh ubah kajian dan penilaian hasil kerja murid• Ujian pra dan ujian pasca bagi pemboleh ubah bersandar kajian iaitu kemahiran proses sains, kreativiti saintifik dan minat murid.Bentuk bahan • Cetakan dan elektronik (dalam talian) mengikut keperluan muridKerangka reka bentuk modul BIOV-LabPRO secara terperinci mengikut tajuk, standard pembelajaran, objektif pembelajaran dan aktiviti serta strategi pembelajaran yang akan dilaksanakan turut dirangka seperti dalam Jadual 6.

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan[ 74 ]Jadual 6 Contoh Kerangka Reka Bentuk Modul BIOV-LabPRO Tajuk Pembelajaran Aktiviti Penyiasatan Saintifik Standard Pembelajaran Objektif Pembelajaran Penekanan Kemahiran Proses Sains / Kreativiti Saintifik Aktiviti Pembelajaran Model Inkuiri 5e Membran Ajaib • Mengkaji pergerakan bahan merentasi membran telap memilih. • Murid dapat menyatakan ciri bahan yang dapat merentasi membran plasma• Murid dapat memerhatikan pergerakan bahan merentasi membran plasma• Murid dapat menyatakan sekurang- kurangnya dua ciri bahan yang dapat merentasi membran plasma• Murid dapat memerhatikan pergerakan bahan merentasi membran plasma• Murid dapat membuat inferens tentang pergerakan bahan merentasi membran plasma• Inkuiri terbimbing• KPS: - Memerhati - Membuat inferens • Kreativiti Saintifik:- Kefasihan- KelenturanEngagement Pelibatan - Flipped Classroom (Simulasi) – Di rumah masing-masing Exploration & Explanation Penerokaan & Penerangan- Aktiviti Jom Teroka 1 (60 minit) Elaboration Pengembangan- Jom Teroka Lagi 1 (30 minit) Evaluation (Penilaian)- Kuiz Minda Pintar 1 (30 minit)

Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 75 ]4.0 PERBINCANGANPembangunan modul BIOV-LabPRO berdasarkan analisis keperluan menggunakan model ADDIE merupakan satu pendekatan yang sistematik dan relevan dalam menyokong pelaksanaan Kurikulum Standard Sekolah Menengah (KSSM) Biologi. Modul ini dirancang untuk mengintegrasikan elemen pembelajaran abad ke-21 seperti pembelajaran inkuiri dan kelas berbalik (flipped classroom) yang akan dapat meningkatkan penglibatan murid secara aktif dan kolaboratif (Kaewmanee et al., 2024; Presnillo & Aliazas, 2024; Qureshi et al., 2023).Model ADDIE yang digunakan dalam pembangunan modul BIOV-LabPRO dapat memberikan kerangka kerja yang fleksibel dan menyeluruh merangkumi lima fasa utama, iaitu analisis, reka bentuk, pembangunan, pelaksanaan dan penilaian (Fadhli et al., 2023). Dapatan kajian menunjukkan bahawa murid memerlukan pendekatan pembelajaran yang lebih interaktif berasaskan teknologi, manakala guru memerlukan modul yang komprehensif untuk menyokong pengajaran mereka. Penemuan ini selari dengan kajian oleh Hamzah et al. (2024) yang menegaskan keperluan interaksi teknologi dalam pengajaran Sains untuk meningkatkan motivasi dan pencapaian murid. Fasa reka bentuk pula menekankan integrasi teori Konstruktivisme Sosial dan Connectivism yang menekankan pembelajaran secara kolaboratif dan penggunaan teknologi. Selain itu, model 5E Pembelajaran Inkuiri dan Model Kelas Berbalik (flipped classroom) digunakan untuk memastikan murid dapat meneroka konsep biologi secara mendalam melalui aktiviti simulasi, menonton video amali, hands-on dan pembelajaran kendiri. Pendekatan ini bukan sahaja dapat membantu murid memahami konsep biologi dengan baik tetapi juga memupuk kemahiran saintifik dan kreativiti mereka (Mukandayisenga et al., 2021; Sam, 2024). Modul BIOV-LabPRO dirangka dengan kandungan yang relevan dan aktiviti yang menarik seperti penyiasatan saintifik, simulasi dan video amali, aktiviti berkumpulan, hands-on dan kuiz interaktif yang sesuai dengan keperluan murid dan kurikulum KSSM. Analisis dokumen seperti DSKP dan buku teks biologi memastikan modul ini selaras dengan objektif pembelajaran dan standard kurikulum. Aktiviti pembelajaran yang dirancang seperti “Jom Teroka” dan “Jom Teroka Lagi” memberi peluang kepada murid untuk menjalankan penyiasatan saintifik secara aktif dan kolaboratif. Elemen kelas berbalik (flipped classroom) membolehkan murid mempelajari kandungan asas secara kendiri sebelum sesi kelas. Modul ini bukan sahaja memenuhi keperluan pembelajaran abad ke-21 tetapi juga menyokong matlamat KSSM Biologi untuk melahirkan murid yang kritis, kreatif dan inovatif (KPM, 2022; Dilekçi & Karatay, 2023).Kajian ini menyumbang kepada amalan pendidikan sains dengan menyediakan satu modul inovatif yang mengintegrasikan pendekatan inkuiri dan teknologi, selari dengan keperluan pendidikan masa kini. Modul BIOV-LabPRO dapat dijadikan rujukan oleh guru-guru biologi dalam memperkaya kaedah pengajaran dan meningkatkan keberkesanan pembelajaran murid. Selain itu, kajian ini turut menyokong dasar KPM dalam memperkasakan pembelajaran abad ke-21 dan penggunaan teknologi dalam bilik darjah (KPM, 2022). Penemuan kajian ini juga menyokong teori Konstruktivisme Sosial dan Connectivism, di mana pembelajaran secara kolaboratif dan penggunaan sumber digital dapat meningkatkan pemahaman konsep sains (Alam, 2023; Aulia, 2022).

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan[ 76 ]Namun begitu, kajian ini mempunyai beberapa batasan. Pertama, modul BIOV-LabPRO hanya diuji dalam skala kecil melibatkan beberapa sekolah terpilih sahaja, maka generalisasi dapatan adalah terhad. Kedua, tempoh pelaksanaan modul adalah singkat dan tidak dapat menilai impak jangka panjang terhadap pencapaian murid. Selain itu, kajian ini lebih menumpukan kepada aspek persepsi guru dan murid tanpa menilai secara mendalam aspek keberkesanan modul melalui ujian pra dan pasca. Oleh itu, kajian lanjutan dicadangkan untuk melibatkan sampel yang lebih besar, tempoh pelaksanaan yang lebih panjang serta penilaian impak modul terhadap pencapaian akademik dan kemahiran saintifik murid secara kuantitatif. Kajian masa depan juga boleh meneliti keberkesanan modul ini dalam konteks subjek Sains lain atau di peringkat pendidikan yang berbeza.5.0 KESIMPULANSebagai kesimpulan, pembangunan modul BIOV-LabPRO menggunakan model ADDIE merupakan satu langkah strategik untuk meningkatkan keberkesanan pembelajaran Biologi di sekolah menengah. Dapatan utama kajian menunjukkan bahawa murid menghadapi kesukaran dalam menguasai kemahiran proses sains seperti mendefinisi secara operasi, mereka bentuk eksperimen, membuat pemerhatian dan mentafsir data. Guru pula berdepan kekangan masa, kekurangan sumber rujukan interaktif serta kecenderungan menggunakan pendekatan pengajaran yang lebih berstruktur dan kurang elemen inkuiri. Selain itu, terdapat keperluan yang jelas untuk integrasi teknologi dan aktiviti pembelajaran yang lebih aktif serta kolaboratif bagi menarik minat dan meningkatkan pemahaman murid.Berdasarkan dapatan ini, reka bentuk modul BIOV-LabPRO menekankan integrasi pembelajaran inkuiri, kelas berbalik (flipped classroom) serta penggunaan teknologi seperti simulasi dan video amali. Modul ini juga dirangka selaras dengan keperluan kurikulum KSSM dan pembelajaran abad ke-21, dengan menyediakan aktiviti hands-on, penyiasatan saintifik, dan pembelajaran kendiri yang dapat memenuhi keperluan guru dan murid.Perancangan fasa seterusnya melibatkan fasa pembangunan, di mana modul akan dibangunkan secara terperinci berdasarkan reka bentuk yang telah dirumuskan. Seterusnya, fasa pelaksanaan akan dijalankan untuk menguji keberkesanan modul di bilik darjah sebenar. Penilaian modul akan dilakukan melalui ujian pra dan pasca bagi mengukur peningkatan kemahiran proses sains, kreativiti saintifik dan minat murid terhadap biologi. Hasil penilaian ini akan digunakan untuk menambah baik modul agar relevan, berkesan dan menyokong matlamat pembelajaran biologi abad ke-21 serta aspirasi KSSM Biologi.

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Bahagian Perancangan dan Penyelidikan Dasar Pendidikan[ 82 ]

Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 83 ]EFFECTIVENESS OF ONE STOP CENTRE TOOLS BOX (OSCTO) IN ENHANCING TOOL MANAGEMENT AND SAFETY COMPLIANCE IN A TVET WELDING WORKSHOPYeo Eng Teck, Andi Ummu Syafiqah Wadi’ah Rijal, Patricia Patrickdan Mohamad Zahid Mohamad RaeziKolej Vokasional Miri, [email protected] ini bertujuan menilai keberkesanan One Stop Centre Tools Box (OSCTO) dalam meningkatkan aksesibiliti alatan, pengurusan inventori, dan pematuhan keselamatan di bengkel Program Teknologi Kimpalan, Kolej Vokasional Miri. Kajian ini menggunakan reka bentuk kuantitatif dengan pendekatan soal selidik pra dan pasca pelaksanaan OSCTO, yang membolehkan perbandingan dibuat terhadap tahap kecekapan dan keselamatan sebelum dan selepas intervensi. Seramai 30 murid dan lima tenaga pengajar telah terlibat sebagai responden untuk menilai perubahan dalam pengurusan bengkel. Dapatan menunjukkan peningkatan skor min daripada 2.74 kepada 3.48 bagi akses kepada alatan, manakala skor kecekapan penyusunan alatan meningkat dari 2.89 kepada 3.36. Dari aspek keselamatan, skor meningkat daripada 2.89 kepada 3.42, menandakan kesedaran dan pematuhan yang lebih tinggi dalam kalangan pengguna bengkel. Pelaksanaan OSCTO terbukti mengurangkan masa mencari alatan, meningkatkan disiplin penyimpanan, dan mengurangkan risiko bahaya, sejajar dengan matlamat keselamatan dan kecekapan bengkel TVET. Sistem pengurusan alatan yang berstruktur ini juga menyokong peningkatan hasil pembelajaran dalam persekitaran latihan vokasional yang bergantung kepada kemahiran praktikal. Kajian ini mencadangkan perluasan penggunaan OSCTO ke dalam program TVET lain yang mempunyai keperluan operasi alatan yang kompleks. Kajian masa hadapan disarankan untuk meneroka integrasi teknologi digital seperti penjejakan masa nyata dan sistem amaran penyelenggaraan bagi memperkukuh pengurusan inventori dan pematuhan keselamatan.Kata kunci: pengurusan alatan, keselamatan bengkel, kawalan inventori, tvet, latihan kimpalanABSTRACTThis study aimed to evaluate the effectiveness of the One Stop Centre Tools Box (OSCTO) in enhancing tool accessibility, inventory management, and safety compliance in the Welding Technology Workshop at Kolej Vokasional Miri. The study employed a quantitative research design using a pre- and post-survey approach, allowing comparisons to be made regarding efficiency and safety levels before and after the intervention. A total of 30 students and five instructors participated as respondents to assess changes in workshop management. Findings showed an increase in mean scores from 2.74 to 3.48 for tool accessibility, while the score for tool organization efficiency increased from 2.89 to 3.36. In terms of safety, the score rose from 2.89 to 3.42, indicating greater awareness and compliance among workshop users. The implementation of OSCTO has been proven to reduce tool search time, improve storage discipline, and lower hazard risks—aligning with the safety and efficiency goals of TVET workshops. This structured tool management system also supports improved learning outcomes in vocational training environments that rely heavily on practical skills. The study recommends expanding the use of OSCTO to other TVET programs that require complex tool operations. Future studies are encouraged to explore the integration of digital technologies such as real-time tracking and maintenance alert systems to further strengthen inventory management and safety compliance.Keywords: tool management, workshop safety, inventory control, tvet, welding training

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan[ 84 ]1.0 INTRODUCTIONTechnical and Vocational Education and Training (TVET) institutions play an important role in equipping students with practical skills that are relevant to industry needs. Efficient tool and equipment management in workshops has a direct impact on students’ learning outcomes, safety, and productivity. Ineffective systems often lead to inefficiencies, implementation delays, and high safety risks (Raffi et al., 2024; Nwakanma & Lilian, 2020). Conversely, well-organized tool management ensures systematic arrangement, timely maintenance, and high accessibility, thereby minimizing losses and improving workflow (Rao, 2024; Daher & Schoeib, 2024).Although there has been an increase in the use of digital management systems globally, most TVET workshops in Malaysia—especially in the field of welding technology—still practice unstructured manual methods in managing workshop tools. A study by Raffi, Hussain and Zulkifli (2024) reported that no standardized tool management system is fully implemented in vocational colleges across Malaysia, resulting in tool losses, delays in practical classes, and violations of safety protocols. Furthermore, according to a practical audit report by the Department of Skills Development (JPK, 2023), nearly 40 percent of TVET workshops reported failure in properly recording and tracking tools, causing disruptions in training implementation. This highlights a significant gap in the implementation of systematic and centralized tool management systems in local TVET institutions. Therefore, this study was conducted to evaluate the effectiveness of implementing the One Stop Centre Tools Box (OSCTO) as a structured tool management model to improve efficiency and safety compliance in the welding workshop at Kolej Vokasional Miri.Inventory tracking is highly important in the TVET environment because tools are shared among users. QR-code-based and automated tracking systems can reduce errors and improve accessibility (Anggara et al., 2024; Balaji et al., 2024). Digital solutions provide real-time updates on tool availability, thereby increasing accountability and preventing loss. Structured systems also reduce the time spent searching for tools and improve workshop operational efficiency (Bharne, 2024; Raffi et al., 2024). Safety is a priority, especially when there is misuse or improper storage of tools. Automated inventory systems help ensure that tools are returned safely and support compliance with safety standards (Si et al., 2021; Xi et al., 2020). These systems can minimize injury risks and support operational efficiency (Daher & Schoeib, 2024; Wang et al., 2021). In welding workshops, where the equipment is specialized, strong inventory systems ensure tools are easily accessible and well-maintained, thus enhancing learning effectiveness (Muhlisin et al., 2020; Wang et al., 2021). These systems track tool usage patterns and help instructors plan maintenance and reduce training interruptions.The One Stop Centre Tools Box (OSCTO) addresses challenges in workshop tool management by integrating a structured and centralized tracking system to improve efficiency, reduce loss, and strengthen safety (Rao, 2024; Daher & Schoeib, 2024). This QR-code-based system optimizes tracking and retrieval processes (Anggara et al., 2024; N., 2024). This study evaluates the effectiveness of OSCTO in enhancing safety and efficiency through tool accessibility, maintenance, and safety compliance. The study also contributes to the field of workshop

Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 85 ]management by showing that structured and digital systems can overcome inefficiencies and improve safety (Muhlisin et al., 2020; Raffi et al., 2024).Safety in TVET requires organized tool management and standardized procedures. Digital systems can reduce human error and provide inventory transparency (Si et al., 2021; Xi et al., 2020). Studies show that unstructured systems cause accidents and delays (Daher & Schoeib, 2024; Wang et al., 2021), while automation significantly reduces safety incidents. Traditional manual systems lead to tool misplacement and damage (Rao, 2024; Raffi et al., 2024). In contrast, QR-based systems optimize usage and streamline operations (Anggara et al., 2024; Balaji et al., 2024). These systems also support predictive maintenance, reduce downtime (Muhlisin et al., 2020; Wang et al., 2021), and real-time monitoring reduces careless handling and unauthorized tool removal (Bharne, 2024; N., 2024).The use of digital solutions has transformed workshop monitoring. AI-based monitoring and cloud records enhance tracking and safety (Daher & Schoeib, 2024; Si et al., 2021). Such systems reduce discrepancies and support accurate tool records (Nwakanma & Lilian, 2020; Xi et al., 2020). Digital tools also ensure protocol compliance by providing immediate access to safety guidelines (Bharne, 2024; Wang et al., 2021). Studies confirm that automation reduces human error and improves operational efficiency (Anggara et al., 2024; Balaji et al., 2024). OSCTO supports structured tracking and real-time monitoring (Rao, 2024; Raffi et al., 2024), aligning with current management frameworks. Its centralized unit with QR-code scanning improves accountability and tool care (Anggara et al., 2024; N., 2024; Bharne, 2024; Muhlisin et al., 2020). Furthermore, OSCTO reduces accident risks and supports global TVET safety practices (Daher & Schoeib, 2024; Wang et al., 2021).2.0 METHODOLOGYThis study employed a quantitative research design to evaluate the effectiveness of the One Stop Centre Tools Box (OSCTO) in improving tool management, accessibility, and safety compliance in the Welding Technology Workshop at Kolej Vokasional Miri. A pre- and post-survey approach was used to compare levels of efficiency and safety before and after the implementation of OSCTO. This design enabled an objective evaluation of aspects such as tool organization, retrieval efficiency, and workshop safety compliance.A purposive sampling method was used to select 30 welding students from the SVM1 and SVM2 cohorts and five workshop instructors in Kolej Vokasional Miri. Selection was based on the active involvement of respondents in the use of workshop tools to ensure that the feedback provided was relevant to the challenges of tool management before and after OSCTO implementation. This sample represented daily users of workshop tools, thereby enhancing the reliability of the study’s findings on the effectiveness of the OSCTO system.A structured questionnaire was developed to evaluate key indicators such as tool accessibility, usage efficiency, and workshop safety compliance. The questionnaire consisted of 10 close-

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan[ 86 ]ended items measured using a five-point Likert scale (1 = Strongly Disagree to 5 = Strongly Agree). The questions covered aspects such as tool retrieval time, level of tool organization, compliance with safety procedures, and user satisfaction with the implementation of OSCTO. Data collection was conducted via Google Forms to facilitate respondent participation and minimize data errors.The data collected was analyzed using descriptive statistics, specifically mean score analysis, to compare the results before and after OSCTO implementation. Inferential analysis, such as the paired sample t-test, was not used in this study due to the small sample size and the exploratory nature of the research. The main objective of the study was to obtain preliminary descriptive insights into the impact of OSCTO in a real-world TVET workshop context. Future studies involving larger samples are recommended to use inferential analysis to verify statistically significant differences.To ensure that the instrument matched the objectives of the study, each questionnaire item was designed based on the main dimensions being evaluated. Examples of items used include: “I can find tools more quickly after the implementation of OSCTO.” “The organization of tools in the workshop is now more systematic.” “I am more aware of safety compliance after using OSCTO.”All of these items were developed to directly evaluate the three main objectives of the study: tool accessibility, organizational efficiency, and safety compliance in the workshop.The study findings were interpreted based on changes in the mean scores after OSCTO implementation, which showed a positive impact on workshop operations. This analysis is consistent with best practices in inventory management and demonstrates that a structured tool storage system contributes to improved efficiency, discipline, and risk reduction in technical training environments. Ethical aspects of the research were also carefully considered. All participants were informed about the study’s objectives and their participation was voluntary. Data confidentiality was fully maintained, and no personal information of respondents was recorded. The study adhered to ethical research principles, including transparency, unbiased data collection, and accurate reporting of results.This well-structured methodological approach allowed for a comprehensive evaluation of the impact of OSCTO in the welding workshop at Kolej Vokasional Miri. The findings of this study serve as a foundation for recommending the expansion of OSCTO to other TVET institutions, thereby supporting more efficient, safe, and user-friendly workshop management strategies.3.0 RESULTSThe findings from the pre- and post-survey analysis conducted at Kolej Vokasional Miri Welding Technology Workshop indicate significant improvements in tool accessibility, efficiency, and safety compliance following the implementation of the One Stop Centre Tools Box (OSCTO). The study evaluated workshop conditions before and after OSCTO was introduced, comparing

Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 87 ]the perceptions of students and instructors regarding tool retrieval, organization, and overall workshop management.The results demonstrate an increase in tool usage frequency, with the mean score rising from 2.74 to 3.48 after OSCTO was implemented. This suggests that the system provided better accessibility, allowing students to locate and use the required tools more efficiently. Additionally, improvements in tool organization and structured storage resulted in a mean score increase from 2.89 to 3.36, reflecting that OSCTO significantly reduced instances of misplaced tools and improved overall workshop discipline. The reduction in tool retrieval time, with a mean score rising from 2.89 to 3.34, further supports the conclusion that OSCTO enhanced workflow efficiency, enabling students and instructors to focus more on practical tasks rather than searching for tools.The impact of OSCTO on workshop safety was also examined, with respondents reporting enhanced safety compliance and risk reduction. The pre-survey mean score of 2.89 for safety awareness increased to 3.42, indicating a greater adherence to workshop safety protocols. The structured tool return policy embedded in OSCTO ensured that tools were stored properly, minimizing hazards related to misplaced or scattered equipment. Moreover, the mean score for tool damage reduction improved from 2.92 to 3.46, suggesting that OSCTO helped in preventing tool deterioration and extending the lifespan of workshop equipment.The overall effectiveness of OSCTO in enhancing workshop operations was evaluated, with participants rating the system’s impact on efficiency and organization. The mean score for OSCTO’s perceived effectiveness increased from 2.92 to 3.40, confirming that the system successfully optimized workshop management. Additionally, when asked whether OSCTO should be recommended for adoption in other vocational institutions, the mean score reached 3.45, reflecting strong support from students and instructors for the system’s scalability.Table 1 presents a comparison of the mean scores for seven key aspects of workshop management before and after the implementation of the One Stop Centre Tools Box (OSCTO). The findings show consistent improvements across all evaluated aspects, indicating the positive impact of OSCTO implementation on the operational effectiveness of the welding workshop at Kolej Vokasional Miri. The improvements in tool accessibility, safety compliance, and efficiency are summarized in the table below: Table 1Comparison of Pre- and Post-Survey Mean Scores for OSCTO ImplementationSurvey Item Pre-Survey Mean ScorePost-Survey Mean ScoreIncreaseFrequency of tool usage 2.74 3.48 +0.74Work efficiency 2.76 3.32 +0.56Time taken to locate tools 2.89 3.34 +0.45

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan[ 88 ]Organization of tools 2.89 3.36 +0.47Safety and risk reduction 2.89 3.42 +0.53Tool damage reduction 2.92 3.46 +0.54Overall effectiveness 2.92 3.40 +0.48Recommendation for adoption - 3.45 Strongly RecommendedTable 1 confirms that OSCTO has significantly improved workshop conditions, particularly in reducing tool misplacement, increasing tool retrieval efficiency, and ensuring proper equipment storage. These improvements have contributed to a safer and more organized learning environment at Kolej Vokasional Miri, allowing students and instructors to engage in welding training with greater confidence and efficiency. The study findings suggest that structured tool management systems like OSCTO can serve as a scalable solution for vocational training institutions, particularly in welding, machining, and automotive workshops where tool accessibility and safety are critical factors. 4.0 DISCUSSIONThe findings of this study indicate that the implementation of the One Stop Centre Tools Box (OSCTO) has significantly improved tool accessibility, inventory organization, and workshop safety compliance in the Kolej Vokasional Miri Welding Technology Workshop. This aligns with previous studies asserting that structured inventory systems are essential for maintaining workshop efficiency and minimizing tool misplacement, especially in shared-use environments typical of TVET programs (Rao, 2024; Raffi et al., 2024).The observed improvement in tool retrieval time—from a pre-survey mean of 2.74 to a postsurvey mean of 3.48—demonstrates the effectiveness of OSCTO in reducing time wastage associated with searching for misplaced tools. Similar benefits were reported by Anggara et al. (2024) and Balaji et al. (2024), who found that QR-code-based inventory tracking systems optimize tool utilization and streamline workshop operations. This improved efficiency is further validated by the increase in work productivity (from 2.76 to 3.32), as students spent less time searching for tools and more time focusing on hands-on skill development, a pattern consistent with findings by Wang et al. (2021).In addition, the notable increase in organization and storage discipline (from 2.89 to 3.36) underscores the role of OSCTO in enhancing inventory control. This supports research by Muhlisin et al. (2020) and Nwakanma & Lilian (2020), who emphasized that centralized and structured storage systems reduce clutter, improve maintenance scheduling, and contribute to orderly workshop environments. Improved organization not only accelerates tool retrieval but also fosters accountability, as users are more likely to return tools correctly when guided by a structured system (Bharne, 2024; N., 2024).

Jurnal Penyelidikan Pendidikan Jilid 26/2025[ 89 ]Another critical area of improvement is safety compliance, where mean scores rose from 2.89 to 3.42. This result supports literature indicating that the integration of structured tool management reduces workshop hazards by ensuring that tools are not left in unsafe locations (Daher & Schoeib, 2024; Wang et al., 2021). The OSCTO’s design, which includes QR-based logging and assigned compartments, appears to align with international best practices that promote safety awareness and standard operating procedures in technical learning spaces (Si et al., 2021).Furthermore, the reduction in tool damage (from 2.92 to 3.46) aligns with studies by Muhlisin et al. (2020) and Anggara et al. (2024), who found that digital tool tracking discourages negligent handling and encourages careful tool usage due to real-time accountability features. By minimizing equipment loss and damage, OSCTO also indirectly reduces workshop maintenance costs and downtime, reinforcing findings by Balaji et al. (2024) on the cost-effectiveness of automated inventory solutions.The positive overall satisfaction score (3.40) and high recommendation score (3.45) further reflect the system’s perceived usefulness among students and instructors. These findings are consistent with Raffi et al. (2024), who reported strong support for integrated workshop solutions that improve oversight, discipline, and instructional continuity in vocational education. Notably, the success of OSCTO at Kolej Vokasional Miri demonstrates the practical feasibility of scaling such systems across other TVET disciplines, including machining, construction, and automotive workshops, where shared tools and safety concerns are similarly critical (Daher & Schoeib, 2024; Bharne, 2024).In conclusion, the results strongly reinforce the literature that structured and digitalized tool management systems significantly enhance workshop operations in TVET contexts. Moving forward, OSCTO can be further developed by integrating smart technologies such as cloud-based inventory monitoring, AI-powered predictive maintenance alerts, and user-specific access logs, as recommended by Daher and Schoeib (2024) and Si et al. (2021). Such enhancements would not only sustain but elevate the system’s contributions to safety, efficiency, and accountability in vocational training environments.To complement the quantitative findings, this study also recorded several narrative insights from participants. One student remarked, “Before OSCTO, I always spent time looking for cutters or spanners. Now everything has its designated place and is easily accessible, so work gets done faster and more safely.” A welding instructor added, “OSCTO helps us enforce discipline among students to return tools. In the past, missing tools were a common problem.” These statements support the quantitative data and highlight the real-world impact of OSCTO in the workshop environment. For future research, it is recommended that the OSCTO system be enhanced with smart technologies such as NFC tagging for quick identification, cloud-based tool records for real-time multi-user access, and AI-powered predictive maintenance to detect tool wear before failure occurs. However, implementing these advanced systems in Malaysian TVET institutions must consider infrastructure readiness, staff digital literacy, and maintenance costs to ensure

Bahagian Perancangan dan Penyelidikan Dasar Pendidikan[ 90 ]sustainability without overburdening existing operations. Therefore, follow-up studies should explore the practical feasibility and cost-effectiveness of integrating such technologies within the local TVET context.5.0 CONCLUSIONThe implementation of the One Stop Centre Tools Box (OSCTO) successfully achieved all three primary objectives of the study—enhancing tool accessibility, improving inventory management efficiency, and reinforcing safety compliance in the Welding Technology Workshop at Kolej Vokasional Miri. The improvements were clearly reflected in the increased mean scores across all measured aspects following the intervention.More importantly, OSCTO directly contributed to students’ mastery of technical skills. With faster tool retrieval, structured storage practices, and greater adherence to safety procedures, students were able to engage more effectively in hands-on learning. The reduction in toolrelated disruptions allowed them to focus fully on practical tasks, manage their time better, and develop disciplined work habits. These outcomes indicate a clear positive impact on learning achievements, particularly in the areas of workshop readiness, tool handling, and safe working behaviour.In summary, OSCTO not only improved operational efficiency and safety within the workshop but also played a significant role in supporting students’ competency development—making it a valuable model for broader implementation across other TVET programs in Malaysia.REFERENCESAnggara, B., Anshor, A., & Hadikristanto, W. (2024). Implementation web-based QR-code information system design in warehouse inventory management system using rapid application development (RAD) method at PT Dharma Precision Parts. Formosa Journal of Computer and Information Science. https://doi.org/10.55927/fjcis.v3i2.10117Balaji, T., Hari, V., Lathifunnisa, S., Ganesh, P., & Arupya, P. (2024). Optimizing web-based inventory management system using QR code technology. 2024 7th International Conference on Circuit Power and Computing Technologies (ICCPCT), 1, 751-756. https://doi.org/10.1109/ICCPCT61902.2024.10673103Bharne, A. (2024). Technological methods for school store inventory. Gurukul International Multidisciplinary Research Journal. https://doi.org/10.69758/cgfl1532Daher, E., & Schoeib, S. (2024). Revolutionizing tool management in oil and gas facilities. SPE International Health, Safety, Environment and Sustainability Conference and Exhibition. https://doi.org/10.2118/220468-ms