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2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 101 THE ROLE OF NATURE IN SELINA HOSSAIN’S RIVER OF MY BLOOD Nafisa Ahsan Nitu1 , Halimah Mohamed Ali2 , 1Ph.D. Research Candidate, Universiti Sains Malaysia. Assistant Professor, Department of English, Southeast University, Bangladesh. [email protected] 2 Senior Lecturer, Universiti Sains [email protected] ABSTRACT The conventional picture of the village of Bangladesh is penned down appealingly in Selina Hossain’s River of My Blood. The current study uses the protagonist ‘Boori’ from Selina Hossain's bildungsroman novel River of My Blood to analyze the status of women at that time, their oppression, adaptation, and how the environment influenced her life. The book comprehends the facts of 1971 and represents the Liberation War of Bangladesh through the protagonist ‘Boori’ and her courage, presenting her budding up from a little girl to an aging one. A village, Haldi Gaon, is depicted in this novel with its lovely rural setting and the typical daily family tasks of the villagers interconnecting the plot and setting. The findings revealed that the novel does an excellent job of capturing the political unrest of that period, the liberation war of Bangladesh, and the role of women and nature in that war. In this regard, the researcher will present the study using Ecofeminist theory, which will demonstrate how important nature is to both the protagonist's development as a person and the development of the novel's narrative. This descriptive study was conducted using a qualitative method using the tool of thematic analysis. The work implicates the overpowering effect of nature in shaping the plot and character development. Keywords: women; nature; the adaptation of women; the liberation war; Ecofeminist theory 1. INTRODUCTION Women are the world’s agronomists. Women are primarily responsible for growing and preserving food, caring for the family, and maintaining the balance with nature, according to society. Given their similarity in being able to give birth, women and nature can be seen to be the same. Women's equality entails the protection of the environment. The main character "Boori," will captivate us as we read this novel with her outgoing personality and love of nature. She learned about life from the natural world. A girl's primal instincts educate her on how to develop essential human survival skills, especially as a female. In this book, Selina Hossain does a fantastic job of capturing the female character ‘Boori’. Her aura dims the other characters and at the same time, she helps to develop the plot by helping other characters. Her proximity to nature facilitates the researcher's exploration of the ecofeminist theory in this piece, which can be explained through the character of the researcher to illustrate its relevance. 2. OBJECTIVE Through the lens of ecofeminist theory, this essay will explore the significance of nature, how women identify with it, and how the protagonist and other important characters in this book are connected to nature. Here, the focus will be on the protagonist's bravery in comparison to
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 102 the male characters of the novel in the liberation war of Bangladesh in 1971 and in the plot's growth, and it will demonstrate how differently women regard their existence in relation to nature conservation. 3. METHODOLOGY Reading Selina Hossain's River of My Blood provided the researcher with the main inspiration for this article's topic. The researcher wrote the article using the qualitative research methodology. Numerous books, reviews, digital articles, websites, and e-articles were consulted as well as considerable library research to compile the information for this particular article. 4. ECOFEMINIST THEORY The word Ecofeminism was originally used by French author Françoise d'Eaubonne in her book Le Féminisme ou la Mort (1974). She exhorted women to launch an ecological uprising in order to forge new ties between nature, mankind, and both women and men. When the concept of ecofeminism was being developed in the 1970s, it was thought that male authority was to blame for the enslavement of women and the destruction of the planet (Vijajara, 2017)1 . The standardization of women's status is one of the key characteristics of ecofeminism as a theory. While addressing these environmental challenges, it ignores differences such as area, class, and ethnicity and considers women as a class (Muthuki, 2006)2 . 5. FINDINGS: DISCUSSION AND ANALYSIS 5.1 The Plight of Women in the 19th Century in South Asian Region Women in the 19th century on other continents were emerging. Though they were given few social, political, and legal rights they are living in a society characterized by gender inequality (Encyclopedia, n. d)3 . If it was the picture of the developed countries’ women, so, the situation of Asian region’s women was predictable enough. In Western countries, women were given few rights but the women of India, and Pakistan were considered to be the most peripheral beings whose responsibility was only to agree to their father and husband’s instructions and raise children. They couldn’t express any opinion. The village women were too naïve to think of the society or country apart from their family. The overall scenario of women of East and West Pakistan, India was like this. After the liberation war when Bangladesh got its freedom, it took ages to improve the condition of women a little. 5.2 Women and Nature The reference to the bonding of women and nature is coming time and again in this article. While going through the book we find it if we omit nature from this novel, it will become merely a prose that the reader will not read with enjoyment. The war, ‘Boori’, the nature is interlinked to make this book a renowned one as the token of our liberation war. It truly reflects the liberation war’s sufferings, and consequences with the eyes of women, with the heart of a mother. Nature helps to grow the characters of this novel, shapes their life, becomes the companion of their happiness and grief, shelters them from danger, and holds the true essence of the liberation war.
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 103 5.3 Woman’s Adaptation The life of Bangladeshi women is underprivileged. Human rights, feminism, and equal opportunities are unknown to them. The village women learn from an early age that they need to adjust to every condition and need to sacrifice only in any situation. It is not different in this novel as well. As a female writer, Selina Hossain depicted the life of a village girl in a real sense which reflects the life of every Bangladeshi village girl. From being the liveliest girl in the village ‘Boori’ suddenly became the wife of a widower whose sons were almost the same age as her. It was her good luck that her husband ‘Gafur’ was very understanding of her young wife and gave her time to cope with. Most of the girls, respectively from the village or town need to adjust to the situation before or after their marriage. Her brothers were eager enough to get her married to the first person they thought of not bothering about the age difference. And ‘Boori’ had no opinion as no one asked her. It is plausible to think that no one thinks that girls are sensible human beings to give an opinion. They are on this earth only to adjust and adapt. In the situation of ‘Boori’ this thing is also prominent when from the bubbly lively girl of the village she suddenly became the wife of Gafur. She has no other way than to embrace and adjust. 5.4 Role of Nature in ‘Boori’s Life As discussed earlier without the presence of nature this novel will merely be a prose and will be deprived of the rhythmic development of the plot. From the beginning of the book, the presence of nature starts to show its vivid role in relation to ‘Boori’s mental and physical growth. Being an unusual character like other village girls she liked to spend most of her time amidst nature. Her happiness, her grief all were from her surroundings. She found peace and mother like affection from nature. The name of her village is ‘Haldi Gaon’ which is just like mother to her. The fields, the bushes, and the isles of the village were the parts and parcel of her life. After her marriage, it was also seen that she liked to pass the time outside of her house. Though her husband loved her a lot she searched the love from nature. She even hesitated to respond to her husband’s desire in the locked door of the room whereas this same person totally changed when she was on the boat with her husband in the open air, at that time she seemed more responsive than her husband, Gafur. The vacuum and grief became intense when ‘Boori’ wanted to become a mother but she was not able to. She shared this emptiness only with nature by sitting alone by the pond in the afternoon. Though she had two stepsons whom she loved deeply, the urge to become a mother of her own was shown through her attachment to nature. She became a mother after eight years of her marriage to a boy named ‘Rois’. The boy was handicapped, but ‘Boori’ was never annoyed with him. Like Mother Nature who bears everything, she took care of her son with utmost patience. She got the strength for her life from her surroundings. Nature and ‘Boori’ are inseparable. 5.5 The Strength of ‘Boori’ The researcher finds the growth of ‘Boori’ along with the nature. From a bubbly village girl to a wife, the mother then mother-in-law ‘Boori’ attracts the readers like a magnet. She is not
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 104 an ordinary village girl. Her strength to bear her autistic child with utmost care and at the end of the novel where she used her own son to protect the freedom fighters from the Pakistani Army is truly commendable. The mindset of an illiterate village woman amazed us. She is not an ordinary one, who only thinks of her family, but also puts the country first. She sacrificed her own son for the sake of some unknown freedom fighters. She was carrying the strength from her childhood which she got from the environment. According to Kumar- “The latent resources, the hidden strength of a village woman, is delineated well enough in the character of Boori. The way she buries her secret dreams and goes with the flow in pragmatic fashion, just as she handles each crisis, domestic and external, that comes her way with courage and resolve, cannot but impress the reader. A land convulsed with pain and violent conflict forms the backdrop of the novel and is sensitively portrayed” (Kumar, 2020)4 . 5.6 Liberation War and Nature ‘Haldi Gaon’ was changing with the advancement of the war to get freedom from the oppressor. Nature was even feeling the urgency of its liberation. The village was becoming grave and grim when the Pakistani Army was putting fire to the villages and raping the women and killing the freedom fighters and general people. The symbolic representation of the burning fire of the stove with the leaves is the burning desire of the freedom fighters to make their country liberated from the Pakistani army. The hot and humid weather of ‘Choitro’ month also reflects the heat of the war. The novel starts with a reference to the Bengali month Kartik and on the very first page the rich imagery of the red color is found; it implies life and birth; it gives the tint of the 1971 war and riots (Haq, 2016)5 . It seemed that the country was on the burning burner and the weather was also supporting that by making the weather unbearably hot. “Her private wounds reflect national traumas as Haldi, her East Pakistan village is swept by Muktijuddho—the nine month-long bloody war of independence from which Bangladesh emerged as a sovereign state in 1971” (Goodreads,2016)6 . This is the similarity between the war and ‘Boori’. The liberation war is amazingly presented in this book by reflecting the vibe of the country’s people, their desire, their hope, and their sufferings through nature. 5.7 River of My Blood and the Ecofeminist Theory Through its main character, ‘Boori’, this book aims to encapsulate the spirit of Ecofeminist thought. ‘Boori’ exhibits the height of her bravery in accordance with the men while still being a country girl. The narrative took place at a time when this hypothesis had not yet been developed and it was unknown but ‘Boori’ had passively participated in the war. She considered how women would exist in a free nation as opposed to one that was under servitude. She was a naive girl, so it was utterly unexpected that she would consider equality and care for her family like a man in the absence of her husband. She did it flawlessly, and her incomprehensible free thought affected everyone around her. Hossain (2016)7 states the true fact of the war with the strength of ‘Boori’.
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 105 6. CONCLUSION The role of women in this novel is totally plausible. The number of male characters is double that of the female characters in this book but it is found that the women characters are more vivid for the construction of the plot. The title justifies the book which shows the contribution of women as well as nature hand in hand for making this book a famous one which is counted as one of the greatest books on the liberation war of Bangladesh. As a female writer, Selina Hossain did justice by putting ‘Boori’ as the main character with all the strength a woman can hold beautifully blended with nature. The protagonist ‘Boori’ with all her feminine qualities combined with nature and strength make this novel a masterpiece. 7. REFERENCES 1.Vijayaraj,B.(2017). A Comprehensive Study of Ecofeminism. Semantic scholar, https://www.semanticscholar.org/.DOI:10.1080/09720073.2017.1377862 2.Mutukhi, J. (2006). Challenging Patriarchal Structures: Wangari Maathai and the Green Belt Movement in Kenya. Empowering Women for Gender Equity, 69, 82-91. 3. (n.d.). [Review of Women In The 19th Century: Introduction]. Retrieved January 30, 2023, from Encyclopedia.com website: https://www.encyclopedia.com/ 4. Kumar, S. (2016, August 18). Book review: River of My Blood by Selina Hossain and Dangle by Sutapa Basu. Comfortably Numb. https://www.sheilakumar.in/2016/08/bookreview earthen-lamp-journal-river/ 5. Nusrat, H. (2016). Review of River of My Blood by Selina Hossain. The Daily Star. Dhaka 6. River of My Blood. (n.d.). Retrieved January 30, 2023, from Goodreads website: https://www.goodreads.com/book/show/30252184-river-of-my-blood 7. Hossain, S. (Author).and Kabir, J. (Translator). (2016) River of My Blood. Dhaka. Rupa Publications Private Limited.
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 106 TOWARDS A POETICS OF DAILY LIFE: A FEMINIST PERSPECTIVE ON TRANSFORMATION OF LI ZISHU Zheng Qian1,2, Chow Sheat Fun3 1 School of Humanities, Universiti Sains Malaysia, 11800 Penang, Malaysia 2 School of Foreign Languages, Aba Teachers University, 623002 Sichuan, China 3 School of Distance Education, Universiti Sains Malaysia, 11800 Penang, Malaysia. [email protected] ABSTRACT: Contemporary Malaysian Chinese literature has fallen into the dilemma of grand narrative in terms of subject matter. The daily writing in Li Zishu’s new work Worldly Land (2020) is of great significance to break the dilemma. As a female writer, Li’s writing of daily life is about the plight of women in daily life. In the course of connecting the writing of women’s plight with the writing of daily life, her literary creation has experienced three phases of female literature, from imitation to protest and then to self-discovery. This study aims to analyse Li’s different ways of writing about women’s plight in the three stages of literary creation, as well as the literary transformation process that the author connects the writing of women’s plight with the writing of daily life, and also to explore the reasons for the transformation. The theory taken in this study is Elaine Showalter’s Gynocritics. Specifically, this study uses the model of cultural criticism to analyse the role of female experience in Li’s writing towards real daily life. This research adopts the cultural criticism model, textual analysis, and comparative analysis to explore the different narrative methods of women’s plight in the three phases of Li’s literary creation. Textual analysis method will be used to summarize the transformation of Li’s works. This study has identified that family life and world travel played a large role in the author’s literary transformation. In the imitation period, Li writes about the plight of women under national themes; in the period of resistance, she describes the plight of women through personal narratives; in the period of self-discovery, she writes about the plight of women in real daily life. Li’s literary transformation has experienced the transformation from grand narrative to daily life narrative, from modernism to realism, from gloom to plain. Keywords: Malaysian Chinese Literature; Li Zishu; Feminism; Women’s Plight Writing; Daily Life Writing
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 107 INTRODUCTION In the process of constructing locality, the theme of Malaysian Chinese (Mahua) literature is mostly about national and historical issues, and it falls into the dilemma of grand narrative. Malaysian Chinese writer Li Zishu’s new work, Worldly Land (2020), distinguishes the common themes in the past and describes the daily life of Malaysian Chinese society, which has important directive significance for breaking the narrative dilemma of Mahua literature and constructing its locality. As a female writer, Li’s writing of daily life is about the plight of women in daily life. In the course of connecting the writing of women’s plight with the writing of daily life, her literary creation has experienced three phases of female literature, from imitation to protest and then to self-discovery. This theory was proposed by Showalter (1977, p13) [1], who regarded women’s literature as a subculture and believed that it, like other subcultures, has gone through phases of imitation, protest, and self-discovery. “Everyday situation” is a common concern of human beings and has great value of writing. Li’s writing on “everyday situation” can be seen as a textual model that can serve as a reference for Mahua literature, women’s literature and even world literature. Regarding the researches on Li’s works, whether it is Li’s award-winning literary works - short stories in the period of imitation, short stories and novel The Age of Goodbyes (2010) in the period of rebellion, or short stories, mini-fiction and novel Worldly Land (2020) in the period of self-discovery, there are researchers who have analysed her daily life writing and literary significance, and some of them have discussed the daily nature of the author’s writing about human situation, especially women’s situation. Nevertheless, Li’s writing of human situation and presentation of daily life are different in different periods. She has experienced a long process of literary transformation in writing about real daily situations. The current relevant research has separated this development line, and almost discuss the author’s daily writing around human nature in a certain period. D. D. W. Wang (2020) [2] and Liu (2022) [3] discussed Li’s transformation towards real daily writing from the entire literary creation process. However, the former only examined Li’s creative transformation in terms of subject matter, narrative tone and techniques around Worldly Land (2020), while the latter only analysed the change of narrative tone and the reasons. To sum up, the innovation of this study is firstly reflected in the integrity of the research content. Specifically, this study will analyse the author’s presentation of daily life from her entire literary creation process, rather than from a certain period of her creation, so as to grasp the transformation of Li’s writing as a whole; This study will not analyse a single aspect of the text, but analyse the author’s transformation into daily life from multiple aspects such as subject selection, language use, characterization, narrative techniques, and narrative tone. The innovation of this study is also reflected in the focus of the research content. Specifically, this study will focus on Li’s female identity and her writing of women’s plight under the influence of female experience. That is to say, this study focuses on Li’s writing of women’s dilemma to analyse the author’s daily writing and its transformation. In order to break the narrative dilemma for Mahua literature by studying Li Zishu’s daily writing, and based on the research gaps, the objective of this dissertation is: 1.To analyse the role of female experience in the three phases of Li’s literary creation, and how female experience promotes the author’s creation to the real daily life writing.
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 108 2.To explore Li’s different narrative methods of women’s plight in the three phases of literary creation from the aspects of subject matter, language, characterization, narrative techniques, and narrative tone. 3.To summary Li’s literary transformation in subject matter, language, characterization, narrative techniques and narrative tone in the process of connecting the writing of women’s dilemma with the writing of daily life. MATERIALS AND METHODS The theory taken in this research is Elaine Showalter’s Gynocritics. This study uses the model of cultural criticism to analyze the role of female experience in Li Zishu’s writing towards real daily life. This is, combining Li’s Chinese identity, Malaysian politics, history and social culture, this research analyzes the role of female experience in Li’s literary creation. This research adopts the cultural criticism model, textual analysis, and comparative analysis to explore the different narrative methods of women’s plight in the three phases of Li Zishu’s literary creation. In other words, combining cultural factors - race, history, social culture, from the perspective of subject matter, language, characterization, narrative techniques, and narrative tone, and in comparison with other writers, this study explores Li’s different ways of writing about the plight of women. Textual analysis method will be used to summarize the transformation of Li Zishu’s works in the process of connecting the writing of women’s plight with the writing of daily life. It means that, based on the changes in subject matter, language, characterization, narrative techniques and narrative tone presented in the texts of Li's works, to summarize the author’s literary transformation towards the daily life writing. The theoretical framework of this dissertation is shown in the figure below.
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 109 Figure 1. Theoretical Framework RESULTS AND DISCUSSION Li was born in an unfortunate family, with an absent father and a timid mother, which made her sensitive and precocious, and more attentive to life’s difficulties than ordinary children (International Herald Leader, 2013) [4]. And because Li grew up in an environment full of women, her works focus on the plight of women (YiXi, 2022) [5]. In the imitation period, in order to win the literature prize, Li’s works mostly imitated the works of authoritative male writers, writing women’s plight under the grand historical narrative, and mystifying women. Her works were dark in style and violent in language, reflecting the shadow that her father brought to her life. In the protest period, Li quit her job as a journalist, became a professional writer, and began traveling the world. During her travels around the world, she began to
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 110 explore the inner spiritual difficulties of women and described them through personal narratives. In the self-discovery period, with the death of her father and the growth of her life experience, Li began to examine the relationship between women and the external world, so he wrote about the plight of women in real daily life and affirmed the value of ordinary women. Regarding Li’s literary transformation, from the perspective of theme, Li’s creations shifted from grand narratives to personal narratives and then to daily life narratives. From the perspective of language, Li changed from the pursuit of exquisite stylized language to the search for its language in each novel. From the perspective of narrative techniques, Li went from deliberately using modernist techniques to returning to realism; From the perspective of narrative tones, it turned from being gloomy to showing warmth and hope; From the perspective of female characters, there are women whose lives are full of drama, to women who are trapped in mental difficulties, and then to ordinary women who are resilient and strive to survive in ordinary daily life. 4. CONCLUSION RESULTS AND DISCUSSION Family life and world travel played a large role in Li’s literary transformation. The author’s writing on the plight of women has undergone a transformation from writing under the historical grand narrative and male authority, to personal narrative, and then to writing in real daily life. In this transformation, the subject matter of Li’s works changed from grand narrative to daily life narrative, the technique turned from modernism to realism, and the tone shifted from gloomy to plain. Moreover, the language of her works became simple and and lingering; the female characters became ordinary but resilient. It will be a future research task to study the writing and value of women’s plight by female writers from the perspective of Mahua women’s literature as a whole. 5. REFERENCES 1. Showalter, E. (1977). A literature of their own: British women novelists from Brontë to Lessing, 13 , Princeton University Press, Princeton. 2. Wang, D. D. W. (2020). The adventure of the blind girl Gu Yinxia: On Li Zi-shu’s Land of Prevalent Custom [Review of the book Worldly Land, by Z. S. Li]. Mountain Flowers, (05), 158-164. 3. Liu, J. (2022). Darkness, chorography, realistic/symbolic: A discussion on Li Zishu’s Land of Prevalent Custom. Yangtze Jiang Literary Review, (01), 82-87. 4. International Herald Leader. (2013, May 15). Li Zishu: I am not an aestheticist writer. Banyuetan. International Herald Leader. http://www.banyuetan.org/chcontent/wh/sx/2013514/40217_2.shtml 5. YiXi. (2022, March 28). Li Zishu: Opposite roads, overlapping people. [Video]. Tencent. 6. https://v.qq.com/x/page/f3329oj0tgk.html
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 111 THE EVERYDAY LIFE AND DOMESTIC SPACES OF THE MATRIARCHS: A NYONYA KUIH STORY Rani Prihatmanti1 1 Interior Design Programme, School of Housing, Building and Planning, Universiti Sains Malaysia, 11800 Minden, Penang [email protected] ABSTRACT This research studies the everyday life of Penang Nyonyas in producing Nyonya kuihs in their domestic space. To them, Nyonya kuih is a quintessential element in their daily life. It is for daily consumption, festive celebration, and also for offerings during the ancestral worship. The experience emerged during cooking Nyonya kuih is based on the tacit knowledge and memory which has developed over time from one generation to another. The transformation process of the ingredients and manipulation of the cooking equipment to produce Nyonya kuihs are embedded with personal and collective memories. The cooking activities which developed over time will construct the memory towards the spaces which they occupied during the production of Nyonya kuihs. Thus, the objective of this study is to define the tangible and intangible aspects of the domestic spaces used by the Nyonyas during kuih making process. This study is qualitative in nature and delves into phenomenology. Three Penang Nyonyas aged between 60 to 90 years old were interviewed physically and/or virtually to obtain deep and rich data. The findings revealed that the house is not only a container and aide-mémoire. However, it is also a ‘theatre of memory’ to the Nyonyas. The domestic spaces in the Chinese Peranakan household are built upon layers of memories and histories. To conclude, kitchen, as the stomach of the house, has a strong significance and meaning for the Nyonyas, followed by the courtyard. These places serve as the most functional spaces when producing kuih as well as a communication hub where the tactile knowledge is passed on orally to the next generation. The food, space and narrative of the place are the essential elements in constructing the Chinese Peranakan identity. Keywords: Everyday life; Domestic spaces, Chinese Peranakan; Nyonya kuih; Penang Nyonya INTRODUCTION Historically, the Chinese Peranakan in Malaya started from the massive influx of the Chinese traders from Southern China in the 1860s. Their arrival was motivated by socio-economic purposes, trading and replenishing their sources while waiting for the right time during the monsoon season and before continuing to the next destination. Because of the socio-cultural taboos and harsh travel conditions, females are forbidden in partaking the journey. Therefore, these Chinese male traders travel without bringing their womenfolk along and finally settled
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 112 down in the Malay Peninsula by marrying the local woman. The result of this cultural amalgamation in the society is the ‘Peranakan’ offspring. The term ‘Peranakan’ is derived from Indonesian/Malay word ‘anak’ or ‘child’. Then male is termed as ‘Baba’ and the female is termed as ‘Nyonya’ [1]–[4]. The foods that emerged from the Chinese Peranakan family also show a harmonious blend of Chinese traditions and customs that cooked using the local ingredients. Referring to the geographical location and historical background, Nyonya cuisines in general are strongly influenced by Thai, Indonesian, Indian, English, and Portuguese culture [1], [5], [6]. To the Chinese Peranakans, food serves as three main purposes: as an aid to seal vows, as a celebratory cuisine, and as an offering to the deities as well as for ancestral worship [7]. Because of its importance to the continuity of the culture and religion, the presence of food is inseparable in the daily life of the Chinese Peranakans. This includes the Nyonya kuih (illustrated in Fig. 1). The colourful, delicate and flavourful Nyonya kuihs are served for daily consumption, festive days as well as an offering for ancestral worship. Figure 1. Nyonya kuihs for various purposes Women, according to Perry, are the gatekeeper of the culture and they play an important role to ensure the legacy continues as well as to tie the generations together [8]. Not only that, the womenfolk are responsible to pass down the knowledge to the next generation including the culinary legacy. This applies to the Chinese Peranakan culture where woman figure is labelled as the ‘matriarch of the house’. In time where the young Nyonyas had no access to formal education, culinary skills were the utmost achievement to be recognised as a well brought-up Nyonya. Hence, cooking practice become a standard for assessing the potential bride. The preparation and cooking activities in producing Nyonya kuihs are labour-intensive and only performed by the womenfolk in the house [9]. Not only when preparing and cooking, eating Nyonya kuih could also bring back and reconnect to the memories of the house as well as the sound, texture, and taste. These memories are relived and experienced in the present or known as ‘Madelaine moment’ [10]. In the past, the Nyonyas were cloistered in their feminine domestic realm when performing the daily household duties, including cooking [11]. These everyday spaces are embedded with layers of history, memory and sensory experiences from the past generations. According to Atmodiwirjo & Yatmo, everyday space can be defined as the locale where the acts, events and activities occurred naturally and these practices are performed by the inhabitants [12]. Referring back to this research, the Nyonya kuih making activities are bodily experience which can be used to perceive the interior environment and rebuild the memory of the inhabitants. Hence, this research aims to study how the everyday life of the Nyonyas defines the tangible and intangible aspects of the domestic spaces by using Nyonya kuih as the vehicle.
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 113 MATERIALS AND METHODS Qualitative method employed was to undertake this study since the scope of this study is to understand the philosophy and culture based on the activities performed in the domestic spaces. This research delves into phenomenology to understand the basic structure of human experience by examining ‘what’ they experienced and ‘how’ they experienced it [13], [14]. Since this research was conducted during the Movement Control Order (MCO) period, the multiple interview sessions were performed both virtually and physically. In total, there are three Nyonyas aged between 60 to 90 years old selected as the key informants based on the selection criteria: (a) Penang Nyonya, (b) has an experience in making Nyonya kuih, and (c) have lived in a house with courtyard(s). They were interviewed in multiple sessions, physically and virtually by using cloud meeting and instant messenger. After the interview data were organised converted into textual data by using NVivo12 to generate the coding and themes. Referring to the nature of the data that have been collected, transcribed and organised, the data were analysed by qualitative content analysis. RESULTS AND DISCUSSION The result of this research shows that Nyonya kuih making process creates an attachment towards the spaces they used – kitchen and courtyard. Based on the interview from the three key informants, the kuih making process is a communal activity performed by the women figures (Fig. 2a) in the kitchen and courtyard. At the same time, the tacit knowledge of Nyonya kuih making process was also transmitted from one generation to another. Kitchen, as the ‘stomach of the house’, is a place where the day begins. It is also the busiest area in the house especially before the festive and ancestral worship days. In the kitchen, the women figures were gathered to prepare and cook, such as kuih kapit and kuih bangkit. Besides the kitchen, courtyard also utilised as a cooking preparation area because of its architectural typology, climatic condition, and availability of the water source. According to the key informants, they usually grind and crush the spices (giling dan tumbuk rempah) on the courtyard (Fig. 2b) Because of the availability of the water source, courtyard also functioned as a washing place as well as a green space where the Nyonyas plant their shade-loving herbs (Fig. 3c).
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 114 (a) (b) (c) Figure 2. Matriarch of the house (a); Courtyard + Kitchen (b); Courtyard (c) 4. CONCLUSION Because of the significances, the kitchen and courtyard are important spaces in the Chinese Peranakan homes. These spaces not merely a place where the cooking activities performed but also act as a communication hub among the women figures in the house. It is a place that the cooking skills and techniques in processing ingredients as well as manipulating the cooking tools are transmitted orally from one generation to another. The intimacy towards the kitchen and courtyard had created a sense of attachment that could evoke memories of the past. It can be concluded that the food, space, and narrative of the place contribute to the formation of personal and collective memory of the Penang Nyonyas. Chinese Peranakan is considered as the largest group of Peranakan in the Malay world compare to the others, i.e. Jawi Peranakan, Indian Peranakan (Chitty), and Portuguese Peranakan (Kristang). Hence, there are many possibilities in the to conduct similar research in a broader context of the Chinese Peranakan community in other places along the Straits Settlements (Singapore, Melaka, Medan) until the Andaman cluster (Phuket) and also to other Peranakan culture in this multi-racial country. ACKNOWLEDGEMENT The author would like to express her gratitude to the President and committee members of State Chinese (Penang) Association in granting access for obtaining her primary data for this research.
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 115 REFERENCES [1] Chien, Y. Ng. and Karim, S. Ab., “Historical and contemporary perspectives of the Nyonya food culture in Malaysia,” Journal of Ethnic Foods, vol. 3, no. 2, pp. 93–106, 2016, doi: 10.1016/j.jef.2016.05.004. [2] Hardwick, P. A., “‘Neither Fish nor Fowl’: Constructing Peranakan Identity in Colonial and Post-Colonial Singapore,” Folklore Forum, vol. 38, no. 1, pp. 36–55, 2008. [3] Pue, G. H., “Peranakan as Plural Identity: Cases from Peninsular Malaysia,” Regional Journal of Southeast Asian Studies, vol. 1, no. 1, pp. 67–94, 2016. [4] Lee, S. K., “The Peranakan Baba Nyonya culture:Resurgence or disappearance?,” SARI : Jurnal Alam dan Tamadun Melayu, vol. 26, pp. 161–170, 2008. [5] Hussin, H. “Bridging the Past and Present Through Food Heritage Among Peranakan Chinese of the Straits of Malacca,” J Southeast Asian Stud, vol. 19, no. 1, pp. 218–230, 2014, doi: 10.22452/jati.vol19no1.14. [6] Kuake, J. B. and Kuake, S. G., “Culture Indulgence: Communicating in the Language of Nyonya Cuisine,” International Journal of Culture and History (EJournal), vol. 3, no. 3, pp. 190–197, 2017, doi: 10.18178/ijch.2017.3.3.099. [7] Lee, P. and Chen, J., Rumah Baba. Life in a Peranakan House. Singapore: National Heritage Board, 1998. [8] Perry, M. S., “Feasting on Culture and Identity: Food Functions in a Multicultural and Transcultural Malaysia,” 3L: The Southeast Asian Journal of English Language Studies, vol. 23, no. 4, pp. 184–199, 2017, doi: http://doi.org/10.17576/3L-2017-2304-14. [9] Lee, P. and Chen, J., The Straits Chinese House: Domestic Life and Traditions. Singapore: Editions Didier Millet Pte Ltd, 2006. [10] Choo, S. “Eating satay babi: Sensory perception of transnational movement,” Journal of Intercultural Studies, vol. 25, no. 3, pp. 203–213, 2004, doi: 10.1080/0725686042000315722. [11] Neo, D. H. J., Ngo, S. S. and Heng, J. G. K., “Popular imaginary and cultural constructions of the Nonya in Peranakan Chinese culture of the Straits Settlements,” Ethnicities, vol. 20, no. 1, pp. 24–48, 2020, doi: 10.1177/1468796819867399. [12] Atmodiwirjo, P. and Yatmo, Y. A., “Interiority in everyday space: a dialogue between materiality and occupation,” Interiority, vol. 2, no. 1, pp. 1–4, 2019, doi: 10.7454/in.v2i1.56. [13] Moustakas, C., Phenomenological Research Methods. 2455 Teller Road, Thousand Oaks California 91320 United States of America: SAGE Publications, Inc., 1994. doi: 10.4135/9781412995658. [14] Creswell, J. W. and Poth, C. N., Qualitative Inquiry & Research Design: Choosing Among Five Approaches, Fourth. London: Sage Publications, Inc., 2018. doi: 10.13187/rjs.2017.1.30.
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 116 ENTREPRENEURSHIP EDUCATION AND ECONOMIC ADAPTATION: A CRITICAL ANALYSIS Nazaruddin Ali Basyah1 , Razali Razali2 1,2 Universitas Syiah Kuala, Banda Aceh, Indonesia ABSTRACT The article's primary objective is to examine how entrepreneurship education and economic teacher adaptation are related theoretically. The literature on entrepreneurship education and economic teacher adaptation in a host nation is reviewed, including theoretical and empirical studies. The article outlines three key potential results of entrepreneurship-based economic teacher adaptation: Through entrepreneurship, segmented assimilation, transnationalism, and interim business project strategy: transnationalism, fragmented assimilation, and a temporary commercial project approach. Since entrepreneurship education is increasingly marketed as a practical method for economic adaptation for new teacher groups in countries, it is important to understand the factors that influence economic teacher adaptation from a policy-making viewpoint. Thus, by offering a model of teacher entrepreneurship evolution and development, the research advances information on the economic adaptation of teachers. The concept emphasizes how economic adaptation and teacher entrepreneurship are related. 1. INTRODUCTION Our conception of the development of continuous economic education is grounded in the notion of continuous education, wherein economic education is viewed as a crucial structural component within the context of the emerging economy. Due to the shift to a market economy, there is a pressing need for specialists to receive economic training so they can function well in the new socioeconomic environment and can react appropriately and swiftly to shifting market conditions. Economic training is conducted in order to: the formation of economic thinking; the formation of economic competencies (key, professional, and supplementary); Our conception of the development of continuous economic education is grounded in the notion of continuous education, wherein economic education is viewed as a crucial structural component within the context of the emerging economy. Due to the shift to a market economy, there is a pressing need for specialists to receive economic training so they can function well in the new socioeconomic environment and can react appropriately and swiftly to shifting market conditions. Economic training is conducted in order to: the formation of economic thinking; the formation of economic competencies (key, professional, and supplementary); We were able to create a framework for students' economic competence that includes fundamental, professional, and supplementary economic abilities by analyzing the classifications of competencies based on different criteria. Our conception of continuous economic education development considers the idea of continuing education, where under the circumstances of the new developing economy, continuing economic education becomes a crucial structural component of vocational education. The process of economic education involves the deliberate educational effect of other people, parents, teachers, communities, etc. on the development of specific personality qualities that are important to the economy. Because economic education is founded on human culture and economic knowledge, it has an inherent integrity that is shaped by beliefs, values, abilities, traditions, and conventions. Economic education manifests itself in people's behavioral, emotional, and active traits, which are essential for leading fulfilling lives and effectively adjusting to ever-changing circumstances. Based on the notion of continuous education, in which economic education is viewed
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 117 as a crucial structural component under the circumstances of the new growing economy, is the concept of continuous economic education development that we have established. The necessity of creating the concept is supported by a number of variables, including the features and particulars of the local educational policy, the growing market for educational services, the demands of employerson the labor market, and the necessity of social partnerships. To ensure that education complies with the expectations of society and the innovation economy, systemic adjustments have been implemented in the field. Simultaneously, the primary goals in this area are to align the structure and content of vocational training with the demands of the contemporary labor market. 2. RESULTS AND DISCUSSION Education in economics: its history and future Numerous interconnected crises affect economies and economics, raising the question of what steps various nations might take to improve economic education in order to better educate their youth for the challenges of the twenty-first century. What is the modern student expected to learn from economic education? Most economic educators presumably concur that economic education should help students gain an understanding of the fundamentals of both the domestic and global economies, as well as the skills necessary to manage their own household budgets, face-to-face communication skills, and make wise career decisions in their first jobs. It appears that a paradigm change has occurred in recent years, prioritizing the development of an entrepreneurial mindset and financial literacy over the earlier objectives (see Matthews & Liguori, 2021; Nicolini & Cude, 2021 for information on financial literacy). However, there is much less discussion of whether economics and if so, to what extent plays the most significant role in economic education, or to what extent the economy and economic capacities are so entwined with society that economics is not the only subject needed in economic education in order to empower individuals to manage their working and entrepreneurial lives and participate in society as informed citizens, voters, and citizens in general.contractors. Given the intricacy and dynamics of the mutually reinforcing crises that many countries are currently experiencing, it is unclear how well existing economic education will be able to address the problems of the twenty-first century. The new ideas that consider mutual entanglements with social difficulties, instability and contingency, and all of this without losing sight of the fundamentals of economic education are also intriguing.
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2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 119 A review of economic education in light of global challenges and crises In a limited neo-classical sense, each of the aforementioned obstacles necessitates a response or reaction from the individual. Without taking into account societal effects or essential political arrangements, the emphasis on financial literacy, financial education, and an entrepreneurial mindset places a special emphasis on the individual (Willis 2018). The hegemony of neo-classical economics has been heavily criticized over the last 15 years, in part because of the economic crises and the previously noted global issues. Economics pluralism has received more attention, as seen in earlier issues of this publication. From the standpoint of preparing students for democratic citizenship, this development is positive. It is a good thing that opposing theories, models, and policy suggestions for the economy are available and can be rationally compared to one another. According to the book Econocracy's writers, the greatest arguments should take precedence above those with the most prestigious institutional support because economics and the economy are similar to democracies (Earle, Moran, & Ward-Perkins, 2017). It is crucial to remember that these debates can also be sociological, political, or anthropological in addition to being economic. This is the realization found in socio-economic education theories: the economics subject is an agent located in culture and history rather than a machine that calculates financial profit and loss (Hedtke, 2018). This leads us to the fundamental query regarding all forms of education, including economic education. The conflict between the goals of economic education is the emancipation and subjectification of citizens vs their adaptation and socialization. What effect does it have on the Economic Education parameters? What is the understanding and implementation of this concept among educators, scholars, textbook writers, education policy makers, and students? A number of other players, including global institutions such as the OECD, are also delighted to have an impact on the curriculum for economic education. What effect have they had in this field? Furthermore, a lot of emphasis is currently being paid to the results of economic education. REFERENCES 1. Earle, J., Moran, C. & Ward-Perkins, Z. (2017). The Econocracy. The Perils of Leaving Economics to the Experts. Manchester: Manchester University Press. 2. Hedtke, R. (2018). Das Sozio-ökonomische Curriculum [The Socio-Economic Curriculum]. Frankfurt am Main: Wochenschau. 3. Matthews, C.H. & Liguori, E.W (Eds.) (2021). Annals of Entrepreneurship Education and Pedagogy. Northampton: Edward Elgar Publishing. 4. Nicolini, G. & Cude, B. (Eds.) (2021). The Routledge Handbook of Financial Literacy. Abingdon: Routledge. 5. Rietveld, J. & Schilling, M. (2021). Platform competition: A systematic and interdisciplinary review of the literature. Journal of Management, 47(6), 1528-1563. 6. Skidelsky, R. (2017). Is Economics Education Failing? World Economic Forum, https://www.weforum.org/agenda/2017/01/is-economics-education-failing/ (June 22, 2022). 7. Sterner, T. (2015). Higher costs of climate change. Nature, Nov 12, Vol. 527 (7577), 177- 178. 8. Willis, L. (2018). Finance-Informed Citizens, Citizen-Informed Finance: An Essay Occasioned by the International Handbook of Financial Literacy. Journal of Social Science Education, 16(4), 16-27.
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 120 IN VIVO CHEMICAL CARCINOGEN-INDUCED TONGUE SQUAMOUS CELL CARCINOMA FOR PRECLINICAL STUDY – A PILOT STUDY Luqman Afiq Mohamad Ishak1 , Norhafiza Mat Lazim1 , Baharudin Abdullah1 , Sharifah Emilia Tuan Sharif 2 , Tengku Ahmad Damitri Al-Astani Tengku Din3 Bamiro Akeem Moradehun4 1 Department of Otorhinolaryngology-Head and Neck surgery, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kelantan, Malaysia. 2 Department of Pathology School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kelantan, Malaysia. 3 Department of Chemical Pathology, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kelantan, Malaysia. 4 Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kelantan, Malaysia. ABSTRACT Squamous cell carcinoma (SCC) is the predominant histology in head and neck cancer cases. The commonest subsite of oral malignancy is the tongue. The animal models in oral cancer research involve the use of carcinogenic agents for tumour induction. Therefore, this pilot study was tobuild a platform for the preclinical study of tongue SCC in rat models. Methods: Drinking water containing 4NQO at 20 ppm was delivered to 5 Sprague-Dawley (SD) female rats for 8 weeks. After 8 weeks, the 4NQO-supplemented water was replaced with regular water. Rats were monitored until week 16 to assess tumor development. Due to the absence of a tumor sign, another cycle of 4NQO with a concentration of 50 ppm was given for a duration of 16 weeks. A tissue biopsy was performed at week 8, just after the completion of 4NQO-supplemented water administration. A subsequent tissue biopsy was performed at an 8-week interval. The presence of a growing tumour lesion was measured using a digital caliper weekly. The tongue tissue biopsy was stained with Hematoxylin and Eosin for histological analysis. Result: The grading of epithelial tissue was based on the 2017 World Health Organization oral dysplasia grading system. Carcinoma in situ and SCC were assessed depending on cellular basement membrane invasion. At the 8th and 16th weeks, there is negative tumour growth. Subsequently, the presence of a tumour was identified at the 24th week. 4 out of 5 rats’ tongue epithelium was described as SCC, while the remaining 1 had moderate dysplasia. The gross lesion observed in most of the rats from the 24th week ranged from an irregular mucosa to a raised lesion. Conclusion: 4NQO is a reliable carcinogenic compound that is able to promote SCC in the tongue of SD rats, which can be a good model for preclinical study use. Keywords: oral cancer; tongue; squamous cell carcinoma; Sprague-Dawley rat; 4-nitroquinoline 1-oxide (4NQO)
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 121 PRELIMINARY TOXICITY STUDY OF AGED TUALANG HONEY CONTAINING 5-HYDROXYMETHYLFURFURAL IN RAT MODEL. Kartthnee Balakrishnan, Wan Ezumi Mohd Fuad* , School of Health Sciences, Universiti Sains Malaysia, Health Campus, 16150 Kubang Kerian, Kelantan, Malaysia. *Corresponding author’s email: [email protected] ABSTRACT Tualang honey (TH) is a wild multifloral honey with an abundance of nutritional benefits. The majority of the populace is not aware of the recommended consumption period for honey since most honeys are marketed locally without a specific expiry date. Aged TH (ATH) is TH stored for more than 12 months and contains a substantial amount of 5-hydroxymethylfurfural (HMF). This experiment aimed to determine the HMF content in ATH and evaluate its effects on nulliparous female rats. In this study, HMF contents from 24, 36 and 48-months old ATH were determined using HPLC. ATH of 4 years exhibited significantly greater HMF content (154.9 mg/kg) compared to fresh TH (4.9 mg/kg) exceeding the international standard limit (80 mg/kg). The current work evaluated the preliminary effects of ATH during the 28-day oral animal toxicity study. Female Sprague Dawley rats (n=110) were randomly allocated into eleven groups treated with a fixed, animal dose of TH (200mg/kg); distilled water (control), fresh TH, ATH 24 months, ATH 36 months, ATH 48 months, purified HMF low dose, HMF medium dose, HMF high dose, HMF low dose + FTH, HMF medium dose + FTH and HMF high dose + FTH. Results obtained showed that there is no signs of toxicity on the physical appearance, oestrous cyclicity and general behaviour of all the rats. There was also no significant difference in the rat’s body weight. This study is still ongoing and expected to confirm the safety profiles of ATH on the female reproductive system even in the presence of high HMF levels, when all findings are compiled. Keywords: Tualang honey, aged honey, 5-hydroxymethylfurfural, female reproductive system, oestrous cycle, toxicity study.
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 122 1. INTRODUCTION Tualang honey (TH) is a multifloral honey found in the Malaysian tropical rainforest. It is known as a natural product that contains an abundance of nutritional benefits. TH possesses a high nutritional content compared to other Malaysian honey [1]. Despite the wide usage of TH among Malaysians, the majority of the populace is not aware of the recommended consumption period for honey. Surprisingly, TH stored for more than 12 months is characterised as aged TH (ATH) [1]. Previous studies have revealed that ATH should be consumed within a year due to the fact it contains 5- hydroxymethylfurfural (HMF) [2]. Some expiry dates are within four years of the manufacturing date. With these worrying scenarios, the safety profiles of ATH with a certain level of HMF are still questionable. Recognising the importance of providing scientific information regarding the safety of ATH due to the HMF content, and given the fact that honey is widely consumed as a food product in Malaysia, it helps to justify the importance of conducting this proposed study. Moreover, a comprehensive investigation of HMF from ATH particularly on the female reproductive system has not been conducted yet. The female reproductive system is the main topic of interest in this study because it is more vulnerable to the effects of xenobiotics than the male reproductive system. The high HMF content may play a role in modulating the functions of the female reproductive system. Results showed that there was no significant difference in the body weight of rats treated with ATH and HMF. This study mainly aimed to elucidate the potential effects of ATH containing HMF from 24-, 36- and 48-months old on the female reproductive system of rats. This study is expected to confirm the safety of ATH on the female reproductive system. 2. MATERIALS AND METHODS 2.1 Tualang honey and HMF Tualang honey (AgroMas®) used in this study were ATH of 24-, 36- and 48-months old stocks while fresh TH (stored within 6 months) was used as a comparison. All honey samples were supplied by the Federal Agricultural Marketing Authority (FAMA) Kuala Nerang Kedah, under the Ministry of Agriculture and Food Industry, Malaysia in airtight glass bottles.The purified HMF was obtained from Sigma Aldrich, USA as a positive control. 2.2 Determination and quantification of HMF in honey samples The HMF content in honey samples were determined using HPLC based on the official AOAC method (AOAC official method 980.23). 2.2 Experimental animals Female Sprague-Dawley (SD) rats with body weight 200-230 g were procured from the Animal Research and Service Centre (ARASC), USM Health Campus. Following institutional ethical approval, the experiments were performed in accordance with the Institutional Animal Care and Use Committee (IACUC) of USM. Female Sprague-Dawley rats (n=110) were allocated into eleven groups treated orally with fixed, usual animal dose (200mg/kg);distilled water (control), fresh TH, ATH 24 months, ATH 36 months, ATH 48
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 123 months, HMF low dose, HMF medium dose, HMF high dose, HMF low dose + FTH, HMF medium dose + FTH and HMF high dose + FTH. Daily body weight, general physical health, oestrous cyclicity and behaviour were observed throughout the study. 2.3 Statistical analysis All numerical data were analysed using a GraphPad Prism 8.0. 3.0 RESULTS AND DISCUSSION. Table 1. HMF analysis from Tualang honey samples. The level of HMF content increased as the storage time progressed. ATH of 4 years showed significantly greater HMF content (154.9 mg/kg) compared to fresh TH (4.9 mg/kg). Honey sample HMF content in TH Fresh TH 4.9 mg/kg 24-months ATH 16.1 mg/kg 36-months ATH 72.4 mg/kg 48- months ATH 154.9 mg/kg
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 3.2. Body weight changes of rats. Table 2 Body weight of SD rats during 28-days oraNote: Mean ± SD (analysed by Two way ANOVA test), n=10. P>.05: no significant difference. There were no statistical differences in the body weight changes of female rats. TreatmenDay Control FTH ATH 24- month ATH 36- month ATH 48- month HMF Lowdose Day 1 Day 7 Day 14 Day 21 Day 28 225.9±9.79 234.6±17.56 239.3±13.93 245.7±18.28 256.6±28.12 226.1±9.49 236.7±15.82 241.4±15.29 246.2±16.60 253.4±18.25 224.9±5.65 228.1±10.14 232.1±11.65 237.8±13.06 246.2±15.92 225.6±5.21 229.4±10.20 235.6±12.45 236.8±11.96 246.7±15.99 225.7±6.58 229.9±10.06 237.3±12.14 241.7±13.23 250.2±13.3 226.7±3.6230.8±7.5238.5±12241.8±11.245±11.2
h3124 al toxicity study with ATH containing HMF. nt groups w HMF Medium dose HMF High dose FTH + HMF low dose FTH + HMF medium dose FTH + HMF high dose P-value 65 55 2.4 67 26 225.1±1.97 227.6±6.40 233.7±11.62 236.5±9.19 240.5±12.16 224.7±2.83 228.2±7.83 233.1±7.98 236.2±12.36 245.5±12.90 227±3.74 229.5±8.96 232.8±7.93 241.1±9.71 243.6±10.66 226.7±2.58 225.5±12.07 230.3±13.70 237.3±10.77 243.8±7.80 226.5±3.10 227.6±7.24 236.3±9.25 242.2±8.65 247.1±6.74 P>0.05 P>0.05 P>0.05 P>0.05 P>0.05
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 D1 D7 D14 D21 200 220 240 260 280 300 Two-way ANOVA test Duration of Treatment (DaysBody weight (g) Figure 1. Graph of body weight 4.0 CONCLUSION This study is still ongoing, and more data are gathered soon. It is expecteeven in the presence of high HMF levels. ACKNOWLEDGEMENT This work was supported by the FRGS/1/2022/WAB13/USM/02/1 (203.PPS
h3125 D28 ts) Control- Distilled water Fresh Honey FTH Aged TH 24 Aged TH 36 Aged TH 48 HMF Low dose HMF Medium dose HMF High dose HMF Low dose + FTH HMF Medium dose + FTH HMF High dose + FTH changes. ed to confirm the safety profiles of ATH on the female reproductive system K.6171326).
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 126 REFERENCES 1. Khalil, M.I., Sulaiman, S.A., Gan, S.H., (2010). High 5-hydroxymethylfurfural concentrations are found in Malaysian honey samples stored for more than one year. Food and Chemical Toxicology 48, 2388–2392. 2. Sabireen, S.N., Sulaiman, S.A., Mohd Fuad, W.E., (2022). The Subacute Toxicity Effects of Aged Tualang (Koompassia excelsa) honey with high 5-Hydroxymethylfurfural content in rats. Asian Journal of Medicine and Biomedicine 29, 10–22
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 127 THE EFFECTIVENESS OF PEER FEEDBACK VIA TELEGRAM MESSENGER TO IMPROVE ARGUMENTATIVE WRITING Nazirah Md Yusof and Amelia Abdullah School of Educational Studies, Universiti Sains Malaysia, 11800 Gelugor, Pulau Pinang E-mail: [email protected] and [email protected] ABSTRACT Writing is an important skill in a language, while argumentative writing is considered essential in written discourse. Argumentative writing should ideally be taught in a classroom, but teaching has gone online or hybrid after the pandemic. This study investigates the effectiveness of peer feedback via Telegram Messenger on students’ argumentative writing in a Malaysian tertiary institution. The method used for the study was a quasi-experimental design. The class consisted of 30 students, who participated in 14 weeks of study. The students (n=30) utilized Telegram Messenger to give feedback to each other after they posted their argumentative writing paragraph in the Telegram Messenger group. Data sources included students’ pre-, and post-test written essays and students’ Telegram postings. It was found that a significant improvement in students’ writing using the online learning approach using Telegram Messenger. The study will help ESL practitioners find the most suitable ways to teach argumentative writing effectively. Keywords: argumentative writing; telegram messenger; tertiary institution; effectiveness INTRODUCTION The ability to craft a good argument is important for various reasons. According to Kuhn et al. (2015), argumentation is a reasoning ability necessary for concept formulation, problem-solving, and good judgment. However, compared to other subjects in education (for example, science education), fewer experimental studies have explicitly focused on teaching students to write argumentative text (Ferretti & Lewis, 2019; Lukomskaya, 2015; Nussbaum and Schraw, 2007). Nussbaum and Shraw (2007) also added that it must have two sides to ensure a good argument; claims and counterclaims. Both sides need to be incorporated as it will be more valid in a written paper, as suggested by O’Keefee (1999), to avoid bias and be more competent. Kuhn and Moore (2015) explained the process of writing an argument. It involves stating a point, opposing it, supporting it with arguments, questioning the reasons, rebutting them, and concluding. Argumentation accuracy can be accessed by using a textual review of the essays (Jonassen and Kim, 2010). Overall, we agree that learning to write effective argumentative texts is difficult. Therefore, teaching it to tertiary-level students is equally challenging. Wang and Zhou (2018) and Er and Ganapathy (2021) agree that ESL tertiary students are facing writing difficulties specifically to write an argument. Thus, the primary goal of this research was to create a relatively easy online learning intervention that could enhance the argumentative writing of students in tertiary institutions students studying English as a Second Language (ESL). The efficacy of this model was then evaluated on first-year students by using a quasi-experimental method. Online peer feedback is one of the promising educational strategies to improve student’s argumentative essay writing and learning. For example, researchers have shown that peer feedback can improve students’ writing quality (Huisman et al., 2018; Noroozi and Hatami, 2019; Valero et al, 2019), students’ feedback quality (Gielen and De Wever, 2015), domain-specific knowledge gain (Valero et al., 2019) and students’ attitudes towards the subject at hand (Noroozi and Mulder., 2017). Although these studies have confirmed the effectiveness of online peer feedback, there are some main criticisms of the way in which peer feedback is implemented. Most of these studies focus on the nonargumentative writing genre.
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 128 Rather than choosing one approach over another, we believed that an effective intervention necessitated a careful combination of the different methods to achieve the mentioned objectives. One of the objectives of this study is to evaluate the effectiveness of peer feedback in Telegram Messenger. Besides, this study seeks to know the students’ perception of the online learning approach to improve their argumentative writing. Besides, Telegram Messenger has been chosen because of its positive impact on English Language learning among students (Alkhezzi and Al-Dousari, 2016). In fact, students are engaged when various online applications such as Telegram Messenger or WhatsApp are used in English Language teaching and learning (Singh et. Al (2021). The research questions addressed in this study are as follows: RQ1: What are the scores differences before and after the implementation of the peer feedback in Telegram Messenger? RQ2: How has the peer feedback in Telegram Messenger helped students improve their argumentative writing? MATERIALS AND METHODS The study employed a quasi-experimental research design. According to Gopalan et al. (2020), quasiexperimental design studies prove to have good outcomes in measuring intervention in educational research. The research was conducted in a private tertiary institution in Penang, Malaysia. The students were in the first year that took writing skills subject. The convenient sampling method is used in selecting the first-year students taking a writing skills subject in a tertiary institution. We were able to speak with the teacher who oversaw this writing assignment. The teacher was a specialist in writing skills subject in the institution with two years of teaching experience at the time of writing. The curriculum emphasized the teaching of writing, especially the skill of argumentation. According to the teacher, the most difficult aspect of the participants’ argumentative writing was their ability to coordinate and articulate their argument, not their language proficiency. The participants possessed the requisite language skills to articulate their thoughts. Since this is a tertiary institution, the students sat for the Malaysian University English Test (MUET) and need to score at least band 1 to enrol for the courses. In the writing skills subject, the students learn types of writing genres and one of them is argumentative writing. For both groups, the study design included a pre-and post-test to determine the effectiveness of the peer feedback in Telegram Messenger and their pre and post-scores were compared by using Statistical Software for Social Sciences (SPSS) software. In addition, six students have also participated in semi-structured interviews to know their experiences on the feedback via Telegram Messenger to improve their argumentative writing.
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 129 RESULTS AND DISCUSSION RQ1 What are the scores differences before and after the implementation of the peer feedback in Telegram Messenger? Table 1: Scores differences before and after the implementation of the peer feedback in Telegram Messenger As for the students’ scores in argumentative writing before and after the peer feedback in Telegram Messenger, the average score for the pre-test was 53.70 with a standard deviation of 10.50, while the post-test score was 79.40 with a standard deviation of 6.92. There were huge differences between the pre-test scores and the post-test scores shown in the study. Therefore, we may conclude that the intervention helps improve the students’ scores for argumentative writing. RQ2: How has the peer feedback in Telegram Messenger helped students to improve their argumentative writing? In supporting the data provided, we transcribed and translated the recording of the semi-structured interviews to explore students' experiences on peer feedback in Telegram Messenger. Both positive and negative comments about their experiences specifically on peer feedback in Telegram Messenger. All six interviewees consistently favoured the use of Telegram Messenger for peer feedback over face-to-face class feedback. The primary reasons for this choice were that everyone could participate simultaneously, that online participation offered greater flexibility in terms of time and location, and that the atmosphere was less daunting because they were not required to share their contact information and they were not required to talk. S1: When we discuss in class, the number of participants is minimal. Typically, the sharing is carried out by the same individuals. The remaining students will simply sit in their seats and make no contribution... However, for the peer feedback in Telegram Messenger, my classmates would provide feedback to the assigned student without fail. We can access it from anywhere. We just need to have the Telegram Messenger. Nevertheless, some students sometimes forgot to provide peer feedback as there were too many students in the Telegram Messenger. Some were afraid of offending the assigned student. Some students felt that the discussion topics should have been more controversial: S2: I would rather give general comments rather than argue. I don’t want to create chaos. But in Telegram is better, I feel more relaxed.
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 130 4. CONCLUSION In conclusion, this study sheds light on the effectiveness of incorporating online platforms, specifically Telegram Messenger, for peer feedback in teaching argumentative writing. The shift to online and hybrid learning environments, accelerated by the pandemic, has prompted educators to explore innovative approaches. The quasi-experimental design involving 30 students over a 14-week period demonstrated a significant improvement in students' argumentative writing skills. The findings suggest that leveraging technology, such as Telegram Messenger, for peer feedback can be a valuable tool in enhancing writing proficiency in language learners. As education continues to evolve, these insights contribute to the ongoing discussion on optimizing online learning methods, providing valuable guidance for ESL practitioners seeking effective strategies for teaching argumentative writing in the digital age. ACKNOWLEDGEMENT NIL REFERENCES 1. Alkhezzi, F., & Al-Dousari, W. (2016). The Impact of Mobile Learning on ESP Learners' Performance. The Journal Of Educators Online, 13(2). https://doi.org/10.9743/jeo.2016.2.4 2. Er, B. M., & Ganapathy, M. (2021). Using Frangenheim’s Thinking Skills Framework to Improve Academic Writing Skills in Tertiary ESL Classrooms. 3. Ferretti, R. P., & Graham, S. (2019). Argumentative writing: theory, assessment, and instruction. Reading and Writing, 32(6), 1345–1357. https://doi.org/10.1007/s11145-019- 09950-x 4. Gielen, M., & De Wever, B. (2015). Scripting the role of assessor and assessee in peer assessment in a wiki environment: Impact on peer feedback quality and product improvement. Computers & Education, 88, 370–386. 5. Gopalan, M., Rosinger, K., & Ahn, J. (2020). Use of Quasi-Experimental Research Designs in Education Research: Growth, Promise, and Challenges. Review Of Research In Education, 44(1), 218-243. https://doi.org/10.3102/0091732x20903302 6. Huisman, B., Saab, N., van Driel, J., & van den Broek, P. (2018). Peer feedback on academic writing: Undergraduate students’ peer feedback role, peer feedback perceptions and essay performance. Assessment & Evaluation in Higher Education, 43, 955–968. 7. Jonassen, D. H., & Kim, B. (2010). Arguing to learn and learning to argue: Design justifications and guidelines. Education Technology Research and Development, 58(4), 439– 457. 8. Kuhn, D., Hemberger, L., & Khait, V. (2015). Tracing the Development of Argumentive Writing in a Discourse-Rich Context. Written Communication, 33(1), 92–121. https://doi.org/10.1177/0741088315617157 9. Kuhn, D., & Moore, W. (2015). Argumentation as core curriculum. Learning: Research and Practice, 1(1), 66–78. https://doi.org/10.1080/23735082.2015.994254 10. Lukomskaya, L. (2015). Using mentor texts to teach argumentative writing through writing conferences. (Master’s thesis). Retrieved from Education and human development master’s theses. (No. 553) 11. Noroozi, O., & Hatami, J. (2019). The effects of online peer feedback and epistemic beliefs on students’ argumentation-based learning. Innovations in Education and Teaching International, 56, 548–557. 12. Noroozi, O., & Mulder, M. (2017). Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction. Biochemistry and Molecular Biology Education, 45, 31–39. 13. Nussbaum, E. M., & Schraw, G. (2007). Promoting argument–counter-argument integration in students’ writing. The Journal of Experimental Education, 76(1), 59–92.
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 131 14. O’Keefe, D. J. (1999). How to handle opposing arguments in persuasive messages: A metaanalytic review of the effects of one-sided and two-sided messages. In M. E. Roloff (Ed.), Communication yearbook (Vol. 22, pp. 209–249). Thousand Oaks, CA: Sage. 15. Singh, C., Singh, T., Abdullah, N., Moneyam, S., Ismail, M., & Tek, E. et al. (2021). RETHINKING ENGLISH LANGUAGE TEACHING THROUGH TELEGRAM, WHATSAPP, GOOGLE CLASSROOM AND ZOOM. Sysrevpharm.org. Retrieved 9 October 2021, from https://www.sysrevpharm.org/abstract/rethinking-english-language-teachingthrough-telegram-whatsapp-google-classroom-and-zoom-66365.html. 16. Valero Haro, A., Noroozi, O., Biemans, H. J. A., & Mulder, M. (2019b). The effects of an online learning environment with worked examples and peer feedback on students’ argumentative essay writing and domain-specific knowledge acquisition in the field of biotechnology. Journal of Biological Education, 53, 390–398. 17. Wang, H., & Zou, Y. (2018). Advancing academic English teaching and learning in China: A meta-analysis. Journal of Language Teaching and Research, 9(6), 1260-1269. http://doi.org/10.17507/jltr.0906.15
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 132 PENGGUNAAN APLIKASI CHATGPT DALAM DUNIA PENDIDIKAN: KELEBIHAN DAN CABARAN DI MALAYSIA Muhammad Amsyar Azman1 , Nurulhasanah Abdul Rahman2 , Hazrul Abdul Hamid 1 [email protected] 2 [email protected] 3 [email protected] ABSTRAK Kajian ini menjelaskan penggunaan aplikasi ChatGPT dalam konteks pendidikan di Malaysia. Teknologi AI telah mencapai kemajuan yang mencengangkan, dengan aplikasi ChatGPT muncul sebagai satu sistem yang menghasilkan teks dengan kemampuan menyerupai manusia. Tujuan utama kajian ini adalah untuk mengkaji kelebihan dan cabaran yang muncul seiring dengan penggunaan aplikasi ini dalam dunia pendidikan Malaysia. Objektif pertama adalah untuk mengenalpasti cabaran utama yang dihadapi oleh penggunaan aplikasi ChatGPT dalam konteks pendidikan Malaysia. Dalam konteks ini, kaedah netnografi akan digunakan untuk merakamkan pengalaman penggunaan aplikasi ini dalam institusi pendidikan. Kajian ini akan melibatkan pemerhatian, temu bual dengan pelajar, guru, dan pentadbir pendidikan, serta analisis dokumen berkaitan dengan penggunaan aplikasi ChatGPT. Objektif kedua adalah untuk menilai cabaran penggunaan aplikasi ChatGPT terhadap peningkatan hasil akademik dan pemahaman konsep dalam pendidikan Malaysia. Netnografi membolehkan penyelidik untuk menggambarkan secara mendalam pengaruh aplikasi ini terhadap pembelajaran dan pencapaian akademik pelajar. Data akan dianalisis untuk mengukur perubahan dalam prestasi pelajar sebelum dan selepas penggunaan aplikasi ChatGPT. Hasil kajian dari kajian ini termasuk pengenalpastian cabaran seperti kesediaan pengajar, perubahan dalam model pengajaran, dan isu-isu etika yang timbul dalam penggunaan aplikasi ChatGPT dalam pendidikan. Selain itu, hasil kajian mengukur peningkatan prestasi akademik, pemahaman konsep, dan kepuasan pelajar terhadap penggunaan aplikasi ini.Kajian ini memberikan gambaran yang lebih mendalam tentang bagaimana aplikasi ChatGPT mempengaruhi pendidikan di Malaysia, dan juga mencadangkan langkah-langkah yang boleh diambil untuk mengatasi cabaran yang timbul dan memaksimumkan manfaatnya dalam meningkatkan hasil akademik dan pemahaman konsep pelajar. Kata Kunci: ChatGPT, Kecerdasan Buatan, Pendidikan, AI ABSTRACT This study explains the use of the ChatGPT application in the context of education in Malaysia. AI technology has made amazing progress, with the ChatGPT app emerging as a text-generating system with human-like capabilities. The main purpose of this study is to examine the advantages and challenges that appear along with the use of this application in the world of Malaysian education. The first objective is to identify the main challenges faced by the use of the ChatGPT application in the context of Malaysian education. In this context, the netnography method will be used to record the experience of using this application in educational institutions. This study will involve observation, interviews with students, teachers, and education administrators, as well as document analysis related to the use of the ChatGPT application. The second objective is to assess the challenges of using the ChatGPT application to improve academic results and conceptual understanding in Malaysian education. Netnography allows researchers to describe in depth the influence of these applications on
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 133 student learning and academic achievement. Data will be analyzed to measure changes in student performance before and after using the ChatGPT application. The results of this study include the identification of challenges such as instructor readiness, changes in teaching models, and ethical issues that arise in the use of ChatGPT applications in education. In addition, the results of the study measure the improvement of academic performance, conceptual understanding, and student satisfaction with the use of this application. This study provides a deeper picture of how the ChatGPT application affects education in Malaysia, and also suggests steps that can be taken to overcome the challenges that arise and maximize its benefits in improving academic results and students' conceptual understanding. Keywords: ChatGPT, Artificial Intelligence, Education, AI PENGENALAN Kemajuan teknologi sangat pantas berubah di era globalisasi masa kini, teknologi terus memainkan peranan yang sangat penting di dalam kehidupan manusia, tidak kira di dalam soal politik, sosial mahupun ekonomi malah di dalam dunia akademik sekali, teknologi merupakan satu perkara yang amat diperlukan. Kita dapat saksikan bagaimana proses pengajaran dan pembelajaran sewaktu negara Malaysia dan seluruh dunia di landa Pandemik COVID-19, semuanya menggunakan teknologi semata-mata untuk mengelakkan penularan wabak ini dari terus menular dalam kalangan masyarakat. Pada 30 November 2022, dunia akademik telah dikejutkan dengan satu kewujudan aplikasi baharu iaitu ChatGPT (Generative Pre-trained Transformer) yang telah dibangunkan oleh syarikat “OpenAI” dengan sokongan ahli perniagaan dunia yang terkenal iaitu Elon Musk [1]. Aplikasi ChatGPT ini dibangunkan menggunakan kecerdasan manusia dan sistem teknologi yang canggih. Pada masa kini, industri di semua sektor turut berkembang dengan mempraktikkan aplikasi teknologi AI(Artificial Intelligence) atau kecerdasan buatan untuk bersaing dan meningkatkan kualiti serta mutu perkhidmatan [2] . Dalam konteks dunia akademik, penggunaan aplikasi ChatGPT ini telah memberikan sumbangan yang ketara dalam meningkatkan kecekapan dan keupayaan serta kefahaman terhadap sesuatu perkara. Aplikasi ini dilihat mampu untuk membantu para pelajar bagi memahami dan menyelesaikan tugasan yang diberikan oleh para pensyarah malah ia dapat disiapkan dalam tempoh waktu yang singkat sahaja disebabkan aplikasi ChatGPT mampu memberikan jawapan dalam tempoh beberapa saat sahaja [3] . Di samping itu, aplikasi ini turut dilihat mampu membantu pelajar meningkatkan kemahiran menulis dan membaca dengan baik melalui jawapan yang dikemukakan. Dalam mendepani realiti Revolusi Industri (IR) 4.0, teknologi AI ini dapat membantu para pelajar untuk memahami dan memberikan penyelesaian tugasan yang diberikan oleh pensyarah [4]. Di samping itu, penggunaan aplikasi ini dilihat dapat meningkatkan kemahiran bahasa sewaktu menjalankan penyelidikan dan pengumpulan maklumat. Selain itu, penggunaan ChatGPT ini mampu membantu pelajar untuk mengukuhkan lagi pemahaman terhadap sesuatu tugasan dan akan meningkatkan prestasi akademik pelajar tersebut [5]. Namun, aplikasi ini apabila dilihat dari sisi yang keburukannya adalah aplikasi ini akan menggalakkan penipuan untuk menyiapkan tugasan atau menggunakan ChatGPT sewaktu peperiksaan dalam talian, perkara ini merupakan perbuatan yang tidak beretika di samping, pelajar tidak akan mempunyai kemahiran yang diperlukan untuk berjaya dalam pelajaran. Apabila berada di universiti, minda para pelajar perlulah kreatif dan kritis dalam melahirkan pelapis ahli akademik pada waktu ini [6]. Selain itu, aplikasi ini telah menjadi kepada perencat kepada tahap kesarjanaan individu tersebut. Ahli akademik telah melahirkan rasa gusar apabila aplikasi ini diperkenalkan disebabkan ia merupakan satu jalan pintas untuk mendapatkan idea tanpa perlu menyelidiki sesuatu perkara atau
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 134 tanpa sebarang pembacaan ilmiah. Universiti adalah gedung ilmu yang mana akan melahirkan para ilmuwan dan ahli akademik dalam pelbagai bidang serta mengukur tingkat kesarjanaan seseorang. Tidak dinafikan bahawa penggunaan AI telah lama diperkenalkan di dunia ini seperti penggunaan pemetaan iaitu aplikasi Waze, tontonan strim berbayar seperti Netflix. Aplikasi AI ini akan terus berkembang seiring dengan peredaran zaman dalam kehidupan manusia. Kita perlulah menggunakan aplikasi ChatGPT ini bagi tujuan melatih pemikiran kritikal dan logik dan tidak terlalu bergantung sepenuhnya terhadap aplikasi ini kerana ia tidak akan dapat mencungkil idea di dalam diri seseorang [7]. KAEDAH PENYELIDIKAN Kajian ini menggunakan data sekunder yang diperoleh daripada tinjauan literatur dan kajian terdahulu yang berkaitan dengan penggunaan aplikasi ChatGPT dalam pendidikan. Analisis literatur dilakukan dengan merujuk kepada sumber-sumber yang berkredibiliti dan relevan dengan kajian ini. ANALISIS DAN TEMA UTAMA Penggunaan ChatGPT di dalam dunia akademik sudah dilihat tidak mampu dibendung lagi disebabkan tiada kawalan khusus yang diberikan oleh mana-mana pihak dan agensi yang terlibat. Penggunaan ChatGPT ini bukan sahaja digunakan oleh ahli akademik malah pelajar Universiti Awam dan juga swasta. Tidak dinafikan bahawa Malaysia sedang melalui fasa teknologi AI 4.0 yang menyaksikan kepelbagaian teknologi muncul termasuk ChatGPT (Rusli, 2023). Memetik kenyataan Menteri Pendidikan Tinggi Dato’ Seri Mohamed Khaled Nordin bahawa penggunaan teknologi kecerdasan buatan dalam proses pembelajaran dijangka dapat memberikan manfaat yang signifikan apabila diterapkan sebagai alat bantu mengajar. Tambah beliau, pihak Kementerian Pendidikan Tinggi tidak mengawal selia ChatGPT namun pihaknya sedang berusaha untuk menyediakan garis panduan tentang perkara yang dibenarkan dan tidak boleh dilakukan di dalam dunia akademik (Awani, 2023). Analisis data literatur melibatkan pemerhatian terhadap perkembangan penggunaan aplikasi ChatGPT dalam pendidikan di Malaysia. Data-data yang diperoleh akan dianalisis untuk mengenal pasti kelebihan dan cabaran yang berkaitan dengan isu kajian. Dengan kaedah etnografi, saya akan menjalankan pemerhatian dan analisis mendalam terhadap pengalaman penggunaan aplikasi ChatGPT dalam konteks pendidikan Malaysia. Maklumat tentang pengalaman ini akan diperoleh melalui temu bual, pemerhatian, dan analisis dokumen yang relevan dengan kaedah etnografi. Sekiranya terdapat aspek etika yang berkaitan dengan kajian ini, langkah-langkah etika akan diambil seperti mendapatkan persetujuan daripada pihak berkenaan dan menjaga hak privasi serta keselamatan peserta kajian. Dalam kajian ini akan dipecahkan kepada beberapa tema iaitu proses pembelajaran 24 Jam, pembelajaran bebas tekanan dan keburukan penggunaan ChatGPT dalam dunia pendidikan. Pengubahsuaian ini akan sesuai dengan kaedah etnografi yang digunakan dalam kajian tentang penggunaan aplikasi ChatGPT dalam pendidikan di Malaysia. 3.1 KELEBIHAN PENGGUNAAN CHATGPT DALAM DUNIA PENDIDIKAN Penggunaan ChatGPT dalam pendidikan menghasilkan pelbagai kelebihan yang merevolusikan landskap pendidikan di Malaysia. ChatGPT, aplikasi berkuasa AI termaju, mempunyai potensi untuk meningkatkan pengalaman pendidikan dengan cara yang belum pernah berlaku sebelum ini. Keupayaannya untuk memberikan respons segera dan memenuhi gaya dan rentak pembelajaran yang pelbagai, membolehkan pelajar memahami konsep dengan lebih berkesan. Kemudahan yang tersedia 24/7 memastikan bahawa pelajar boleh mencapai maklumat dan bantuan pada bila-bila masa dan walau di mana lokasi, mereka memerlukannya. Selain itu, sifat interaktif ChatGPT memupuk penglibatan, kerana ia memudahkan perbualan dinamik yang merangsang pemikiran kritis dan kemahiran analisis. Ia membantu dalam memecahkan subjek yang kompleks kepada format yang boleh di hadam, menjadikan pembelajaran lebih mudah di capai dan menarik. Selain itu, platform
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 135 mayanya menawarkan persekitaran yang interaktif, ia dapat menggalakkan pelajar untuk mendapatkan penjelasan dan meneroka konsep tanpa rasa curiga. Ketika dunia bergerak ke arah era digital, integrasi ChatGPT dalam dunia pendidikan menawarkan penyelesaian yang inovatif kepada cabaran pedagogi moden. Walau bagaimanapun, adalah penting untuk mencapai keseimbangan antara bantuan AI dan bentuk pendidikan tradisional, memastikan pelajar terus mengembangkan kemahiran interpersonal, kreativiti dan keupayaan untuk berfikir secara kritis dan kreatif serta kritikal. Dalam memanfaatkan kekuatan ChatGPT, pendidikan boleh diubah menjadi perjalanan yang lebih interaktif dan mampu melatih pelajar untuk mendepani cabaran pada masa hadapan yang lebih mencabar selari dengan Revolusi Industri 4.0. 3.2 PEMBELAJARAN MAYA LEBIH INTERAKTIF Dunia pendidikan telah mengalami transformasi yang ketara dengan pengenalan persekitaran pembelajaran maya, dan penggunaan ChatGPT telah menambah dimensi yang baharu pada landskap pendidikan. Pembelajaran dalam talian, sering dirujuk sebagai e-pembelajaran atau pembelajaran maya, telah meluaskan peluang pendidikan melangkaui bilik darjah tradisional, menjadikan pengetahuan dapat dicapai oleh orang awam dengan lebih luas. Dalam konteks ini, ChatGPT akan meningkatkan lagi interaktiviti pembelajaran maya dan dapat mewujudkan pengalaman pendidikan yang lebih menarik serta dinamik. Keupayaan ChatGPT untuk menyamai seakan perbualan seperti manusia membawa sentuhan kepada pendidikan dalam talian. Pelajar tidak lagi menggunakan maklumat secara pasif tetapi terlibat secara aktif dalam dialog dengan AI, membolehkan mereka mendapatkan penjelasan, bertanya soalan dan meneroka topik dengan cara melalui perbualan. Pendekatan interaktif ini merapatkan jurang antara bilik darjah fizikal dan maya, memupuk rasa perhubungan dan komuniti di kalangan pelajar. Selain itu, ChatGPT berfungsi sebagai rakan pembelajaran yang serba boleh, menawarkan bantuan masa nyata yang disesuaikan dengan keperluan individu. Ia boleh menyesuaikan responsnya untuk memenuhi gaya pembelajaran, rentak dan tahap pemahaman yang berbeza. Kesesuaian ini bukan sahaja memahami pelajar yang pelbagai tahap tetapi juga membantu dalam menangani jurang pembelajaran dengan berkesan. Sifat interaktif ChatGPT juga menggalakkan pemikiran kritis dan penyelesaian masalah, kerana pelajar mengambil bahagian secara aktif dalam perbincangan dan menerima maklum balas segera (Lim, 2023) . Menggabungkan ChatGPT ke dalam pendidikan dalam talian bukan sahaja meningkatkan penglibatan tetapi juga menyumbang kepada pengalaman pembelajaran yang lebih mendalam. Ia memberi pilihan kepada pelajar untuk mengambil pemilikan perjalanan pembelajaran mereka dengan membolehkan mereka bertanya soalan apabila mereka tidak faham akan sesuatu perkara malah akan memupuk sikap proaktif terhadap pemerolehan pengetahuan. Tetapi, interaktiviti ChatGPT adalah berbeza dengan interaksi bersama manusia. Interaksi manusia yang tulen akan menghasilkan aktiviti kolaboratif dan pengalaman praktikal adalah amat penting dalam usaha mewujudkan pendidikan secara holistik. 3.3 PEMBELAJARAN KENDIRI Pembelajaran terarah kendiri, sering dirujuk sebagai autodidacticism, ialah pendekatan pedagogi yang memperkasakan individu untuk mengambil alih perjalanan pembelajaran mereka sendiri (Firat, 2023) . Pendekatan ini meletakkan pelajar di terhadap pengalaman pendidikan, membolehkan mereka memacu proses pembelajaran mereka, menetapkan matlamat, dan memilih kaedah serta sumber yang paling sesuai dengan keperluan dan pilihan mereka. Dalam pembelajaran kendiri, pelajar dapat memupuk kemahiran yang penting seperti pemikiran kritis, penyelesaian masalah, dan kepintaran. Mereka belajar mengenal pasti jurang dalam pengetahuan mereka dan mencari penyelesaian secara aktif, dengan itu meningkatkan keupayaan mereka untuk belajar secara bebas dan menyesuaikan diri dengan cabaran baharu. Pendekatan ini juga menggalakkan pemahaman yang lebih mendalam tentang subjek, sambil pelajar meneroka topik
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 136 mengikut kadar mereka sendiri dan menyelidiki bidang yang mereka minati secara kendiri. Tambahan pula, pembelajaran kendiri memupuk rasa pemilikan dan tanggungjawab terhadap pendidikan seseorang, dengan membuat keputusan tentang perkara dan cara belajar, pelajar mengembangkan rasa autonomi dan agensi yang lebih besar. Kuasa autonomi ini bukan sahaja memupuk motivasi terhadap diri sendiri tetapi juga memupuk minda pembelajaran sepanjang hayat, di mana individu terus menuntut ilmu selepas pendidikan formal tamat. Sumber dalam talian, komuniti maya dan alatan seperti ChatGPT menawarkan pelajar capaian segera kepada pelbagai maklumat dan pengetahuan. Platform ini menggalakkan pelajar untuk meneroka melangkaui sempadan kurikulum tradisional, memupuk rasa ingin tahu dan menggalakkan pertumbuhan intelek yang berterusan. Walau bagaimanapun, adalah penting untuk ambil perhatian bahawa pembelajaran terarah kendiri juga memerlukan tahap disiplin dan peraturan kendiri tertentu. Pelajar mesti proaktif dalam menetapkan matlamat, mengurus masa mereka dengan berkesan, dan menilai kualiti sumber yang mereka gunakan. 4.1 TEMA 1: PROSES PEMBELAJARAN 24 JAM Konsep proses pembelajaran 24 jam telah mendapat daya tarikan yang ketara sejak kebelakangan ini, di samping didorong oleh kemajuan teknologi dan sifat pendidikan yang semakin berkembang. Anjakan paradigma ini membayangkan pembelajaran sebagai pengalaman yang berterusan dan dinamik yang melangkaui batasan terhadap bilik darjah tradisional. Idea pembelajaran sepanjang masa mungkin akan diperolehi dengan penyepaduan platform digital, sumber dalam talian dan alatan dipacu AI seperti ChatGPT. Dalam era digital, pelajar tidak lagi terikat dengan batasan geografi atau masalah Internet yang ketara. Mereka boleh mengakses maklumat, terlibat dalam perbincangan dan mengambil bahagian dalam projek kerjasama pada bila-bila masa yang sesuai dengan diri mereka. Pendekatan pembelajaran tak segerak ini menampung gaya pembelajaran yang pelbagai dan komitmen individu, membolehkan pelajar mencapai keseimbangan antara pendidikan yang diperlukan. Proses pembelajaran 24 jam juga menggalakkan pembelajaran kendiri. Pelajar boleh mendalami topik yang diminati mengikut tahap kemampuan mereka sendiri, menyemak semula konsep mengikut keperluan sendiri. Pengalaman pembelajaran yang diberikan ini dapat menyumbang kepada pemahaman dan pengekalan pengetahuan yang lebih mendalam. Selain itu, elemen merentasi sempadan dalam konteks pendidikan dalam talian bermakna pelajar boleh berinteraksi dengan rakan sebaya dari zon masa yang berbeza, memupuk pertukaran silang budaya dan perspektif yang pelbagai. Bilik darjah maya dan forum perbincangan menjadi ruang untuk proses interaksi sepanjang masa, memperkayakan pengalaman pembelajaran melalui pelbagai sudut pandangan. 4.2 TEMA 2: PEMBELAJARAN BEBAS TEKANAN Pengertian pembelajaran tanpa tekanan telah muncul sebagai pendekatan yang menarik dalam pendidikan moden, bertujuan untuk mewujudkan persekitaran di mana pelajar boleh berkembang maju tanpa beban tekanan yang berlebihan. Pendekatan ini bertujuan untuk mengalihkan tumpuan daripada pendidikan dipacu prestasi kepada pertumbuhan holistik dan pemahaman yang tulen. Pembelajaran tanpa tekanan menyedari bahawa tekanan akademik yang berlebihan boleh menghalang perkembangan kognitif dan menghalang kegembiraan sewaktu proses pembelajaran, dengan
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 137 memupuk suasana yang santai dan menyokong, pendidik berhasrat untuk mewujudkan ruang di mana pelajar boleh meneroka subjek mengikut tahap mereka sendiri, didorong oleh rasa ingin tahu dan bukannya takut akan kegagalan. Pendekatan ini menggalakkan minat untuk belajar dan penerokaan minat yang pelbagai. Pusat kepada pembelajaran tanpa tekanan ialah konsep motivasi, apabila pelajar didorong oleh minat dan rasa ingin tahu yang menda, mereka lebih cenderung untuk melibatkan diri secara aktif dengan bahan tersebut, yang membawa kepada pemahaman yang lebih mendalam dan pengekalan pengetahuan yang lebih lama. Ini berbeza dengan motivasi ekstrinsik yang didorong semata-mata oleh gred atau ganjaran melalui peperiksaan. Menggabungkan penilaian kendiri dan refleksi adalah satu lagi aspek utama pembelajaran tanpa tekanan, dengan menggalakkan pelajar menilai kemajuan mereka dan mengenal pasti bidang untuk penambahbaikan, pendidik memperkasakan pelajar untuk mengawal perjalanan pembelajaran mereka. Ini menanamkan rasa tanggungjawab, memupuk kemahiran yang berharga di luar bilik darjah yang sukar didapati di dalam bilik darjah. 4.3 TEMA 3: KEBURUKAN PENGGUNAAN CHATGPT DALAM DUNIA PENDIDIKAN Penggunaan ChatGPT dalam pendidikan membawa kelemahan bersama kelebihan. Isu yang berpotensi termasuk risiko maklumat salah disebabkan data latihannya, halangan kepada pembangunan pemikiran kritis, ketidakpekaan terhadap budaya, plagiarisme akibat penjanaan kandungan automatik dan salah tafsir konteks yang kompleks. Walaubagaimanapun, cabaran ini boleh ditangani melalui garis panduan, penyeliaan, dan integrasi yang seimbang dengan kaedah pengajaran tradisional untuk memastikan pengalaman pembelajaran yang menyeluruh dan berkesan. 4.3.1 KEHILANGAN INTERAKSI BERSAMA MANUSIA Kelemahan kehilangan interaksi manusia dalam pelbagai aspek kehidupan, termasuk pendidikan, adalah kebimbangan yang timbul dengan peningkatan pergantungan pada penyelesaian teknologi seperti ChatGPT. Interaksi interpersonal memainkan peranan penting dalam proses pembelajaran, memupuk kemahiran penting bukan sekadar pemerolehan pengetahuan. Interaksi manusia menyediakan pertukaran idea, pendapat, dan perspektif yang dinamik. Dalam konteks pendidikan, perbincangan secara bersemuka antara pelajar dan pendidik memudahkan pemahaman yang mendalam, penjelasan keraguan, dan pembangunan kemahiran berfikir kritis. Kehilangan aspek ini boleh mengakibatkan pengalaman pembelajaran yang kurang holistik. Selain itu, interaksi manusia menggalakkan pertumbuhan sosial dan emosi. Dalam bilik darjah tradisional, pelajar belajar untuk bekerjasama, berkomunikasi dengan berkesan dan terlibat dalam perdebatan yang sihat. Kemahiran ini penting untuk pembangunan peribadi dan profesional. Ketiadaan interaksi manusia mungkin menghalang pemupukan kemahiran ini, memberi kesan kepada keupayaan pelajar untuk mengemudi situasi dunia sebenar. Membina perhubungan dan rangkaian adalah satu lagi mangsa akibat interaksi manusia yang berkurangan. Dalam suasana pendidikan, pelajar menjalin hubungan dengan rakan sebaya dan mentor yang boleh melangkaui bilik darjah. Rangkaian ini menyumbang kepada kerjasama masa depan, peluang kerjaya dan pertumbuhan peribadi. Bergantung sepenuhnya pada alat teknologi boleh mengehadkan pembangunan rangkaian tersebut.
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 138 4.3.2 KETIDAKMAMPUAN MENERANGKAN KONSEP YANG KOMPLEKS Cabaran untuk menerangkan konsep yang kompleks merupakan halangan yang dihadapi oleh ramai pendidik dan pelajar dalam menuntut ilmu. Idea yang kompleks selalunya melibatkan perhubungan yang rumit, teori abstrak dan komponen pelbagai rupa yang sukar untuk disampaikan dengan kaedah yang berkesan. Satu isu utama ialah kemungkinan ketidakpadanan antara kedalaman pemahaman yang diperlukan dan kejelasan penjelasan yang diberikan. Pendidik mungkin bergelut untuk memudahkan konsep yang rumit tanpa terlalu menyederhanakan atau mencairkan isi kandungan sesuatu perkara, yang membawa kepada kehilangan pemikiran yang kritis dan kritikal. Menggambarkan konsep yang kompleks adalah satu lagi halangan. Idea tertentu paling baik difahami melalui bantuan visual, gambar rajah atau model yang mempamerkan perhubungan dan struktur. Walaubagaimanapun, tidak semua konsep yang kompleks meminjamkan diri mereka dengan mudah kepada perwakilan visual, menyebabkan para pendidik bergelut dengan cara menyampaikannya secara menyeluruh. Tambahan pula, halangan bahasa boleh menghalang penjelasan berkesan konsep yang kompleks, terutamanya dalam persekitaran pendidikan pelbagai budaya. Terjemahan yang tidak mencukupi atau perbendaharaan kata yang terhad mungkin membawa kepada salah tafsir atau salah faham, menghalang proses pembelajaran. 4.3.3 KESALAHAN PENGGUNAAN SUMBER RUJUKAN Isu rujukan sumber yang tidak betul adalah kebimbangan dalam konteks akademik dan penyelidikan, yang berpotensi membawa kepada jenayah akademik iaitu plagiarisme dan menjejaskan integriti karya ilmiah. Petikan yang salah atau tiada boleh mengelirukan pembaca, menghalang pengesahan tuntutan dan menjejaskan keaslian kandungan. Plagiarisme adalah gagal mengaitkan idea, data atau maklumat yang diperoleh daripada sumber luaran dengan betul. Tanpa petikan yang tepat, pembaca tidak dapat mengesan asal usul maklumat, menjadikannya mencabar untuk menilai kredibiliti dan kesahihan bahan yang dibentangkan. Selain itu, parafrasa yang tidak betul juga boleh menyebabkan ralat dalam rujukan sumber., apabila pengarang menyusun semula maklumat tanpa mengakui sumber asal, ia masih boleh dianggap sebagai plagiarisme. Ini bukan sahaja melanggar piawaian etika tetapi juga mengurangkan keunikan hasil penulisan ilmiah. Satu lagi kesilapan ialah bergantung pada sumber yang tidak berwibawa, seperti forum Internet atau laman web tidak rasmi, untuk penulisan akademik. Sumber ini mungkin kekurangan kredibiliti, ketepatan atau pengesahan semakan, yang boleh menjejaskan kebolehpercayaan keseluruhan penyelidikan. Tambahan pula, format petikan yang tidak mencukupi adalah satu lagi isu yang perlu dipertimbangkan. Disiplin akademik yang berbeza mematuhi gaya petikan yang berbeza seperti American Psychological Association (APA), Modern Language Association (MLA) dan Chicago, kesilapan dalam pemformatan ini boleh mengelirukan pembaca dan menjejaskan profesionalisme kerjaya seorang ahli akademik dan juga pelajar universiti. 4.3.4 PENYALAHGUNAAN JENAYAH PLAGIARISME Plagiarisme adalah tindakan mempersembahkan karya, idea, atau perkataan orang lain sebagai milik sendiri tanpa kredit atau keizinan yang sewajarnya, ia merupakan satu kesalahan yang serius di dalam dunia akademik. Amalan yang tidak beretika ini menjejaskan integriti usaha intelektual dan menghakis asas keaslian dan inovasi. Satu bentuk plagiarisme ialah penyalinan langsung, di mana individu meniru bahagian teks, imej atau idea daripada sumber tanpa mengkreditkan pemula. Ini bukan sahaja melanggar prinsip etika tetapi juga melucutkan pengiktirafan yang sepatutnya kepada pencipta asal. Parafrasa tanpa petikan yang betul adalah satu lagi bentuk plagiarisme. Walaupun mengubah perkataan sumber mungkin kelihatan seperti percubaan untuk mengelakkan penyalinan, ia masih dianggap tidak beretika jika sumber asal tidak diakui. Taktik ini melemahkan kandungan penghasilan karya asli. Plagiarisme kendiri, atau mengitar semula hasil kerja sendiri tanpa memetik sumber dengan jelas juga adalah satu jenayah plagiarisme. Menyerahkan kandungan yang sama kepada
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 139 banyak sumber atau menggunakan semula tugasan sebelumnya boleh mengelirukan pembaca dan penilai, kerana ia gagal mempamerkan usaha dan keaslian semasa (Sani, 2023). Akibat plagiarisme adalah meluas, ia mengurangkan nilai pendidikan dengan menghalang pemahaman sebenar dan pemikiran kritis, kerana pelajar memilih jalan pintas dan bukannya melibatkan diri secara mendalam dengan subjek. Ia mencemarkan reputasi individu, institusi, dan komuniti akademik yang lebih luas, merosakkan kepercayaan dan kredibiliti. 4.3.5 KESUKARAN MENILAI KUALITI JAWAPAN Menilai kualiti jawapan memberikan cabaran dalam konteks pendidikan, terutamanya dalam era teknologi dan penyelesaian automatik. Kerumitan timbul daripada sifat tindak balas yang pelbagai rupa, yang melangkaui ketepatan semata-mata untuk merangkumi pemikiran kritis, kedalaman analisis, keselarasan, dan keaslian. Penilaian objektif, walaupun cekap untuk soalan fakta namun gagal dalam menilai respons subjektif atau terbuka. Bagi mengukur kedalaman pemahaman dan kemahiran analisis yang tertanam dalam jawapan sedemikian memerlukan pendekatan yang lebih kritis dan kreatif yang mempertimbangkan konteks, penaakulan dan keupayaan untuk mensintesis maklumat. Selain itu, kaedah penilaian yang dipacu teknologi, seperti sistem penggredan automatik, mungkin sukar untuk memahami ekspresi manusia. Nuansa dalam bahasa, nada atau peranti retorik mungkin disalahtafsirkan, yang membawa kepada penilaian yang tidak tepat. Kekurangan dalam menangkap selok-belok komunikasi manusia menghalang ketepatan penggredan. Cabaran lain ialah potensi alat pengesanan plagiarisme untuk mengabaikan contoh ketidakjujuran akademik yang lebih canggih, seperti parafrasa yang direka dengan baik atau manipulasi sesuatu kandungan. 5 PERBINCANGAN KAJIAN Aplikasi ChatGPT merupakan aplikasi berkuasa AI termaju di dalam dunia pendidikan telah membawa beberapa cabaran yang memerlukan pertimbangan yang teliti. Walaupun ChatGPT menawarkan banyak kelebihan, pelaksanaannya memberikan halangan yang berkaitan dengan ketepatan maklumat, terlalu bergantung dan potensi pengasingan daripada interaksi manusia. Memastikan kebolehpercayaan maklumat yang dijana oleh ChatGPT, mencapai keseimbangan antara bantuan dan pemahaman yang sebenar, dan memelihara interaksi guru-pelajar dan rakan sebaya yang penting adalah cabaran yang harus ditangani oleh pendidik serta institusi untuk memanfaatkan potensi ChatGPT dengan berkesan dalam landskap dunia pendidikan, adalah sangat penting untuk kita semua berjaya menghadapi cabaran ini untuk mengoptimumkan sumbangan AI kepada pengalaman pembelajaran yang berkesan dan holistik di samping dapat memajukan sistem pendidikan di negara ini. 5.1 CABARAN APLIKASI CHATGPT DALAM DUNIA PENDIDIKAN Penggunaan aplikasi ChatGPT dalam pendidikan membuka peluang baru untuk perubahan pembelajaran, tetapi juga menimbulkan cabaran penting seperti isu ketepatan dan kebolehpercayaan, kekangan isu bahasa, kebergantungan terhadap teknologi, ketidakseimbangan digital, dan isu privasi keselamatan data yang perlu dihadapi dengan bijak untuk memaksimumkan manfaatnya dalam konteks pendidikan di Malaysia. 5.1.1 KETEPATAN DAN KEBOLEHPERCAYAAN Aplikasi ChatGPT dalam dunia pendidikan telah memberikan cabaran yang berkaitan terhadap ketepatan dan kebolehpercayaan yang memerlukan proses pertimbangan yang teliti. Walaupun ChatGPT ialah alat yang berkuasa untuk menjana respons berasaskan teks, memastikan ketepatan dan
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 140 kebolehpercayaan maklumat yang diberikannya perlu diselidiki terlebih dahulu. Satu cabaran utama ialah potensi ketidaktepatan dalam respons yang dijana oleh ChatGPT. Sebagai model AI, ia bergantung pada corak dan data daripada pangkalan datanya, yang mungkin tidak selalu menjamin maklumat bebas sebarang kesalahan. Soalan kompleks mungkin membawa kepada respons yang kurang tepat mungkin menyebabkan pelajar kurang faham atau menyebabkan timbulnya salah faham dalam kalangan para pelajar. Selain itu, tahap kepercayaan maklumat yang diperoleh melalui ChatGPT adalah satu lagi kebimbangan yang dirisaukan dalam kalangan para ahli akademik. Ketidakupayaan model AI untuk membezakan kredibiliti sumber mungkin mengakibatkan penyebaran maklumat salah atau kandungan yang sudah tidak relevan atau bersesuaian pada masa sekarang. Pelajar dan pendidik mungkin secara tidak sedar bergantung pada maklumat yang tidak tepat, yang boleh memberi kesan buruk kepada pengalaman pembelajaran dan hasil penulisan akademik mereka. 5.1.2 KEKANGAN ISU BAHASA Kekangan bahasa merupakan cabaran yang ketara apabila aplikasi ChatGPT ini masuk di dalam dunia pendidikan. Walaupun ChatGPT ialah model bahasa AI serba boleh, ia bukan tanpa had, terutamanya dalam konteks landskap linguistik dan budaya yang pelbagai khusus di Malaysia yang mempunyai kepelbagaian budaya dan adat. Satu isu yang timbul adalah kecekapan model dalam bahasa tertentu berbanding bahasa lain. Prestasi ChatGPT mungkin berbeza-beza berdasarkan ketersediaan pangkalan data dan struktur sesuatu bahasa. Ini boleh mengakibatkan capaian yang tidak sama rata kepada sumber pendidikan dan bantuan untuk pelajar yang bercakap bahasa “rojak” dan tidak sama seperti di dalam kamus. Tambahan pula, konteks budaya bahasa menimbulkan cabaran yang ketara. ChatGPT mungkin tidak memahami sepenuhnya ungkapan, dialek atau loghat sesuatu budaya atau rujukan khusus yang kompleks. Ini boleh membawa kepada salah tafsir atau salah komunikasi, terutamanya apabila menangani topik yang sensitif atau khusus dari segi budaya. Ketepatan terjemahan adalah satu lagi bidang yang dibimbangkan, walaupun ChatGPT boleh menyediakan terjemahan antara bahasa, kualiti terjemahan ini mungkin tidak sepadan dengan penterjemah manusia yang lebih pakar terhadap bahasa tersebut. Kita tidak boleh bergantung sepenuhnya pada terjemahan yang dijana oleh AI yang boleh menyebabkan salah faham atau ketidaktepatan dalam kandungan khusus di dalam bidang pendidikan. 5.1.3 KEBERGANTUNGAN TERHADAP TEKNOLOGI Isu pergantungan kepada teknologi telah menjadi perhatian yang ketara dalam pelbagai aspek kehidupan moden termasuk bidang pendidikan. Walaupun penyepaduan alatan teknologi seperti ChatGPT menawarkan banyak kelebihan, namun, terdapat kebimbangan tentang potensi implikasi negatif akibat terlalu bergantung pada teknologi tersebut. Salah satu cabaran utama ialah risiko mengurangkan kemahiran manusia yang kritikal, kebergantungan yang sepenuhnya pada teknologi, seperti ChatGPT, mungkin menyebabkan penurunan dalam kebolehan dalam pemikiran kritis, penyelesaian masalah dan komunikasi yang lebih berkesan. Pelajar mungkin terbiasa mencari jawapan pantas daripada AI tanpa melibatkan diri dalam analisis atau penerokaan yang lebih mendalam. Selain itu, terlalu bergantung pada teknologi mungkin mengurangkan kreativiti dan inovasi. Pengalaman pembelajaran yang diperkaya dengan interaksi manusia, perbincangan, dan aktiviti kolaboratif memupuk pemikiran dan pertukaran idea yang pelbagai. Jelaslah, bahawa kebergantungan yang berlebihan pada teknologi mungkin mengehadkan peluang untuk sumbang saran, perdebatan dan penjanaan idea baharu. Seterusnya, jurang digital menjadi kebimbangan dalam dunia pendidikan. Tidak semua pelajar mempunyai capaian yang sama kepada teknologi kerana jurang sosioekonomi khusus pelajar di luar bandar. Kebergantungan yang berlebihan pada teknologi boleh mewujudkan persekitaran pembelajaran yang tidak sama rata, seterusnya meminggirkan mereka yang kekurangan
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 141 capaian kepada alatan yang diperlukan, yang membawa kepada jurang pendidikan yang jauh. 5.1.4 KETIDAKSEIMBANGAN DIGITAL Isu ketidakseimbangan digital telah menjadi kebimbangan yang ketara dalam masyarakat masa kini, khususnya dalam konteks pendidikan. Istilah ini merujuk kepada capaian dan penggunaan teknologi digital yang tidak sama rata, yang boleh mempunyai implikasi yang meluas terhadap peluang dan hasil pendidikan. Salah satu cabaran utama yang dikaitkan dengan ketidakseimbangan digital ialah capaian yang tidak sama rata kepada teknologi dalam kalangan pelajar. Jurang sosioekonomi boleh membawa kepada situasi di mana sesetengah pelajar mempunyai capaian kepada peranti terkini dan Internet berkelajuan tinggi, manakala yang lain bergelut dengan capaian terhad atau tiada langsung. Percanggahan ini boleh menghalang keupayaan sesetengah pelajar untuk melibatkan diri dalam pembelajaran dalam talian, menyelesaikan tugasan dan akses sumber pendidikan, memburukkan lagi ketidaksamaan pendidikan. Tambahan pula, ketidakseimbangan digital juga boleh menjejaskan kebolehan pendidik untuk menyampaikan pengajaran yang berkesan. Guru mungkin menghadapi cabaran dalam penggunaan bentuk bahan pembelajaran dalam talian yang memenuhi keperluan pelajar dengan pelbagai tahap capaian dan kecekapan teknologi. Ini boleh mengakibatkan pengalaman pembelajaran yang berpecahbelah, di mana sesetengah pelajar dapat mengambil bahagian sepenuhnya dalam aktiviti pembelajaran digital manakala yang lain ketinggalan. 5.1.5 ISU PRIVASI DAN KESELAMATAN DATA Isu privasi dan keselamatan data telah mendapat perhatian dalam era transformasi digital, khususnya dalam konteks teknologi pendidikan seperti ChatGPT. Memandangkan institusi pendidikan menggunakan alat berkuasa AI untuk meningkatkan tahap pengalaman pembelajaran, kebimbangan mengenai perlindungan maklumat sensitif dan data peribadi telah menjadi cabaran yang ketara. Salah satu kebimbangan utama ialah potensi risiko pencerobohan data dan capaian tanpa kebenaran. Platform pendidikan yang menggunakan alatan AI seperti ChatGPT sering mengumpul dan menyimpan data pengguna, termasuk perbualan dan interaksi. Jika langkah keselamatan yang sewajarnya tidak dilaksanakan, data ini boleh terdedah kepada penggodam, yang bakal membawa kepada potensi kebocoran maklumat peribadi, rekod akademik atau komunikasi sensitif yang tidak sepatutnya didedahkan kepada umum. Selain itu, penggunaan meluas alatan AI dalam pendidikan menimbulkan persoalan tentang pemilikan data yang dijana semasa interaksi. Siapakah pemilik data pelajar, pendidik atau penyedia platform? Menjelaskan pemilikan data dan hak penggunaan adalah penting untuk memastikan ketelusan dan melindungi privasi semua pihak yang terlibat. Cabaran lain ialah penggunaan data pelajar secara beretika untuk tujuan pemasaran. Jika ianya tidak dikawal dengan betul, data yang di kumpul sewaktu interaksi boleh digunakan untuk menyesuaikan iklan atau memanipulasi tingkah laku pelajar, yang berpotensi melanggar privasi dan autonomi individu yang menggunakan aplikasi ChatGPT. 6 CADANGAN KAJIAN Penyepaduan ChatGPT dalam dunia pendidikan memberikan peluang dan cabaran yang menuntut pendekatan yang bernas dan strategik. Memandangkan teknologi AI ini semakin meluas dalam persekitaran pembelajaran, adalah penting untuk memantau implikasinya secara menyeluruh. Untuk menangani secara berkesan isu-isu yang berpotensi yang mungkin timbul daripada penggunaan ChatGPT, satu langkah yang drastik perlu diambil oleh pihak Kerajaan Malaysia khususnya Kementerian Pendidikan Malaysia dan Kementerian Pengajian Tinggi. Pada mulanya, penubuhan garis panduan dan dasar yang jelas adalah penting. Garis panduan ini harus menggariskan etika, penggunaan yang sesuai dan pertimbangan untuk privasi data serta larangan sewaktu menggunakan aplikasi ini khususnya ahli akademik dan pelajar universiti. Melalui penetapan yang diberikan,
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 142 pendidik boleh memastikan bahawa ChatGPT digunakan dengan cara yang meningkatkan pembelajaran tanpa menjejaskan integriti individu. Selain itu, pentingnya penyediaan latihan yang menyeluruh. Pendidik dan pelajar harus dilengkapi dengan pengetahuan dan kemahiran yang diperlukan untuk menggunakan ChatGPT secara berkesan dan beretika. Ini termasuk bukan sahaja memahami keupayaannya tetapi juga membangunkan kemahiran berfikir kritis untuk menilai dan merujuk silang maklumat yang diberikannya. Kerjasama antara pendidik dan pembangun AI adalah satu lagi aspek penting, dengan bekerja rapat dengan pembangun, pendidik boleh memberikan pandangan tentang keperluan dan cabaran khusus konteks dunia pendidikan. Perkongsian ini boleh membawa kepada pembangunan alatan AI yang dioptimumkan untuk kegunaan pendidikan, akhirnya meningkatkan pengalaman pembelajaran. Tambahan pula, penilaian berterusan terhadap impak ChatGPT adalah penting. 6.1 KESEDARAN DAN PENDIDIKAN Meningkatkan kesedaran dan menyediakan pendidikan adalah langkah penting dalam menghadapi cabaran dan kelebihan mengintegrasikan ChatGPT ke dalam landskap pendidikan di Malaysia. Langkah-langkah ini memastikan bahawa kedua-dua pihak di antara pendidik dan pelajar memperolehi maklumat dan garis panduan untuk menggunakan teknologi AI ini secara bertanggungjawab dan berkesan. Pertama, mewujudkan kesedaran melibatkan pendidik, pelajar dan pihak berkepentingan tentang keupayaan, had dan potensi implikasi ChatGPT. Ini boleh dilakukan melalui bengkel, seminar dan sumber maklumat yang menyerlahkan kelebihan, risiko dan pertimbangan etika yang berkaitan dengan penggunaan alatan AI dalam dunia pendidikan[8] . Selain itu, inisiatif pendidikan memainkan peranan penting dalam melengkapkan individu dengan kemahiran yang diperlukan untuk melibatkan diri dengan ChatGPT dengan bertimbang rasa. Pendidik boleh memasukkan pelajaran tentang pemikiran kritis, literasi digital dan penilaian maklumat ke dalam kurikulum pendidikan di Malaysia. Pelajar perlu memahami cara mengesahkan dan maklumat rujukan silang yang diperoleh daripada alatan AI, memupuk pendekatan pembelajaran yang selari dengan Falsafah Pendidikan Kebangsaan iaitu melahirkan pelajar yang cemerlang dalam Jasmani, Emosi, Rohani, Intelek dan Sosial. Tambahan pula, memupuk budaya pembelajaran berterusan adalah penting dalam dunia yang kian mencabar ini. Pengetahuan terhadap kemajuan dan perubahan dalam teknologi AI, serta penyepaduannya dalam pendidikan, harus disediakan. Ini bagi menggalakkan para pendidik untuk sentiasa memperolehi maklumat dan menyesuaikan kaedah pengajaran mereka dengan sewajarnya selari dengan kehendak kerajaan dan peredaran zaman. 6.2 PENILAIAN YANG BERFOKUS PADA PEMAHAMAN DAN ANALISIS Strategi penilaian yang menekankan pemahaman dan analisis adalah penting untuk memupuk pembelajaran mendalam dan kemahiran berfikir kritis. Bentuk penilaian tradisional sering memberi tumpuan kepada teknik hafalan yang akan diterjemahkan melalui peperiksaan dan pemahaman peringkat permulaan seperti melalui ujian sumatif. Walau bagaimanapun, untuk benar-benar menilai pelajar dengan cabaran masa kini, kaedah penilaian yang menyelidiki pemahaman dan analisis adalah sangat penting. Satu pendekatan yang berkesan ialah penggunaan soalan terbuka dan tugasan penyelesaian masalah. Daripada mencari maklumat yang diperlukan, kaedah penilaian ini mendorong pelajar untuk menggunakan pengetahuan mereka kepada realiti dunia sebenar, menganalisis maklumat secara kritis dan membuat kesimpulan yang bertepatan dengan kehendak tugasan mereka. Tugasan sedemikian menggalakkan pelajar berfikir secara kreatif, mempertimbangkan pelbagai perspektif, dan mempamerkan keupayaan mereka untuk mensintesis maklumat. Penilaian berasaskan projek ialah satu lagi jalan yang sejajar dengan fokus ini. Tambahan pula, rubrik penilaian yang menekankan kemahiran berfikir aras tinggi memberikan panduan yang jelas tentang apa yang diharapkan daripada
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 143 pelajar. Kriteria seperti analisis, penilaian dan sintesis boleh membimbing pendidik dalam membuat penilaian keupayaan pelajar untuk menghuraikan topik yang kompleks, dan memberikan hujah yang kukuh. Semasa melaksanakan kaedah penilaian ini, pendidik harus memberikan maklum balas yang membina bagi menggalakkan pelajar untuk terus berfikiran kreatif dan kritis. Maklum balas ini harus menyerlahkan bukan sahaja jawapan yang betul tetapi juga proses pemikiran dan teknik analisis yang digunakan. Pendekatan ini menggalakkan minda pertumbuhan, di mana pelajar sendiri akan menghargai proses pembelajaran itu. 6.3 PENYEDIAAN PERATURAN PENGGUNAAN CHATGPT Peraturan yang mengawal penggunaan ChatGPT dalam konteks pendidikan adalah penting untuk memastikan integrasi yang bertanggungjawab dan beretika. Peraturan-peraturan ini harus selaras dengan Dasar Pendidikan Malaysia dan Falsafah Pendidikan Kebangsaan, yang mengutamakan pembangunan pelajar yang holistik, pemikiran kritis, dan pemupukan nilai-nilai murni di dalam kehidupan. Menggabungkan ChatGPT ke dalam pendidikan harus mematuhi prinsip sistem pendidikan Malaysia. Ia harus melengkapkan kurikulum, menyokong pelajar dalam memahami konsep yang kompleks dan menggalakkan pemikiran kritis dan kritikal. Aplikasi ChatGPT itu harus digunakan sebagai tambahan dan bukannya pengganti kaedah pengajaran tradisional dan mengekalkan kepentingan interaksi manusia dalam dunia pendidikan. Selain itu, privasi dan keselamatan data mesti dipelihara. Institusi pendidikan harus menggariskan garis panduan yang jelas tentang penggunaan data, penyimpanan dan perkongsian apabila melaksanakan ChatGPT. Selain itu, memastikan pematuhan kepada Akta Perlindungan Data Peribadi Malaysia adalah penting untuk melindungi maklumat pelajar. Pendidik harus menekankan penggunaan yang bertanggungjawab, mengajar pelajar cara menilai secara kritis maklumat yang dijana oleh ChatGPT dan merujuk silang dengan sumber yang boleh dipercayai dan sahih. Kesedaran plagiarisme adalah penting, mendidik pelajar tentang implikasi etika menggunakan kandungan yang dijana AI tanpa pengiktirafan yang betul. Kerjasama antara pendidik dan pembangun AI adalah penting. Perkongsian ini boleh membawa kepada penciptaan garis panduan dan amalan terbaik yang sejajar dengan nilai pendidikan Malaysia. Maklum balas daripada pendidik juga boleh menyumbang kepada memperhalusi keupayaan ChatGPT untuk mencapai objektif pendidikan dengan lebih baik. Peraturan yang mengawal penggunaan ChatGPT dalam pendidikan harus selaras dengan Dasar pendidikan Malaysia dan Falsafah Pendidikan Kebangsaan yang menekankan pembangunan pelajar yang holistik, pemikiran kritis, dan penggunaan teknologi yang beretika. 6.4 KAWALAN DAN PENGAWASAN Kawalan dan penyeliaan memainkan peranan penting dalam memastikan penyepaduan yang bertanggungjawab bagi ChatGPT dan teknologi AI yang serupa dalam tetapan pendidikan. Langkah kawalan yang berkesan adalah penting untuk memaksimumkan kelebihan sambil mengurangkan potensi risiko dan cabaran yang berkaitan dengan ChatGPT. Institusi pendidikan mesti menetapkan garis panduan dan protokol yang jelas untuk penggunaan ChatGPT. Garis panduan ini harus merangkumi pertimbangan etika, privasi data dan konteks yang sesuai untuk bantuan AI, dengan menetapkan sempadan yang jelas, institusi boleh memastikan bahawa ChatGPT digunakan untuk meningkatkan hasil pembelajaran dengan mematuhi standard etika penulisan ilmiah. Penyeliaan adalah penting semasa pelaksanaan alatan AI dalam pendidikan. Pendidik harus memberikan bimbingan dan pengawasan untuk memastikan pelajar menggunakan ChatGPT secara bertanggungjawab dan kritis. Selain itu, pemantauan dan penilaian berterusan adalah komponen penting kawalan dan penyeliaan yang berkesan [9]. Pihak yang berautoriti perlu sentiasa membuat penilaian secara kerap kesan ChatGPT pada hasil pembelajaran, tahap penglibatan dan kebolehan pemikiran kritis membolehkan pendidik membuat pelarasan yang diperlukan untuk mengoptimumkan penggunaannya. Kerjasama dalam kalangan pendidik, institusi dan pembangun AI meningkatkan lagi
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 144 kawalan dan penyeliaan. Melalui kerjasama yang rapat, pihak berkepentingan ini boleh memperhalusi garis panduan, membangunkan amalan terbaik dan meningkatkan keupayaan alat untuk mencapai objektif pendidikan dengan lebih baik. 7. KESIMPULAN Integrasi teknologi AI, terutama ChatGPT, dalam pendidikan membawa kesan kompleks. Manfaatnya meliputi pengalaman belajar yang lebih baik dan akses maklumat sepanjang masa. Namun, cabaran seperti ketepatan, privasi data, ketergantungan berlebihan, dan pengurangan interaksi manusia perlu diberi perhatian serius. ChatGPT harus dilihat sebagai pemudah cara untuk mendapatkan maklumat, bukan sumber yang sah. Kerajaan Malaysia harus mengeluarkan garis panduan etika dan privasi data, serta latihan komprehensif bagi pendidik dan pelajar. PENGHARGAAN Penyelidikan ini disokong oleh UniversitiSainsMalaysia, Geran Jangka Pendek dengan Nombor Projek: 304/PJJAUH/6315695. RUJUKAN 1. Matthieu Ollivier, Ayoosh Pareek, Jari Dahmen, M. Enes Kayaalp, Philipp W.Winkler, Michael T. Hirschmann, Jon Karlsson. (2023). A deeper dive into ChatGPT: History, Use and Future Perspectives for Orthopaedic Research. European Society of Sports Traumatology, Knee Surgery, Arthroscopy (ESSKA). 2. Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: how may AI and GPT impact academia and libraries?. Library Hi Tech News, 40(3), 26-29. 3. Sinnappan, G. S., Kolandaisamy, R., & Rajamanickam, L. (2023). ChatGPT and Its Impact on Tertiary Education in Malaysia. In Technology Management and Its Social Impact on Education (pp. 146-164). IGI Global. 4. Hosni, A., Ariffin, M. F. M., & Ishak, H. (2023). Editorial Notes: Isu Dan Cabaran Chatgpt Terhadap Pengajian Islam. Al-Turath Journal of Al-Quran and Al-Sunnah, 8(1). 5.UTM News Hub. (2023). ChatGPT: Penggalak atau Perencat Kesarjanaan? UTMNews.https://news.utm.my/ms/2023/02/chatgpt-penggalak-atau-perencat-kesarjanaan /https://www.ikim.gov.my/new-wp/index.php/2023/01/25/cabaran-teknologi-chatgpt-kepada-sekolahdan-universiti/ 6. Dewan Bahasa dan Pustaka. (2023). Aplikasi dan Cabaran ChatGPT dalam Dunia Pendidikan Bahasa Melayu. Jendela DBP. https://dewanbahasa.jendeladbp.my/2023/02/21/7275/ 7. Astro Awani. (2023). ChatGPT: Confronting Humans Have Always Adapted New Technology, Ask Mesopotamians Who Invented Writing. Astro Awani. https://www.astroawani.com/beritadunia/chatgpt-confronting-humans-have-always-adapted-new-technology-ask-mesopotamians-whoinvented-writing-406271
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 145 8. Malaysian Qualifications Agency (MQA). (2023). MQA Advisory Note No.2/2023 - AI Generatif. MQA https://www.mqa.gov.my/new/document/2023/edited/MQA%20Advisory%20Note%20No.22023- %20AI%20Generatif.pdf 9. Malaysian Qualifications Agency (MQA). (2023). MQA Advisory Note No.2/2023 - AI Generatif. MQA https://www.mqa.gov.my/new/document/2023/edited/MQA%20Advisory%20Note%20No.22023- %20AI%20Generatif.pdf
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 146 COMPARING THE CHEMICAL COMPOSITION AND EFFECTS ON THE GROWTH OF CHILI PLANTS USING CHICKEN AND BAT GUANO FERTILIZERS Siti Syamim Nurfatihah Binti Abd Rahman1 , Mohamad Fhaizal Bin Mohamad Bukhori2 1 Faculty of Resource Science and Technology, Universiti Malaysia Sarawak, 94300, Kota Samarahan, Sarawak 2 Center for Pre-University Studies, Universiti Malaysia Sarawak, 94300, Kota Samarahan Sarawak ABSTRACT Fertilizers are an essential component of plant growth, particularly for agriculture. However, the use of chemical or synthetic fertilizers has led to multiple drawbacks for crops. With concerns about sustainable global consumption, climate change, and food inadequacy, it is time to shift to a more sustainable and organic farming approach. Organic farming is currently at the pinnacle of sustainable agriculture. The study analyzed two types of fertilizers - chicken dung fertilizer (CDF) and bat guano (BG). CDF is a manure extracted from chicken litter, while BG is the excretion of bats. Both have been used as fertilizers for decades and have proven to be effective in improving soil fertility and crop productivity. The Chilli plant, Capsicum annum L. (variation Kulai), is a valuable crop with numerous health benefits, especially as it is rich in vitamin C, pro-vitamin A, and other essential nutrients. It is crucial to explore alternative organic fertilizers such as CDF and BG which can positively impact the growth and yield of chilli plants. Fertilizers were analyzed for dry matter, organic matter, nitrogen, phosphorus, and potassium. The fertilizers were then used to treat chilli plants for five months, with measurements taken monthly. After the cycle, the plants were harvested, and their measurements were analyzed using SPSS Version 36 software. Between the two organic fertilizers, it was found that CDF had higher levels of dry matter and organic matter, while BG had higher levels of nitrogen and phosphorus. CDF also had higher levels of potassium, which improves fruit and vegetable quality. Plant growth performance analysis showed that CDF was a better choice than BG, with higher plant height and faster and higher fruit production. The study concludes that chilli plants treated with chicken dung fertilizer showed better growth and fruit production compared to those treated with bat guano. Keywords: bat guano; chemical analysis; chicken dung; chilli plants; organic fertilizer 1. INTRODUCTION Fertilizers are a vital component of plant growth, particularly for agriculture. It is an enhancer of plant qualities and can regulate the plant's chemical properties. Fertilizers are generally classified into two categories. Synthetic fertilizers or chemical fertilizers are made from chemical compounds which are designed to provide a specific amount of nutrients to plants, particularly in the form of nitrogen (N), phosphorus (P) and potassium (P). However, deeper studies have shown that chemical fertilizers brought forth multiple drawbacks to crops such as decrement in land fertility, ecological imbalance, salt built and others [7,9,10]. With concerns about sustainable global consumption, climate change and food inadequacy, organic farming is currently at the pinnacle of sustainable agriculture. Organic farming is an alternative
2nd International Joint-Postgraduate Colloquium on Multidisciplinary Research Held on 14th December 2023 147 system of agriculture which uses solely organic materials in fertilizers, pesticide applications and disease control. Organic fertilizers are fertilizers derived from natural occurrences such as plant, animal, or mineral sources [4]. Fertilizers derived from organic matter show multiple benefits to the environment. A study mentioned that organic fertilizers can amplify soil fertility and productivity while retaining its soil structure and moisture [3]. Other than that, the usage of organic fertilizers can improve the battle against greenhouse effects and global warming as it isolates higher carbon from the soil compared to chemical fertilizers [1]. Chicken dung fertilizer (CDF) is a manure extracted from chicken litter. It is mainly a mixture of faeces, wasted feeds and feathers [2]. Bat guano (BG) can be defined as the excretion of bats [8]. Cave roosts are the main provider of bat guano due to the roosting sites of huge bat colonies [3]. The chilli plant, Capsicum annum L. (variation Kulai) is classified in the family Solanaceae. Chilli plants, especially red chillies, are rich in vitamin C and pro-vitamin A. They are also a substantial source of vitamin B, and B6 and high in potassium, magnesium and iron. It is no surprise that chilli is considered to be the second most popular vegetable in Malaysia [4]. Although a previous study mentioned that the application of inorganic fertilizer in the early vegetative growth stage yields a good response, it is reported that the growth deteriorates through stages. Hence, this study focuses on the alternative usage of organic fertilizers, particularly chicken dung and bat guano on plant growth performance. 2. MATERIALS AND METHODS Extraction of the fertilizers was done in two different ways. 2 kilograms of pelleted CDF were obtained in a nearby agriculture store. Another 2 kilograms of BG were obtained from cave floors in sites around Kuching, Sarawak. The first site is located in Bau at Wind Cave Nature Reserve. The second site is Raya Cave, Siburan. Dry matter (DM), organic matter (OM), nitrogen (N) phosphorus (P) and potassium (K) were analyzed for their chemical composition. Plant growth performance of the two fertilizers was done on the chilli plant Capsicum annum var. Kulai. Red Pepper (108) seeds with the brand Green World were purchased at the Malaysian Agricultural Research and Development Institute (MARDI) in Serdang, Selangor. A number of 300 seeds were germinated in a germination tray using peat moss as a growth medium. Once the seedlings developed, 81 plantlets were transferred in 16x16 polybags filled with clay soil. After the acclimatization process for two weeks, both fertilizers were treated to the plants, where 27 plants were treated with 5 g of pelleted chicken dung fertilizers, and another 27 plants were treated with 5 g of bat guano fertilizers. The remaining plants were not treated for control. Treatments were applied monthly for 5 months. Height measurements were taken each month to monitor its differences. Harvesting was done after a period of 6 months. All the data was inputted into SPSS Version 36 software for further analysis. One-way ANOVA calculation was performed on both chemical analysis results and plant height results. Significant differences among the groups were obtained through the calculation. 3. RESULTS AND DISCUSSION 3.1. Chemical composition of two organic fertilizers Results on the chemical composition of the two organic fertilizers as shown in Table 1 noted a significant level of differences between them. Levels of chemical composition of CDF are recorded to be higher in DM (86.17%) and OM (33.63%) when compared to the DM (67.70%) and OM (14.82%) of BG. However, the N and P percentages of CDF are lower when compared to BG. N levels of CDF