Full Prosiding knovasi 2021 v2

Sarjanamuda Kejuruteraan Elektrik dan Elektronik di Prosiding K-Novasi 2021
Jabatan Kejuruteraan Elektrik, Elektronik dan Sistem
(JKEES), Fakulti Kejuruteraan dan Alam Bina, UKM. (a)

Secara terperinci, seramai 16 orang pelajar JKEES (b)
telah mengambil kursus tersebut. Para pelajar telah Rajah 2 Dua trek berbeza yang perlu dilengkapkan oleh sistem robot
dibahagikan kepada empat kumpulan pelajar. Setiap
kumpulan pelajar dikehendaki untuk melaksanakan satu (a) trek pertama (b) trek kedua
projek reka bentuk sistem kawalan berkomputer dengan
tema yang sama iaitu membina satu sistem robot boleh KEPUTUSAN DAN PERBINCANGAN
gerak (mobile robot) seperti yang ditunjukkan dalam Sebanyak empat sistem robot boleh gerak telah dihasilkan
Rajah 1. Setiap kumpulan dibekalkan dengan satu set oleh empat kumpulan pelajar. Contohnya, Rajah 3 dan 4
komponen elektronik yang serupa, mengandungi menunjukkan sistem robot yang telah dibangunkan oleh
mikropengawal Arduino, motor arus terus, penderia dua kumpulan pelajar dalam trek laluan. Berdasarkan
ultrasonik, pengekod, bateri dan kabel. Di samping itu, dapatan simulasi dan proses permodelan mengunakan
bahagian mekanikal robot seperti kerangka utama dan perisian komputer, setiap kumpulan pelajar menggunakan
tayar juga dibekalkan kepada setiap kumpulan. Akhirnya, strategi sistem kawalan yang berbeza untuk memenuhi
prestasi sistem diukur dan dilaporkan dalam bentuk spesifikasi projek yang telah ditetapkan, walaupun
laporan teknikal dan sesi pembentangan. dibekalkan dengan komponen elektronik dan kerangka
robot yang sama. Pengawal sistem yang dipilih oleh
Rajah 1 Sistem robot boleh gerak yang telah lengkap dipasang pelajar ialah jenis pengawal PID (proportional-integral-
derivative), yang lazim digunakan dalam sistem kawalan.
Spesifikasi projek tersebut memerlukan setiap Namun, konfigurasi nilai pengawal PID tersebut adalah
kumpulan pelajar mereka bentuk sebuah sistem kawalan berbeza antara setiap kumpulan. Model sistem yang
trajektori robot mobil dalam masa diskrit yang berupaya dianggarkan juga aadalah berlainan. Hal ini menunjukkan
untuk melengkapkan perjalanan dalam dalam dua trek simulasi dan permodelan awal amat penting, dan
laluan yang telah ditetapkan, seperti yang dipaparkan pengalaman yang mereka peroleh semasa melaksanakan
dalam Rajah 2, dengan cekap dan berkesan. Sistem projek tersebut adalah berbeza, serta wujud pelbagai
kawalan yang direka bentuk mestilah mampu beroperasi kreativiti dan idea di kalangan pelajar.
dalam dua konfigurasi iaitu sistem kawalan terbuka dan
tertutup. Pelajar menggunakan perisian MATLAB untuk
menganggarkan model sistem kawalan yang direka
bentuk melalui pendekatan pengenalpastian sistem
berdasarkan data sebenar yang diperoleh daripada robot
yang telah lengkap dipasang. Kemudian, model anggaran
tersebut digunakan untuk mereka bentuk dan menala
pengawal sistem. Dalam kes ini, sebarang pengetahuan
dan pengalaman mengenai data dari sistem robot sebenar
dalam setiap kitar kajian digunakan oleh pelajar untuk
memperoleh sistem robot yang cekap dan berkesan.

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Rajah 3 Contoh pertama sistem robot boleh gerak dalam trek laluan Prosiding K-Novasi 2021
yang dibina oleh kumpulan pertama
student design competitions and a case study.
Rajah 3 Contoh kedua sistem robot boleh gerak dalam trek laluan International Journal of Mechanical Engineering
yang dibina oleh kumpulan kedua Education, 47(1), 3–22.
Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and
Dapatan simulasi permodelan sistem robot yang telah learning spaces: Enhancing experiential learning in
dilaksanakan oleh kumpulan pelajar menunjukkan model higher education experience-based learning
anggaran yang diperoleh adalah berbeza antara satu sama systems. Academy of Management Learning &
lain. Perbezaan ini disebabkan oleh wujud variasi sistem Education, 4(2), 193–212.
robot apabila pemasangan telah dilengkapkan. Hal ini Morris, T. H. (2020). Experiential learning–a systematic
membuktikan bahawa permodelan sistem sebenar amat review and revision of Kolb’s model. Interactive
penting terutamanya apabila melibatkan reka bentuk Learning Environments, 28(8), 1064–1077.
sistem kawalan yang rumit. Pengetahuan dan pengalaman Salinas-Navarro, D. E., Garay-Rondero, C. L., & Calvo,
mengenai model sistem sebenar digunakan oleh pelajar E. Z. R. (2019). Experiential learning spaces for
dalam menala pengawal sistem kawalan yang industrial engineering education. 2019 IEEE
dibangunkan. Kitaran ini serta pembelajaran pengalaman Frontiers in Education Conference (FIE), 1–9.
berlaku secara berulang kali sehinggalah spesifikasi
sistem dicapai.

KESIMPULAN

Integrasi simulasi dan pembelajaran pengalaman dalam
projek reka bentuk sistem kawalan berkomputer berupaya
mencambahkan idea dan kreativiti pelajar dalam aplikasi
kejuruteraan sebenar. Pembelajaran berasaskan
pengalaman yang lazimnya berlaku secara semulajadi
mampu meningkatkan tahap pemikiran kritikal pelajar,
dan manusia secara amnya.

PENGHARGAAN

Para penulis memberikan penghargaan kepada Universiti
Kebangsaan Malaysia di atas bantuan kewangan yang
diberikan.

RUJUKAN

Cheng, S. C., Hwang, G. J., & Chen, C. H. (2019). From
reflective observation to active learning: A mobile
experiential learning approach for environmental
science education. British Journal of Educational
Technology, 50(5), 2251–2270.

Gadola, M., & Chindamo, D. (2019). Experiential
learning in engineering education: The role of

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Prosiding K-Novasi 2021

E-Pembelajaran ERP Berasaskan Web Interaktif bagi Pelajar
Program Teknologi Maklumat UKM

[1]Shalini A/P Kaanabathyrao, [2]*Amelia Natasya Abdul Wahab, [3]Shafinah Kamarudin, [4]Siti
Munirah Mohd

[1] [2] Fakulti Teknologi dan Sains Maklumat, Universiti Kebangsaan Malaysia, Bangi, Selangor
[3] Fakulti Sains Komputer dan Teknologi Maklumat, Universiti Putra Malaysia, Serdang, Selangor

[4] Kolej Genius Insan, Universiti Sains Islam Malaysia, Nilai, Negeri Sembilan
*[email protected]

ABSTRAK

Kaedah pembelajaran dan pengajaran kursus Perancangan Sumber Enterpris (ERP) bagi program Teknologi
Maklumat UKM adalah secara bersemuka dan pembelajaran dalam talian. Namun, terdapat kekangan dalam kaedah
pembelajaran semasa yang melibatkan pemahaman, minat dan kehadiran pelajar dalam musim pandemik kini. Adalah sangat
penting untuk mempunyai platform e-pembelajaran yang berkesan supaya capaian bahan pembelajaran dan komunikasi dua
hala dapat dilakukan dengan mudah. Justeru, objektif kajian ini adalah untuk mendigitalisasikan kaedah pembelajaran
tradisional kursus ERP di UKM melalui pembangunan platform e-pembelajaran yang berasaskan web interaktif dikenali
sebagai ERP@UKM. Model ADDIE digunakan sebagai metodologi kajian yang merangkumi lima fasa utama iaitu Analisis,
Reka Bentuk, Pembangunan, Pelaksanaan dan Penilaian. Perisian yang digunakan untuk pembangunan laman web dan
Bahasa pengaturcaraan adalah Adobe Dreamweaver, HTML dan PHP. Sistem ini menerapkan gabungan elemen multimedia
dan teks bagi fungsian ruangan nota, koleksi soalan peperiksaan, kuiz, video, animasi dan ruangan interaksi chat. Laman
web interaktif bagi tujuan capaian bahan pengajaran ERP ini diharap dapat meningkatkan minat pelajar Teknologi Maklumat
UKM untuk terus mempelajari kursus ERP dengan lebih berkesan.

Keywords: ERP, perancangan sumber enterpris, perancangan sumber perusahaan, e-pembelajaran, LMS.

PENGENALAN signifikan pada tahun 2019 dengan menawarkan kursus
ERP sebagai pelengkap program yang wajib kepada
Perancangan Sumber Enterpris atau dikenali sebagai pelajar Sarjana Muda program Teknologi Maklumat
Enterprise Resource Planning (ERP) merupakan sebuah (TM). Penerokaan kursus ini penting kerana ia dijangka
perisian pengurusan proses perniagaan bagi sesebuah akan memberi nilai tambah dan daya saing kepada pelajar
organisasi melalui penggunaan konsep pangkalan data FTSM untuk memenuhi keperluan negara dalam sektor
terpusat. Konsep ini semakin popular pada masa kini industri pembangunan ERP, sumber manusia,
kerana ia dapat meningkatkan kecekapan operasi melalui perakaunan, pengurusan perniagaan, pengurusan
perkongsian data input tunggal secara masa nyata. inventori dan pengurusan hubungan pelanggan (CRM).
Pelbagai unit atau disiplin berbeza bagi sebuah organisasi
dapat dihubungkan melalui sistem pangkalan data Kaedah pengajaran dan pembelajaran kursus ERP di
terpusat ini. Data jualan, kewangan, pembuatan, kebanyakan universiti termasuk di UKM dilaksana secara
hubungan pelanggan, inventori, e-dagang, pembekal dan bersemuka di bilik kuliah dan makmal serta secara
lain-lain akan direkodkan sekali sahaja dan kemudian langsung melalui platform Sistem Pengurusan
boleh dicapai oleh unit atau individu lain yang berkaitan. Pembelajaran (LMS) rasmi universiti. Kaedah
Kelebihan sistem ini sudah tentu dapat mengurangi masa pembelajaran dan pengajaran di bilik kuliah melibatkan
proses dalam aktiviti operasi sebuah organisasi dalam interaksi bersemuka di antara tenaga pengajar dan para
menawarkan produk atau perkhidmatan kepada pelajar atau interaksi dalam kalangan pelajar seperti
pelanggan. Contoh perisian ERP yang semakin mendapat perbincangan dan aktiviti dalam kumpulan. Persekitaran
tempat pada masa kini ialah SAP, Oracle Netsuite, bilik kuliah memberi peluang kepada para pelajar untuk
Microsoft Dynamics 365, Sage dan Odoo. meningkatkan kemahiran berkomunikasi secara
berkesan.
Ternyata keperluan untuk mempelajari dan mendalami
ilmu ERP adalah kritikal dengan kemunculan era revolusi Secara amnya, kaedah pengajaran bersemuka tidak
industri 4.0. Justeru, Fakulti Teknologi dan Sains dapat dinafikan keberkesanannya khususnya dari segi
Maklumat (FTSM), UKM telah mengambil inisiatif yang interaksi fizikal. Walau bagaimanapun, kaedah

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pengajaran bersemuka tidak dapat dipraktikkan Prosiding K-Novasi 2021
sepenuhnya berikutan dengan situasi pandemik Covid19
yang bermula sekitar hujung tahun 2019 di seluruh dunia. meningkatkan minat kepada pelajar. Isu semasa yang
Situasi pandemik ini menghalang perkumpulan individu dihadapi pelajar dalam memahami terma-terma
secara fizikal. Kerajaan Malaysia telah melaksana perniagaan, kewangan, pembuatan dan konsep ERP
Perintah Kawalan Pergerakan (PKP) yang pertama pada diharap dapat dikuasai dengan baik melalui platform yang
Mac 2020, PKP 2.0 pada Januari 2021 dan PKP 3.0 pada interaktif ini. Konsep e-pembelajaran dan penggunaan
Jun 2021 sebagai usaha untuk membendungi pandemik alat ICT interaktif membantu dalam sesi pengajaran dan
ini. Pelaksanaan PKP pertama telah mencetuskan budaya pembelajaran di kalangan pelajar IPT.
normal baharu dalam kehidupan termasuk sektor KEPUTUSAN DAN PERBINCANGAN
pendidikan. Standard Operasi Standard terkini bagi PKP Model ADDIE yang terdiri daripada lima fasa utama iaitu
termasuk pergerakan keluar masuk dan merentas daerah analisis, reka bentuk, pembangunan, pelaksanaan dan
adalah tidak dibenarkan (Sinar Harian, 2021). Semua penilaian (Rajah 1) telah diaplikasi bagi tujuan
sekolah, institusi pengajian tinggi dan institut latihan pembangunan laman web ERP@UKM.
kemahiran ditutup untuk sementara waktu. Senario ini
memberi kesan kepada sektor pendidikan khususnya Rajah 1 Model ADDIE Pembangunan Sistem
aktiviti pengajaran dan pembelajaran ERP di FTSM. Adaptasi daripada Syukriyah dan Wan Nor (2019)

Platform LMS rasmi universiti digunakan sebagai Rajah 2 menunjukkan paparan halaman utama laman
platform utama untuk membantu kaedah pembelajaran web ERP@UKM. Halaman ini merangkumi elemen
dan pengajaran warga UKM termasuklah kursus ERP multimedia seperti teks untuk ruangan nota dan koleksi
sebelum era pandemik lagi. Platform tersebut menjadi soalan peperiksaan, kuiz, video, animasi dan ruangan
sokongan kepada sistem pembelajaran kaedah bersemuka interaksi.
dengan menyediakan kemudahan kepada pensyarah
untuk memuat naik bahan bacaan atau nota, tugasan dan Rajah 2 Halaman utama sistem ERP@UKM
menilai pelajar. Namun, platform LMS sedia ada di
universiti agak kurang stabil dan proses penyelenggaraan Rajah 3 dan Rajah 4 merupakan paparan bagi
mengambil masa yang lama sehingga menyebabkan sesi Pensyarah untuk mengguna fungsian memuat naik nota
pengajaran dan pembelajaran terganggu. Selain itu, bahan dan pelajar memuat turun nota.
pengajaran dan pembelajaran seperti nota dan tugasan,
yang telah dimuat naik hilang dari pangkalan data dan
tidak diarkibkan. Pensyarah perlu membuat simpanan
alternatif pada platform lain seperti Google classroom dan
Google drive. Pada tahun 2020, pihak universiti telah
menaik taraf platform LMS baharu bagi tujuan
pelaksanaan pengajaran dan pembelajaran. Namun,
semua data dalam platform lama tidak dapat dipindah
kepada platform baharu sepenuhnya.

Selain itu, ciri elemen multimedia dan asas web
interaktif kurang ditekan sebagai salah satu kriteria sistem
LMS rasmi tersebut. Menurut kajian Mehmet Firat

(2016), dalam menentukan kesan pembelajaran LMS

iaitu Kelakuan Terhadap Pencapaian Akademik dalam

Perspektif Analitik Pembelajaran, hampir semua pelajar

bersetuju LMS membantu meningkatkan pencapaian

akademik apabila LMS merangkumi ciri-ciri seperti

keberkesanan, interaksi, peneguhan, reka bentuk yang

menarik, sokongan media sosial, dan kebolehcapaian.
Walaupun e-pembelajaran dilihat mampu memberi impak
besar kepada pembelajaran pelajar, namun, beberapa isu
dan masalah turut timbul sekiranya reka bentuk dan
pelaksanaan sistem tidak merujuk kepada prinsip e-
pembelajaran (Bates & Khasawneh, 2004)

Kajian ini membangunkan sebuah laman web

interaktif bagi membolehkan kursus ERP dijalankan

secara dalam talian. Ruang e-pembelajaran dengan

elemen grafik, video, kuiz interaktif dan animasi dikenal

pasti mampu memberi impak yang baik dan

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Prosiding K-Novasi 2021

Ruangan chat disediakan dalam laman ERP@UKM
untuk membolehkan perbincangan mengenai kursus ERP.

Rajah 3 Laman Pensyarah Memuat Naik Bahan Rajah 6 Ruangan Chat Pengguna Tambah Bilik Sembang

Rajah 4 Halaman Muat Turun Nota Pelajar KESIMPULAN

Rajah 5 menampilkan halaman yang menyediakan Platform LMS yang interaktif dibangunkan dalam kajian
soalan kuiz untuk pelajar mempelajari kursus ERP. ini sebagai salah satu inovasi dalam merealisasikan
Halaman ini digunakan oleh pensyarah untuk mengisi aktiviti pembelajaran dan pengajaran kursus ERP di
soalan kuiz. Pensyarah perlu mengisi tajuk kuiz, jumlah UKM dalam situasi pandemik semasa. Pelajar hanya
soalan, markah bagi setiap soalan, waktu dan penerangan perlu mempunyai komputer atau telefon mudah alih dan
kuiz. Kuiz merupakan elemen penting dalam menguji rangkaian untuk mencapai platform ini. Selain itu, pelajar
pemahaman pelajar terhadap pembelajaran ERP. dapat belajar dan mengulang kaji mengguna bahan sedia
ada serta berdiskusi dengan pelajar atau pensyarah
Rajah 5 Pensyarah Memuat Naik Soalan Kuiz dengan adanya fungsian chat yang disediakan dalam
platform ini. Kajian ini mampu menambahbaik isu
Rajah 6 menunjukkan halaman chat pengguna. kaedah tradisional khususnya melalui penerapan elemen
Halaman ini penting dalam laman web ini kerana ia interaktif yang menarik, interaksi chat room, koleksi nota
membolehkan interaksi dalam talian antara pensyarah dan kajian kes dalam bentuk dokumen, video dan
dengan pelajar atau di antara pelajar dengan pelajar lain. animasi. Seterusnya, pelajar dapat belajar dengan lebih
selesa di tempat pilihan individu tanpa terikat dengan
faktor kekangan saiz ruang pembelajaran makmal dan
bilik kuliah di UKM. Platform ini boleh menjadi platform
alternatif bagi pembelajaran pelajar ERP di FTSM, UKM.

RUJUKAN

Bates, R., & Khasawneh, S. (2004). Self-Efficacy and
College Students' Perceptions and Use of Online
Learning Systems. Computers in Human Behaviour
23(1):175-191.
https://doi.org/10.1016/j.chb.2004.04.004
[23 Oktober 2020].

Sinar Harian (2021). 11 Panduan SOP PKP 3.0.
https://www.sinarharian.com.my/article/138236/B
ERITA/Nasional/11-panduan-SOP-PKP-30 [30
Jun 2021]

Mehmet, F. (2016). Determining the Effects of LMS
Learning Behaviors on Academic Achievement in
a Learning Analytic Perspective. Journal of
Information Technology Education 15: 75-87.

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Prosiding K-Novasi 2021

Syukriyah, A. M., & Wan Nor, W. A. (2019).

APPSLEXIA: Pembangunan Aplikasi

Pembelajaran Secara Fonetik untuk Pelajar

Disleksia. Journal of Human Development and

Communication 8: 123-138.

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Prosiding K-Novasi 2021

Sistem e-Bida Citra Berasas Syariah Untuk Pendaftaran Kursus

[1]*Norleyza Jailani, [2]Rosilah Hassan, [3]Adi Irfan Che Ani, [4]Nur Riza Mohd Suradi,
[5]Afifuddin Husairi Hussain, [6]Shofian Ahmad, [7]Maslina Darus, [8]Nor Ashikin Baharum,

[9]Mashitoh Yaacob, [10]Harlina Halizah Siraj@Ramli

[1] Pusat Teknologi & Pengurusan Perisian (SOFTAM), Fakulti Teknologi dan Sains Maklumat, [2] Pusat
Keselamatan Siber (Cyber), Fakulti Teknologi dan Sains Maklumat, [3][5][9] Pusat Pengajian Citra Universiti, [4][7]
Jabatan Sains Matematik/Pusat Pemodelan dan Analisis Data (DELTA), Fakulti Sains dan Teknologi, [6] Pusat

Kajian Syariah, Fakulti Pengajian Islam, [8] Pusat Teknologi Maklumat, [10] Jabatan Pendidikan Perubatan,
Fakulti Perubatan

Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Selangor, Malaysia,

*[email protected]

ABSTRAK

Beberapa tahun kebelakangan ini, e-lelong telah memperoleh populariti yang luar biasa sebagai aplikasi web yang
mengiklankan barangan dan perkhidmatan melalui proses bidaan yang kompetitif. Penggunaan model utiliti konvensional
memainkan peranan dalam pemodelan keutamaan individu yang dapat mengukur kepuasan individu dalam proses pengiraan
nilai bidaan. Aplikasi web pendaftaran kursus sedia ada di Universiti Kebangsaan Malaysia (UKM) didasarkan pada konsep
siapa-cepat-dia-dapat dan tidak menyediakan persaingan yang adil. Pelajar yang tidak berjaya mendaftar terpaksa melakukan
pendaftaran manual yang melibatkan proses yang panjang dan rumit, tidak efisien dan mengambil kos yang tinggi dari segi
bebanan masa dan tenaga. Justeru, Sistem e-Bida Citra dicadang untuk mengambil-alih atau mengurangkan pendaftaran
manual. Sistem e-Bida dijangka dapat meningkatkan kepuasan pelajar dengan memberikan peluang yang adil kepada semua
pelajar, mengumpuk kursus berdasarkan pilihan individu mengikut keutamaan dengan cekap di samping mengekalkan
kebajikan semua pelajar. Oleh itu, Sistem e-Bida Citra boleh dianggap sebagai inovasi penyelidikan dalam menangani isu
kontemporari berkaitan dengan sistem patuh Syariah dan pada masa yang sama menyediakan perkhidmatan Citra yang
mempunyai nilai tambah di Universiti Kebangsaan Malaysia (UKM).

Kata kunci: bidaan, pendaftaran kursus, syariah, adil, kompetitif

PENGENALAN kepada mereka menentukan strategi sendiri dengan
mengambil kira keutamaan kursus pilihan. Algoritma
Mekanisme lelongan telah digunakan selama beberapa penentuan pemenang bidaan mengambil kira kuota
dekad untuk menangani masalah peruntukkan sumber kursus, nilai bidaan tertinggi dan masa penghantaran
yang terhad. Dalam beberapa tahun kebelakangan ini, e- bidaan. Isu keadilan diterap dalam sistem pemberian
lelong telah memperoleh populariti yang luar biasa mata/poin yang diguna pelajar untuk mengatur strategi
sebagai aplikasi web yang mengiklankan barangan dan dalam menentukan nilai bidaan. Insentif diberi kepada
perkhidmatan melalui proses bidaan yang kompetitif. pelajar cemerlang melalui mata tambahan. Mata
Melalui aplikasi web pelbagai proses dikawal secara tambahan juga diberi kepada pelajar yang hampir
automasi dalam e-lelong mampu meminimum campur menamatkan pengajian tetapi masih belum
tangan manusia dan mengurangkan masa pemprosesan. melengkapkan unit kursus Citra yang telah ditetapkan
Tanggungjawab untuk memastikan lelongan bermula dan oleh program pengajian masing-masing. Walaupun
tamat secara automatik, mengawasi perkembangan golongan pelajar ini mendapat mata tambahan, mereka
lelongan secara berterusan, menilai situasi, dan menjana masih perlu bijak mengatur strategi bidaan untuk menang
keputusan berdasar algoritma spesifik kini diambil alih dan berjaya mendaftar kursus. Ciri adil dalam algoritma
oleh aplikasi web. Dalam masalah umpukan kursus, penentuan pemenang pula menekankan dua kriteria iaitu
kaedah bidaan berguna untuk menentukan kursus pilihan nilaian bidaan tertinggi dan masa bidaan dihantar.
(preferences) pelajar dan juga keutamaan (priorities)
pelajar untuk kursus tertentu (Sönmez & Unver, 2010). Aplikasi web sedia ada yang selalu diguna untuk
Bidaan yang dikemukakan pelajar memberi peluang mendaftarkan kursus di universiti biasanya memerlukan

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pelajar untuk berulangkali mendaftar kursus sehingga Prosiding K-Novasi 2021
akhirnya berjaya mendapat gabungan kursus pilihan
mereka. Aplikasi sedemikian didasarkan pada konsep KEPUTUSAN DAN PERBINCANGAN
siapa-cepat-dia-dapat dan tidak menekankan persaingan Sistem e-Bida merupakan sistem pendaftaran kursus
yang adil. Akhirnya ramai pelajar terpaksa melakukan kompetitif yang mana pelajar perlu membida kursus Citra
pendaftaran manual yang melibatkan proses yang panjang yang diingini. Rajah 1 adalah panduan pengguna untuk
dan rumit, tidak efisien dan mengambil kos yang tinggi pensyarah yang menerangkan langkah yang perlu diikuti
dari segi bebanan masa dan tenaga. untuk melaksana perkara berikut.

Tujuan cadangan Sistem e-Bida Citra adalah untuk Rajah 1 Panduan pengguna
menghapus atau sekurang-kurangnya mampu
meminimumkan proses pendaftaran manual (kes khas). a. Log masuk Sistem e-Bida Citra
Sistem ini juga mampu menyelesaikan proses pendaftaran Antara muka sistem e-Bida Citra direka bentuk
kursus Citra dengan cepat supaya kuliah boleh bermula menggunakan gabungan prinsip berpusatkan pengguna
mengikut jadual dan pelajar tidak ketinggalan. Dalam dan konsep “What You See Is What You Get” atau
menyediakan perkhidmatan e-lelong berasaskan Syariah, WYSIWUG (Jailani et. al, 2020) untuk mudah difahami.
pentingnya algoritma yang diguna untuk membuat Rajah 2 menunjukkan paparan web untuk log masuk
keputusan adalah berdasarkan model utiliti Islam yang sistem e-Bida, Terdapat dua langkah yang perlu diikuti
menekankan konsep wusto (sederhana, hemat) atau teori iaitu:
pengwustoan di dalam keterlestarian (Zain 2015, 2017).
Untuk memastikan umpukan kursus mengambilkira i. Klik kepada link http://ebida-citra.ukm.my;
keutamaan pilihan individu tanpa mengenepikan ii. Log masuk sistem e-Bida Citra menggunakan ID
kebajikan semua pelajar, model utiliti alFalah dalam
kajian terdahulu (Jailani, Al-aaidroos & Mukhtar, 2020) dan kata laluan SMPweb.
diubahsuai diguna untuk menjana bidaan dalam ujian
simulasi lelongan dan menentukan pemenang. Rajah 2 Log masuk sistem e-Bida
Pendekatan kekangan pengoptimuman dalam umpukan
kursus dijangka dapat meningkatkan kepuasan pengguna, Paparan yang dikeluarkan selepas log masuk bergantung
dan pada masa yang sama mengekalkan kebajikan dan kepada sama ada proses bidaan oleh pelajar masih
keadilan global. Sistem ini juga telah mengambilkira berlangsung atau penjanaan keputusan proses bidaan
keperluan patuh Syariah. telah selesai.
b. Paparan Setelah Log Masuk (Proses Bidaan Masih
Sistem e-Bida Citra boleh dianggap sebagai inovasi
penyelidikan dalam menangani isu kontemporari Berlangsung)
berkaitan dengan sistem patuh Syariah dan pada masa Rajah 3 menunjukkan paparan yang dikeluarkan selepas
yang sama menyediakan perkhidmatan Citra yang log masuk ketika proses bidaan masih berlangsung.
mempunyai nilai tambah di Universiti Kebangsaan
Malaysia. Sistem ini memberi penekanan kepada pelajar
untuk menentukan set pilihan kursus dan menyatakan
keutamaan setiap kursus dengan meletakkan nilai
tertentu. Secara tidak langsung ia mendidik pelajar untuk
berfikir secara matang, menyuntik elemen keusahawan
dan kompetitif dalam membuat pilihan. Untuk
membangunkan Sistem e-Bida Citra berasaskan Syariah,
kajian ini bersifat multidisiplin yang memerlukan
gabungan kepakaran bidang Sains Komputer, Ekonomi,
Perniagaan dan Syariah. Penyelidikan ini mampu
menjana modal insan yang menguasai pelbagai bidang
sekaligus turut menyumbang ke arah melahirkan graduan
beraspirasi kebangsaan, berkompeten dan inovatif.

Malaysia telah diiktiraf sebagai perintis dan juara
dalam perbankan dan kewangan Islam. Selaras dengan
dasar SRI 7 (New Economic Model for Malaysia, 2009),
Malaysia perlu mengoptimumkan kelebihannya sebagai
penggerak awal dalam kewangan Islam, dan
mengeksploitasi potensi untuk menjadi juara global yang
dominan dengan pengembangan produk dan
perkhidmatan yang mematuhi prinsip Islam. Hasil
penyelidikan ini sangat relevan dengan dasar kerajaan ini.

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Prosiding K-Novasi 2021

Fungsian pentadbir adalah fungsian yang paling sarat
kerana ia membantu pentadbir untuk memuat turun data
kursus dan pelajar dari sistem maklumat pelajar, di
samping membuat konfigurasi sistem untuk automasi
proses lelongan, penentuan keputusan dan notifikasi.
Rajah 6 menunjukkan antara muka pentadbir.

Rajah 3 Paparan ketika proses bidaan masih berlangsung

c. Paparan Setelah Log Masuk (Setelah Selesai
Penjanaan Keputusan Proses Bidaan)

Rajah 4 menunjukkan paparan yang dikeluarkan selepas
log masuk setelah selesai penjanaan keputusan proses
bidaan.

Rajah 4 Paparan setelah selesai penjanaan keputusan proses bidaan Rajah 6 Paparan antara muka pentadbir

Untuk memapar senarai pelajar yang memenangi Ujian rintis telah diadakan pada 15 Mac 2021, iaitu
bidaan untuk mana-mana kursus dalam senarai, klik pada terbuka kepada semua kursus Citra yang dibuka untuk
butang kod kursus yang berkenaan, seperti yang pendaftaran awal bagi semester kedua sesi 2020/2021.
ditunjukkan dalam Rajah 5(a). Manakala Rajah 5(b) Ujian ini dilakukan sebelum semester kedua bermula. Ini
adalah paparan senarai pemenang setelah butang tersebut adalah untuk mendapatkan keputusan ujian rintis
diklik. mengguna data nyata dan secara tidak langsung
menunjukkan kemampuan sebenar sistem melalui ujian
(a) tekanan tersebut. Berdasarkan data pendaftaran awal
semester 2 sesi 2020/2021, seramai 5955 pelajar dijemput
(b) untuk mengambil bahagian. Bilangan kursus yang
Rajah 5 (a) dan (b) Senarai pemenang ditawar untuk pendaftaran awal adalah 126, manakala
kursus yang dibuka untuk bidaan berjumlah 112, dan
selebihnya adalah kursus yang tidak memenuhi syarat
untuk dibida atau tidak diletakkan kuota. Bilangan
pensyarah terlibat adalah 108 orang, dengan 68, 15, dan 6
orang masing-masingnya mengajar 1, 2, dan 3 kursus
Citra. Hanya seorang pensyarah yang mengajar atau
menyelaras 10 kursus Citra. Bilangan penghantaran
bidaan keseluruhannya adalah 699, manakala bidaan
yang menang adalah 640 (91.56%). Bilangan bidaan yang
tidak menang adalah 59 (8.44%). Bilangan pelajar yang
menang bidaan tanpa mengira bilangan kursus adalah 460
(88.63%). Bilangan kursus yang dibida pelajar adalah 61
(54.46%) berbanding 51 yang tidak dibida pelajar
(45.54%). Bilangan pelajar yang membida dan menang
lebih dari 1 kursus adalah 143 (31.09%) dan 317 pelajar
membida dan menang sekurang-kurangnya 1 kursus
(68.91%). Jika dijumlah bilangan pelajar yang menang
(460) dan yang menghantar bidaan tetapi tidak menang
(59), hanya 519 orang (8.72%) yang membida dalam
ujian rintis ini. Peratusan yang mengambil bahagian
dalam ujian rintis ini agak rendah berbanding dengan
jumlah keseluruhan yang membuat pendaftaran awal.
Faktor ini mungkin disebabkan kekangan masa sistem
dibuka untuk menerima bidaan iaitu selama tiga hari

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sahaja. Walau bagaimanapun boleh dilihat berlaku sedikit Prosiding K-Novasi 2021
persaingan berdasarkan 88.63% yang pelajar menang
bidaan. Maklumat baru yang diperolehi adalah lebih Optimization Problem. KATHA, 10(1), 1-15.
daripada separuh kursus adalah kursus popular (54.46%).
Dengan penglibatan lebih ramai pelajar, pihak PCU
bolleh mendapat gambaran sebenar tentang kursus yang
popular berbanding data dari pendaftaran awal. Latihan
Training of Trainers (TOT) secara dalaman juga
diadakan untuk pentadbir dan pensyarah PCU dengan
pasukan pembangunan Sistem e-Bida.

KESIMPULAN

Sistem e-Bida Citra adalah sebagai satu inovasi
penyelidikan dalam menangani isu kontemporari yang
mengadunkan sistem patuh syariah yang selaras dengan
Cabaran Perdana Islam Kontemporari. Cadangan Sistem
e-Bida Citra berasaskan syariah sendiri adalah merupakan
contoh adaptasi daripada hasil penyelidikan yang mampu
memberi impak langsung kepada akademia dan industri.
Pembangunan Sistem e-Bida Citra berasaskan Syariah
membuktikan bahawa kerangka rujukan dan senibina
untuk e-lelong berasas syariah serta algoritma berasaskan
model utiliti Islam boleh diaplikasi untuk membangunkan
sistem e-lelong seumpamanya dalam domain yang
berbeza.

PENGHARGAAN

Projek ini telah dibiayai oleh UKM melalui Skim Geran
Penyelidikan KRA-2018-024. Projek ini menggabungkan
penyelidik UKM dari pelbagai bidang kepakaran bagi
memperkasakan Pendidikan CITRA UKM.

RUJUKAN

Jailani, N., Al-Aaidroos, M., & Mukhtar, M. (2020)
Decision Model and Simulation for Autonomous
Lenient Bidding in Shariah-based E-Auction.
Malaysian Journal of Consumer and Family
Economics, 24 (S2), 156-174.

Jailani, N., Al-Aaidroos, M., Mukhtar, M., Bakar, M.A.,
& Ismail, A. (2020). Mapping E-Auction Sharia
Compliant Requirements to User Interface Design.
International Journals on Advanced Science and
Engineering Information Technology, 10(3), 1058-
1065.

New Economic Model for Malaysia, Part 1 Strategic
Policy Directions, March 2009. p144.

Shaharir bin Mohamad Zain (2015). Konsep kewustaan
fungsi skalar tanpa kekangan. Jurnal Kesturi,
25(2), 26-31.

Sönmez, T., & Ünver, M.U. (2010). Course bidding at
business schools. International Economic Review,
51(1), 99-123.

Zain, S. M. (2015). Konsep kewustaan fungsi skalar tanpa
kekangan. Jurnal Kesturi, 25(2), 26-31.

Zain, S. M. (2017). A Review on Sustainability as an

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Prosiding K-Novasi 2021

Penggunaan Google Earth dan Google Street View Dalam
Kebolehlenturan Penyampaian Ilmu Bidang Geosains

1*Mohd Hariri Arifin, 1Mohd Rozi Umor, 1Nor Shahidah Mohd Nazer, 1Habibah Jamil, 1Mohd
Basril Iswadi Basori, 1Norasiah Sulaiman & 1Norbert Simon

1Program Geologi, Jabatan Sains Bumi dan Alam Sekitar, Fakulti Sains dan Teknologi, Universiti Kebangsaan Malaysia,
43600 Bangi, Selangor.

*[email protected]

ABSTRAK

Semenjak pandemik Covid-19 melanda, aktiviti pembelajaran dan pengajaran dalam bidang geosains turut terkesan. Kaedah
pembelajaran secara bersemuka melibatkan aktiviti makmal, kelas dan kerjalapangan memerlukan pendekatan baharu.
Google Earth merupakan satu perisian yang percuma dan boleh diintegrasikan dengan keperluan pembelajaran dan
pengajaran bidang geosains dalam talian. Terdapat lapan menu utama yang sesuai digunakan dalam menyampaikan ilmu
geologi. Menu Add Placemark membolehkan geosaintis menanda lokasi kawasan kajian mereka menggunakan beberapa
pilihan sistem koordinat dan ketinggian yang sesuai dengan data yang diperlukan. Pengukuran jarak dapat dilakukan
menggunakan menu Add Path, Add Polygon dan Show Ruler mengikut unit yang sesuai seperti kilometer, batu, kaki dan
inci. Menu Add Overlay Image membolehkan pengguna menindih imej lain seperti peta topografi dan geologi dengan
kawasan kajian di dalam perisian ini. Show historical imagery pula membolehkan pengguna melihat rakaman imej dari tahun
1984 hingga 2021. Rakaman imej ini penting bagi seorang geosaintis dalam menilai perubahan sejarah geografi dan geologi
di sesuatu tempat untuk memahami proses geologi yang telah berlaku. Foto singkapan dan maklumat lain dapat dilampirkan
dalam menu Add Local Image dan Add Link. Perisian Google Street View digunakan untuk membolehkan pelajar merasai
seolah-olah berada di lapangan. Peluang ini digunakan untuk memberi pemahaman tentang maklumat umum dan lebih
spesifik bagi sesuatu lokaliti kawasan kajian seperti jenis singkapan batuan, dimensi dan kebolehsampaian. Usaha
penggunaan dua perisian ini boleh ditambahbaik dengan maklum balas positif diterima daripada pelajar yang mengikuti
kursus geologi seperti STAG3273 (Latihan Pemetaan). Tidak dinafikan wujud kawasan yang belum mempunyai rekod street
view dan ini menjadi cabaran untuk ahli geologi memikirkan cara bagi meningkatkan lagi liputan data di kawasan berkenaan
pada masa akan datang. Persiapan yang lebih rapi perlu dilakukan untuk ahli geologi bertahan dalam menghadapi pandemik
Covid-19. Rakaman foto bersama video yang lebih menyeluruh serta mewakili setiap lokaliti cerapan dan sampel bahan
pengajaran perlu diberi perhatian.

kata kekunci: Google Earth, Google Street View, Kebolehlenturan, Geosains

PENGENALAN di Sabah. Manakala Nur Haslina & Eftah (2014)

Semenjak pandemik covid-19 melanda dunia, aktiviti menggunakan Google Earth untuk menarik
pembelajaran dan pengajaran di peringkat universiti turut
terkesan. Bidang geosains memerlukan pendekatan baru minat pelajar dalam subjek sejarah yang
dalam memastikan aktiviti akademik dapat dilaksanakan
sebaik mungkin. Persediaan perlu dilakukan diajar pada peringkat sekolah walaupun
memandangkan keadaan covid-19 dilihat sudah
berlarutan hampir dua tahun. berhadapan dengan kekangan kemudahan

Pembelajaran dan pengajaran tidak dapat dilakukan kelengkapan seperti komputer dan projektor.
secara bersemuka disebabkan peningkatan jumlah kes
yang besar. Program vaksinasi pula masih berjalan dan Kini, Pogram Geologi di Jabatan Sains Bumi dan
tidak ramai yang berpeluang mendapatkan suntikan Alam Sekitar, Fakulti Sains dan Teknologi berusaha
vaksin untuk mengatasi kekebalan virus covid-19. Roslee untuk memastikan pelajar jurusan bidang geosains masih
& Mohd Saifullah (2013) telah menggunakan perisian berpeluang untuk ke lapangan melalui penggunaan
Google Earth untuk membantu pelajar dalam memahami perisian Google Earth dan Google Street View. Kursus
mata pelajaran geografi yang diajar di sekolah menengah geologi seperti STAG3273 (Latihan Pemetaan) telah
mula menggunakan perisian ini selepas tahun pertama

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kerja lapangan tidak dapat dilakukan secara fizikal. Prosiding K-Novasi 2021
Bidang geosains memang tidak dapat dipisahkan dengan
aktiviti kerja lapangan dan ini menuntut para pensyarah tersebut apabila mereka mempunyai akses internet atau
untuk lebih berusaha memikirkan teknik yang lebih baik. keadaan telah mengizinkan.

KAEDAH KAJIAN KEPUTUSAN DAN PERBINCANGAN
Perisian Google Earth telah digunakan untuk
Dua perisian utama digunakan dalam usaha menandakan lokaliti kerja lapangan yang terlibat dalam
menyampaikan ilmu geosains kepada mahasiswa di setiap kursus geologi. Bahan tambahan dimasukkan pada
Program Geologi. Penggunaan perisian Google Earth dan bahagian Add Local Image dan Add Link dan mendapat
Google Street View dilakukan dalam menyampaikan maklum balas yang baik daripada pelajar. Walaupun
kuliah dan aktiviti di lapangan secara dalam talian. mereka tidak dapat ke lapangan, namun kaedah ini
berjaya memberikan gambaran seolah-olah mereka
Melalui lapan menu utama (Jadual 1) yang terdapat di berada di hadapan singkapan geologi dan bersedia untuk
dalam perisian Google Earth, pelajar boleh di bawa ke mencerap maklumat berdasarkan bahan kuliah yang
lapangan secara maya. Menu yang paling utama adalah diberi terlebih dahulu kepada mereka.
Add Placemark yang berfungsi untuk membolehkan
pengguna menandakan lokasi kawasan di lapangan di Rajah 1 menunjukkan contoh foto sampel batuan yang
dalam perisian tersebut. Manakala menu show historical dimuatnaik dalam salah satu menu yang terdapat dalam
imagery digunakan bagi melihat perubahan rupa bumi perisian Google Earth. Manakala Rajah 2 menunjukkan
dan membolehkan ahli kajibumi mentafsir apa yang telah contoh penggunaan Google Street View bagi
berlaku pada masa lampau dan meramal apa yang bakal menunjukkan lokasi singkapan pada peta Google.
berlaku pada masa akan datang. Penggunaan kaedah ini juga mendapat maklum balas
yang positif daripada pengkaji terdahulu seperti Barbara
Jadual 1. Menu utama di dalam perisian Google Earth dan penggunaan et. al (2012).
menu tersebut dalam pembelajaran dan pengajaran geosains di
lapangan. Rajah 1 Contoh paparan maklumat geologi seperti contoh sampel
batuan di sesuatu lokaliti dapat ditunjukkan dalam perisian Google
Menu utama Penggunaan menu
Add Placemark Earth.
Menanda lokasi kawasan kajian
Add Path, Add Polygon dan menggunakan beberapa pilihan Rajah 2 Penggunaan Google Street View membolehkan pengajar
Show Ruler sistem koordinat dan ketinggian menunjukkan gambaran sebenar di lapangan seolah-olah pelajar berada
Add Overlay Image yang sesuai.
di hadapan singkapan batuan dan bersedia untuk mencerap.
Show historical imagery Pengukuran jarak mengikut unit
yang sesuai.
Add Local Image dan Add
Link Menindih imej lain seperti peta
topografi dan geologi.

Rakaman imej dari tahun 1984
hingga 2021.

Menambah foto koleksi sendiri
dan bahan rujukan/bacaan.

Tenaga pengajar dan pembantu pensyarah perlu
terlebih dahulu menyediakan bahan kuliah seperti nota
bagi sesuatu singkapan serta perincian maklumat
geosains yang ingin dikongsikan dengan pelajar. Oleh itu,
keperluan mengambil gambar di lapangan dan video
rakaman juga perlu diwujudkan bagi memastikan aktiviti
pembelajaran yang lebih menarik. Ini bermakna, bagi
lokasi yang belum mempunyai data lapangan, satu
lawatan ke tapak tetap perlu dilakukan dan ini merupakan
cabaran utama jika sesuatu tempat berada dalam zon
wabak covid-19.

Jika keadaan tidak mengizinkan, penggunaan perisian
Google Stree View adalah pilihan yang boleh digunakan.
Data rakaman keadaan di sekeliling jalan raya dari
kenderaan Google membolehkan kita melihat keadaan
singkapan batuan dan cerapan umum dapat dilakukan.

Kesemua bahan boleh dipaparkan kepada pelajar
samada segerak atau tidak. Pensyarah boleh menyediakan
pautan bagi membolehkan pelajar melayari pautan

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Prosiding K-Novasi 2021

KESIMPULAN

Cabaran kekangan aktiviti pembelajaran dan pengajaran
secara bersemuka semasa pandemik Covid-19 dalam
bidang geosains dapat dilakukan menggunakan dua
perisian iaitu Google Earth dan Google Street. Perisian
ini sangat sesuai bagi membolehkan aktiviti cerapan ilmu
geosains di lapangan boleh dilaksanakan. Penambahan
data bagi kawasan yang belum mempunyai rekod
terdahulu perlu dilakukan jika keadaan pandemik
berlarutan. Kebolehlenturan kaedah pembelajaran dan
pengajaran dalam bidang geosains tidak terhad melalui
dua perisian tersebut sahaja. Pelbagai pendekatan lain
perlu diterokai supaya bidang tersebut tidak ketinggalan.

PENGHARGAAN

Penyertaan kongress dan pertandingan inovasi dalam
pengajaran dan pembelajaran ini telah ditaja oleh Fakulti
Sains dan Teknologi, Universiti Kebangsaan Malaysia.
Sebahagian penyelidikan ini telah dijalankan
menggunakan peruntukkan geran Geologi IR 4.0:
Pengajaran Dan Pembelajaran Secara Digital dan Maya
(PDI-2021-031).

RUJUKAN

Nur Haslina, M. F & Eftah, A. (2014). Penggunaan
Aplikasi Google Earth Dalam Meningkatkan Minat
Pelajar Terhadap Mata Pelajaran Sejarah. Asian
Education Action Research Journal (AEARJ) ISSN
2289-3180 / Vol. 3 / 2014. 107-123.

Roslee Talip & Mohd Saifullah Md Sabri. (2013).
Penggunaan aplikasi Google Earth dalam
meningkatkan prestasi pelajar mata pelajaran
Geografi di sekolah menegah. Seminar Pendidikan
Sejarah dan Geografi 2013 (UMS, 29-30 Ogos
2013). Universiti Malaysia Sabah: Sekolah
Pendidikan dan Pembangunan Sosial.

Barbara J. T., Asmaa A.K. D., Elhamy A. T. & Ahmed S.
M. (2012). Google Earth and geologic research in
remote regions of the developing world: An
example from the Western Desert of Egypt.
Geological Society of America Special Papers
2012;492;23-36. doi: 10.1130/2012.2492(02).

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3D printed Braille Tiles and Tape for Beginners in Learning
Quran Braille

[1]*Hatika Kaco, [1]Izzminhal Akmal Norhisyam, [1]Muhammad Amir Rafiq Rahmat,
[1]Noor Hidayah Ruslan & [2]Mohd Shaiful Sajab

[1]Kolej GENIUS Insan, Universiti Sains Islam Malaysia, 71800 Nilai, Negeri Sembilan, Malaysia
[2]Research Center for Sustainable Process Technology (CESPRO), Department of Chemical and Process
Engineering, Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia, 43600 Bangi,

Malaysia

*Corresponding Author email: [email protected]

ABSTRAK

Al-Quran is a guide for Muslims in the world and hereafter by having read and understood its meaning. Despite its
importance, visually impaired facing a great obstacle to learn and memorize the Holy book. Blind people used Braille code
as it is the universal writing system. Meanwhile, imprint paper of braille Quran embrace of tremendous characters and code
with static dots are massive and difficult to read. As for beginners, learning Braille in a conventional way is quite
burdensome. Therefore, fun approach is essential for them to learn the braille code easily especially for beginners or visually
impaired people. This study reports the use of three-dimensional (3D) printing to create Arabic Braille letters printlets and
was applied in game learning strategy for Quran reading. Consequently, the skill was adopted in a 3D printed tape. A group
of beginners were attended a Braille class which accommodate with few activities through the implementation of 3D printed
Braille tape. This approach has gain interest among beginners in learning Braille Quran and ultimately this engaging game
learning approach is perfect for blind and sighted players to enjoy together while develop vocabulary with the addition of
3D printed tiles and tape in learning Braille Quran.

Keywords: Additive manufacturing; Braille letter; INAQ; printlets; sighted people.

PENGENALAN system comprises of up to six raised dots which represent
the height of 0.5 mm and space in between dots of 2.5
Globally, visual impairment and blindness are one of the mm. The dots are arranged in specific arrangements that
health issues happened with the estimated of 285 million represent different letters of the alphabet (Awad et al.,
visual impaired people including 39 million are blind 2020; Jimenez et al., 2009; Pet’ko et al. 2020). Each
(Awad et al., 2020; Bettelani et al., 2020; 2020; Bourne raised dots represents character of different letters based
et al., 2017; Qu et al., 2020). Blindness is the inability to on Braille code. The raised dots are arranged in two
see anything, including light which serve as one of the columns and 3 rows which can be combined and arranged
dominants disabling societal affecting the visually into different patterns and characters (Qu et al., 2020).
impaired people and people in their surrounding
(Bettelani et al., 2020). This group of society faced many The development of Braille books has been made to
challenges in their daily routine and in learning and help the visually impaired in their learning and reading.
reading as shown by sighted people. Despite their However, the commercial paper Braille books are too
challengers, they can mainly depend on tactile sensory bulky and ponderous. In addition, its contents cannot be
and hearing to gather encircling information (Qu et al. rejuvenated resulting on inability for them to obtain real-
2020; Bettelani et al. 2020). time information (Qu et al. 2020).

Conversely, tactile sensory exhibits a favorable Recently, 10-10 Malaysian Science, Technology,
solution in explaining the environment and visual content Innovation and Economy (MySTIE) Framework has
to visually impaired and blind people. This is due to the focus on 10 main elements which including 3D, 4D and
correspondence between touch and vision (Bettelani et 5D printing technology an additive manufacturing
al., 2020; Bicchi et al., 2008). This solution becomes the industry (ASM 2020). Not to mention the used of
guidance towards visually impaired and blind people via additive manufacturing in education must be established.
tactile sensation of finger touch to obtain text information Therefore, the development in the education among
from the Braille book (Qu et al. 2020). Currently, Braille Muslim ummah and particularly for visually impaired
is the worldwide tactile writing system used by the blind Muslim in learning Quran must be emphasized. Hence,
blind people (Bettelani et al. 2020; Qu et al., 2020). This 3D printed braille letter tiles and tape in learning Braille
system was created by Louis Braille in 1825. The text Quran was designed to promote deep conceptual

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understanding, resulting in great achievement of children Prosiding K-Novasi 2021
in the 21st century (Ford & Minshall, 2019).
RESULTS AND DISCUSION
Gaming is an alternative approach to promote a
different learning environment for students. It is designed 3D Printed Braille Models
for nongame framework which imitates the game Figure 1(a) shows the 3D model design of Braille
elements in solving problems (Ofosu-Ampong 2020).
Therefore, integration of gamification in a boardgames letter using TinkerCAD software from the top and side
through extraordinary word recognition experience via view. As can be seen, each printlet letter has the same
plurality of three-dimensional game pieces with letters dimension of 17 mm length x 15 m width and 4.5 mm
and connectors has encouraged is practical way of thick. Each braille dots height was 2.0 mm and diameter
empowering visually impaired into learning braille Quran of the Braille dots was 1.5 mm. Braille dots pattern was
letter in a fun way (Manzano-Leon, 2021; Sulaiman, referred to the Braille book. Figure 1(c) shows the 3D
2019). models of the tape in TinkerCAD software and the printed
product of the tape model which was used during the
Therefore, in this study the 3D printed Braille letter Braille class activity.
and tape were utilized for beginners in learning the word
of Quran via teaching module. Consequently, the Top view side view
effectiveness of this approached was investigated and
analysed. (a)

METHODOLOGY Braille book Braille sheet

Construction Braille Printlets Models (b)
The letter tile printlets were design according to the
3D model tape 3D printed tape
dimension of braille dots pattern as in imprinted in books. (c)
The dimension of each printlet is 17 mm x 15 mm x 4.5
mm with the dot thickness is 2 mm and distance between Fig. 1 (a) Top view and side view of 3D model of Braille letters (b)
dots is 2.5 mm which measured centre to centre Braille book and sheet and (c) 3D models of tape
respectively. The dimension was imitated the standards
imposed by the UK Association for Accessible Formats Braille Class Performance
(UKAAF) (Awad et al. 2020). The model was 3D
designed using TinkerCAD software. All the 3D models Figures 2(a) and 2(b) show the code number in
were exported as stereolithography (.stl) files and Braille and finger code method in memorizing the
consequently transformed into G-code file by slicing Braille code, respectively. Code number using the
process using slicer software (Ultimaker Cura 4.5, braille reading number according to the braille code
Geldermalsen, Netherlands) to be read by the printer for and memorize the code number for each letter.
the extrusion and movement of the print head according Meanwhile, code finger method used forefinger and
to the desired model. The files were imported into the 3D middle finger to represent the 6 braille code numbers
printer Original Prusa MINI (Mohan et al., 2021). while moving the thumb to write braille letter and
imagine the code. Consequently, the recognition and
Braille Class Activity memorization process were improved by using
A Braille teaching module was created to achieve the flashcard as can be seen in Figure 3.

learning outcome on recognize and memorize the letter in
braille, use their finger to feel the braille code on 3D
printed tiles models and word forming by letter
structuring. The class was attended by beginners who
were never learn about Braille. During the class, an
educator was assigned to teach the students according to
the module. The last activity conducted was game
learning approach where all the students carried out word
game and competing between each group. At the end of
the class activity, survey was conducted to acquire the
effectiveness of the activity and the student’s
performance.

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(a) (b) Fig. 5 Word game learning in Braille class using 3D printed Braille
Tiles
(c)
Implementation of 3D Printed Braille Tape
Fig. 2 (a) Code number, (b) finger code method in recognize Figure 6 shows how the tape was applied towards the
and memorize Braille letter and (c) applying finger method in class. students with their eyes closed. The students were asked
to read and determine the Braille dots words printed on a
roll of paper with the thickness of 120 gsm by placing
their index finger on the braille dots. In this stage, all the
students also can determine the words slowly, but they
still require more training and exposure time to the Braille
dots.

Fig. 3 Flashcard activity to improve student’s memorization in Fig. 6 Applying 3D printed Braille tape
Braille class.
CONCLUSION
Figure 4 shows student’s performance based on the
activities carried out according to the module The 3D printed Braille letter printlets was successfully
developed. It shows that the students can performed designed as standard and 3D printed. The printlets were
well for each activity during the Braille class. The used in a Braille class with the implementation of a
performance for most activities can be achieved up to teaching module developed. It shows that this kind of
more than 80%. However, only memorization and approach has increased students as beginners in learning
tactile activity performed less than 80%. It shows that Braille.
the students should emphasized on both activities more
for them to obtain the whole skills in learning braille. PENGHARGAAN
Meanwhile, Figure 5 shows student’s undergoing word
game activity. During the game, the students were The authors would like to thank Universiti Sains Islam
required to form words containing 4 to 5 letters and Malaysia (PPPI/KGI/0119/051000/16019) and Universiti
followed by forming words of 6 to 7 letters. From the Kebangsaan Malaysia (PDI-2021-007) for the financial
game, all the students were able to construct their word support.
accordingly.
RUJUKAN
Fig. 4 Student’s performance based on Braille class activities.
Awad, A., Yao, A., Trenfield, S.J., Goyanes, A.,
Gaisford, S. & Basit, A.W. (2020). 3D printed
tablets (printlets) with braille and moon patterns for
visually impaired patients. Pharmaceutics 12, 172-
185.

Bettelani, G.C., Averta, G., Catalano, M.G., Leporini, B.
& Bianchi, M. Design and validation of the readable
device: A single-cell electromagnetic refreshable
braille display. IEEE Transactions on Haptics, 13,
239-245.

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Bicchi, A., Scilingo, E.P., Ricciardi, E. & Pietrini, P.

(2008). Tactile flow explains haptic counterparts of

common visual illusions. Brain Research Bulletin

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Kempen,J.H., Leasher, J., Limburg, H., Naidoo, K.,

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(2017). Lancet Global Health 5, 888.

Ford, S., & Minshall, T. (2019). Invited review article:

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education. Additive Manufacturing. 25, 131-150

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Fischer, K. (2009). Biography of Louis Braille and

invention of the Braille alphabet. Survey of

Ophthalmology 54, 142–149.

Manzano-León, A., Camacho-Lazarraga, P., Guerrero,

M.A., Guerrero-Puerta, L., Aguilar-Parra, J.M.,

Trigueros, R., & Alias, A. (2021). Between level up

and game over: A systematic literature review of

gamification in education. Sustainability, 13, 2247-

2260.

Mohan, D., Bakir, A.N., Sajab, M.S., Bakarudin, S.B.,

Mansor, N.N., Roslan, R., & Kaco, H. (2021).

Homogeneous distribution of lignin/graphene fillers

with enhanced interlayer adhesion for 3D printing

filament. Polymer Composites, 1–14.

Ofosu-Ampong, K. (2020). The shift to gamification in

education: A review on dominant issues. Journal of

Educational Technology Systems, 49(1), 113–137

Qu, X., Ma, X., Shi, B., Li, H., Zheng, L., Wang, C., Liu,

Z., Fan, Y., Chen, X., Li, Z. & Wang, Z.L. (2020).

Refreshable braille display system based on

triboelectric nanogenerator and dielectric elastomer.

Advanced Functional Materials 2006612.

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dots for blind people. Available online:

https://www.afb. org/blindness-and-low-

vision/braille/what-braille (accessed on 12 February

2020).

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vocabulary for junior high school students using

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KIT TT 2: An Innovation to Improve Pupils’ Addition and Subtraction
Performance

[1]*Low Weng Sheng, [2]Mohd Mokhtar Tahar, [3]Siti Mistima Maat

[1]Faculty of Education, Universiti Kebangsaan Malaysia, [2] Centre of the Community Education & Wellbeing,
Faculty of Education, Universiti Kebangsaan Malaysia, [3] Centre Department of Innovation in Teaching &
Learning, Faculty of Education, Universiti Kebangsaan Malaysia

*[email protected]

ABSTRACT

Home-based teaching and learning has been commenced by Ministry of Education Malaysia during Covid-19 pandemic in
the world. Pupils lack of Mathematics’ manipulative concrete teaching aids at home. Lack of hands-on activities limited
their ability to learn abstract concepts of addition and subtraction concretely. Failure of pupils to master these skills will
affect their future Mathematics’ study. Therefore, this quantitative study employed a quasi-experimental with non-equivalent
pre-test and post-test control group design. This study aims to examine the effects of KIT TT 2 on addition and subtraction
performance among two classes of Year One pupils (age 7) at a government-funded school in the state of Malacca, Malaysia.
The experimental group participants were exposed to KIT TT 2 to help them master addition and subtraction skills over two
weeks. A no treatment control group was adopted. Data were analysed by using descriptive and inferential statistics of
MANCOVA. Findings of the study showed that pupils who used KIT TT 2 had significant effect on both addition and
subtraction performance. The findings served as an implication towards stakeholders in term of implementation of
diversifying teaching method and supporting materials in teaching and learning addition and subtraction skills.

Keywords: Addition, KIT TT 2, Quasi-experimental design, Subtraction, Teaching aid

INTRODUCTION Malaysia is reported to face material shortage compared
to the OECD average. Besides, home-based teaching and
The objective of Malaysia primary school Mathematics learning has been commenced by Ministry of Education
education is to build and develop pupils' understanding of Malaysia during Covid-19 pandemic in the world
the concept of numbers and the basics of counting (Ministry of Education Malaysia, 2021). This has resulted
(Ministry of Education Malaysia, 2016). The National in pupils lack of Mathematics’ manipulative concrete
Council of Teachers of Mathematics (2014) also stated teaching aids at home. Teaching aids in school are also
that basic counting skills such as addition and subtraction inadequate to distribute to pupils during Movement
skills are the basis for building competence and fluency Control Order enforced by the government of Malaysia.
in Mathematics. In the field of Science and Mathematics Lack of hands-on activities limited their ability to learn
education, Mathematics is one of the important subjects abstract concepts of addition and subtraction concretely.
where the mastery and excellence of Mathematics is the
foundation of a developed country. Nevertheless, there Conceptual understanding is essential for pupils to
are still many pupils who do not master addition and develop their Mathematics’ ability (Sari et al., 2020).
subtraction skills well at primary school level (Nazatul Zulnaidi and Zamri (2017) found out that pupils’
Akma & Siti Mistima, 2017; Wilmot, 2018). Mathematics performance can be improved by conceptual
understanding only, procedural fluency only or from
Pupils’ Mathematics performance in Malaysia are still conceptual understanding to procedural fluency. National
at a worrying level. At the international level, pupils in Council of Teachers of Mathematics (2014) also stated
Malaysia scored lower than the OECD average in that effective Mathematics teaching should focus on both
Mathematics performance (The Organisation for conceptual understanding and procedural fluency.
Economic Co-operation and Development, 2019). At Nevertheless, Ghazali and Zakaria (2011) revealed that
national level, 16.87% pupils failed in Mathematics level of procedural fluency is high whereas the level of
subject in Primary School Performance Test, UPSR 2019 conceptual understanding is low among pupils in
(Ministry of Education Malaysia, 2019). It is the second Malaysia.
highest subject where number of candidates failed in
UPSR 2019. These facts showed that Malaysia According to Priyadarshini et al. (2019), pupils from
Mathematics quality and performance is still at an preschools in Malaysia misunderstood the knowledge of
unsatisfactory level. Mathematics, lack of mechanical skills and memorize
steps to complete operations. This shows that teachers in
According to The Organisation for Economic Co- Malaysia tend to focus on steps to obtain answers without
operation and Development’ report (OECD, 2019), understanding the rationale to the answers (Parwines &

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Noornia, 2019; Somasundram et al., 2018). Thus, pupils systematic bias (Dimitrov & Rumrill, 2003). The result of
who successfully completed the Mathematics operation the one-way MANCOVA is shown in Table 2.
do not guarantee their understanding of the concepts of
Mathematics (Chinnappan & Munirah, 2018). Table 2. Multivariate tests of pupils’ addition and subtraction
performance
Failure of pupils to master addition and subtraction
skills will affect their future Mathematics’ study. Effect Value F df Error Sig. η2
Therefore, KIT TT 2 innovation has been developed to
overcome the problems stated above. KIT TT 2 focuses df
on manipulative techniques, hands-on learning and active
involvement of the pupils in learning addition and Group Pillai’s .56 32.27 2.0 51 .000 .56
subtraction skills. Besides, conceptual understanding and
procedural fluency are focused simultaneously during the Trace
use of KIT TT 2. Pupils are given the chance to
investigate, differentiate and synthesis the concept and A one-way MANCOVA was conducted to compare
procedural between addition and subtraction. Indirectly,
it will develop pupils’ number sense in Mathematics the effectiveness of KIT TT 2 whilst controlling for pre-
(Clements & Sarama, 2014).
test scores. Levene’s Test was not significant (p>.05)
Thus, the purpose of this study aims to examine the
effects of KIT TT 2 on addition and subtraction showed that equal variances could be assumed, but Box’s
performance among Year One pupils (age 7) at a
government-funded school in the state of Malacca, M Test was significant (p<.001) showed that the data did
Malaysia.
not have equality of covariance matrices. Thus, Pillai’s

Trace test was used in this study because of the violation

of the homogeneity of variance-covariance assumption

(Field, 2013).

There was a statistically difference between

experiment and control groups on the combined addition

and subtraction performance after controlling for pre-test

scores, F(2,51)=32.27, p<.05; Pillai’s Trace = .56, partial

η2 = .33. This indicated that pupils’ both addition and

subtraction performance is significantly higher by using

RESULTS AND DISCUSSIONS intervention KIT TT 2 compared with the online classes’

material. Based on Cohen (1988), the effect size for

Fifty six Year One pupils from two mixed-ability MANCOVA was calculated using partial eta square (η2),
classrooms at a government-funded school in the state of
Malacca, Malaysia were involved in this study. Table 1 for which values of .01, .06 and .14 were considered
below shows the mean score and standard deviation of
pupils’ addition and subtraction performance in small, moderate and large effects respectively. Thus, the
experimental group and control group.
effect size of KIT TT 2 was large (η2 = .33). Table 3
Table 1. Mean score and standard deviation of pupils’ addition and
subtraction performance below showed the tests of between-subject effects. It was

used to determine how the dependent variables differ for

the independent variable.

Table 3. Tests of between-subject effects

Variables Group N Pre- SD Post- SD Source Variables Type df F Sig. η2

test test III

Mean Mean Sum

Addition Experimental 28 4.46 2.83 8.96 1.23 Square

score Control 28 4.25 2.95 7.14 2.63 &

Subtraction Experimental 28 2.89 3.19 8.71 1.41 Mean

score Control 28 3.11 3.20 4.57 3.65 Square

From Table 1, pupils in experiment group which were Addition Addition 43.97 1 24.68 .000 .322

taught with KIT TT 2 had higher mean score in both Pre-test Post-test

addition performance (Mean = 8.96, SD = 1.23) and Subtraction Subtraction 4.37 1 1.26 .267 .024

Pre-test Post-test

subtraction performance (Mean = 8.71, SD = 2.63), while Group Addition 32.83 1 18.42 .000 .262

the pupils in control group which were taught with online Post-test

classes’ materials had lower mean score in both addition Subtraction 226.40 1 65.17 .000 .556

performance (Mean = 7.14, SD = 2.63) and subtraction Post-test

performance (Mean = 4.57, SD = 3.65) in the post-test. Ho2: There is no statistically significant difference
between experiment and control groups on the addition
To ascertain whether the observed effect was significant, performance after controlling for pre-test scores.

null hypothesis 1 was tested.

Ho1: There is no statistically significant difference The F-value associated with Addition Pre-test (Covariate)
between experiment and control groups on the combined was found to be significant, F(1,55)=24.68; p<.05. This
addition and subtraction performance after controlling for showed that the pupils in both groups were significantly
pre-test scores. different in the addition performance level before the
application of the treatment.
This hypothesis was tested using the one-way
multivariate analysis of covariance (one-way The result in Table 3 showed that there was statically
MANCOVA) statistical technique at P<.05 significance. significant effect of KIT TT 2 on pupils’ addition
The purpose of using the pre-test scores as a covariate in performance, F(1,55)=18.42, p<.05; partial η2 =.262.
MANCOVA is to reduce the error variance and eliminate Therefore, the null hypothesis 2 was rejected. The study
revealed that there is a differential effect of KIT TT 2 and

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online classes’ material on pupils’ addition performance. Prosiding K-Novasi 2021
Based on Cohen (1988), the effect size of KIT TT 2 is
high (η2 = .262). In other words, KIT TT 2 has a large KIT TT 2. They find out that addition and subtraction are
significant effect on pupils’ addition score compared to inverse operations. Indirectly, it develops pupils’ number
online classes’ materials. sense in Mathematics (Clements & Sarama, 2014).

Ho3: There is no statistically significant difference The intervention KIT TT 2 is also helpful in the sense
between experiment and control groups on the subtraction where it is a hands-on activity. Each pupil was provided
performance after controlling for pre-test scores. a template and they can build their own Mathematics
teaching aid at home during Movement Control Order in
The F-value associated with Subtraction Pre-test Malaysia. This study also helps to reduce material
(Covariate) was found to be not significant, F(1,55)=4.37; shortage problems in Malaysia (OECD, 2019). Hands-on
p=.267. This showed that the pupils in both groups were activities are significant as it helps them to learn better.
not significantly different in the subtraction performance The findings concur with the findings of Ekwueme et al.
level before the application of the treatment. (2015). Hands-on approach is a method of instruction
where pupils are guided to gain knowledge by experience.
The result in Table 3 showed that there was statically Thus, it could be concluded that the use of hands-on
significant effect of KIT TT 2 on pupils’ subtraction activity KIT TT 2 is useful in helping the pupils to master
performance, F(1,55)=65.17, p<.05; partial η2 = .556. addition and subtraction skills through concrete
Therefore, the null hypothesis 3 was rejected. The study experience and active involvement.
revealed that there is a differential effect of KIT TT 2 and
online classes’ material on pupils’ subtraction With the use of KIT TT 2, pupils would then be able
performance. Based on Cohen (1988), the effect size of to master both conceptual understanding and procedural
KIT TT 2 is large (η2 = .556). In other words, KIT TT 2 fluency of addition and subtraction skills. This helps them
has a large significant effect on pupils’ subtraction score built a strong foundation as these skills will be used to
compared to online classes’ materials. learn multiplication and division in the future. Besides,
addition and subtraction skills are also used across in all
From the descriptive analysis in Table 1, it shows that of the topics in Mathematics such as calculating money,
subtraction performance is much lower than addition time, length and others.
performance in control group. This study support the fact
that subtraction is harder than addition (Wilmot, 2018). CONCLUSION
This is due to pupils need to use more memory capacity
to solve subtraction problem with borrowing technique Based on the findings above, the result shown had a
(Kase et al., 2009). significant difference. Thus, it could be concluded that the
use of KIT TT 2 is effective in helping pupils in mastering
The use of the intervention, KIT TT 2 was done to both addition and subtraction skills. A suggestion would
help pupils to master both addition and subtraction skills. be that once the pupils have mastered both addition and
In this intervention, pupils will then be able to learn on subtraction skills, they could use the KIT TT 2 to learn
conceptual understanding and procedural fluency multiplication and division skills.
simultaneously. This makes the innovation KIT TT 2 a
success because traditionally, conceptual understanding These findings have implications for pupils, parents,
and procedural fluency is introduced by phases (NCTM, teachers and the Ministry of Education Malaysia on
2014; Zulnaidi & Zamri, 2017). Thus, teachers tend to implementation of different technique addition and
focus on procedural fluency phase without understanding subtraction skills. Parents involvement should be
the rationale to the answers (Parwines & Noornia, 2019; enhanced in order to improve pupils’ addition and
Somasundram et al., 2018). This has resulted pupils subtraction performance at home. Teachers also need to
Mathematics’ ability is being less developed (Sari et al., master more teaching methods that are pupils-centered
2020). and use the most suitable method to help their pupils.
Problems that pupils could not master addition and
Besides, intervention KIT TT 2 is built on using the subtraction skills happened throughout the world.
same number line concept for addition and subtraction. Ministry of Education Malaysia should improve
Based on Judith (2007), concept of addition is increasing Mathematics’ curriculum that is consistent with the new
quantity on the number line, while concept of subtraction technique to reach out and cater different pupils’ need.
is decreasing quantity on the number line. Regrouping There is no one-size-fits-all method in Mathematics.
technique for addition and subtraction also differ in Thus, this study is essential in increasing addition and
traditional method. KIT TT 2 introduces same way of subtraction performance of pupils with different needs.
regrouping and get rid of borrowing technique in
subtraction. Thus, both skills do not differ too much in ACKNOWLEDGEMENT
KIT TT 2 than the traditional method. Pupils do not need
to use more memory capacity to memorise different This research has been done with the help and support of
procedural of addition and subtraction (Kase et al., 2009). the Ministry of Education Malaysia through HLP
In addition, pupils involves themselves in activities such scholarship programme.
as investigate, differentiate and synthesis the concept and
procedural between addition and subtraction by using

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Enhancing Inter-Professional Collaboration in Development of
DAVOC© Video for Colorectal Cancer Screening Awareness

[1]*Azmawati Mohammed Nawi, [1]Nur Suhada Ramli, [1]Mohd Rohaizat Hassan, [2]Noor Azimah
Muhammad, [1]Faiz Daud, [3]Wong Zhiqin, [4]Muhamad Izwan Ismail, [5]Emma Mirza Wati
Mohamad, [5]Arina Anis Azlan

[1] Department of Community Health, Faculty of Medicine, UKM,[2] Department of Family Medicine, Faculty of
Medicine, UKM, [3] Department of Medicine, Faculty of Medicine, UKM, [4] Department of Surgery, Hospital

Sultanah Aminah, [5] Centre for Research in Media and Communication, Faculty of Social Sciences and
Humanities, UKM

*[email protected]

ABSTRAK

Colorectal cancer (CRC) carries a significant burden in most world regions. However, its screening uptake remains low. We
conducted a focus group discussion among CRC survivors and inter-professional groups to develop Malaysians' preference
tool for the CRC screening campaign. We materialized them into a health promotion-cum-innovation DAVOC© video,
which aimed to increase CRC screening awareness and screening uptake among the eligible population in Malaysia. In-
depth and semi-structured interviews were conducted in multiple settings. Informants of CRC survivors came from three
main ethnic groups (Malay, Chinese, and Indian) with various risks for CRC development. Data gathered were presented
and discussed among experts from the Public Health, Gastroenterology, Colorectal Surgery, Family Medicine, and Health
Communication departments, both the National University of Malaysia (UKM) and the Ministry of Health (MOH) Malaysia.
The preferred tool for the CRC screening campaign was developed and validated using the Fuzzy-Delphi method by medical
experts and public personnel (n=30). The majority of informants had never heard of the CRC screening program. Sixteen
out of seventeen informants preferred videos as health promotion tools with both animation and live-action. Thematic
analysis of the qualitative study yielded five significant themes coherent with the Health Belief Model (HBM) framework;
perceived susceptibility, perceived severity, perceived benefit, perceived barrier, and cues to action. Based on this result,
two types of videos were produced according to multi-disciplines and interprofessional inputs. These videos were named as
'Decin Aid Video on CRC Screening' or DAVOC©, comprising of; a) animation as Part 1 and; b) live-action as Part 2. Thirty
respondents were involved in evaluating five themes and ten items in the videos and. They agree with all items, with an
average Fuzzy number range between 0.78 and 0.84, resulting in retaining themes and items. Exploration of challenges,
barriers, and benefits of CRC screening may help produce impactful health promotion videos with CRC survivors' input and
brainstorming from different health professionals. Therefore, we hope our DAVOC© video product effectively treats CRC
screening awareness and subsequently increases CRC screening uptake among the eligible population in Malaysia.

Keywords: colorectal cancer, screening, interprofessional, awareness, video

INTRODUCTION 2020), indicating the necessity to intervene in other
preventive pathways encouraging health-seeking
Colorectal cancer (CRC) remains the third most common behaviors.
cause of cancer deaths globally (WHO, 2020). According
to the World Health Organization, it is the third most In Malaysia, most patients with CRC were diagnosed at a
common cancer among males, after lung and prostate late stage (MOH, 2019, Arunah et al., 2020) with a five-
cancers. In order to reduce the disease burden, clinical year relative survival by stage lower than in developed
practice guidelines available in many countries have been Asian countries (Veettil et al., 2017). In a recent report
promoting CRC screening for average-risk individuals, as (Tamin et al., 2020, Arunah et al. 2020, it was found that
this enables detection of the cancer pathology and early the accumulative screening uptake among Malaysians
medical intervention (MaHTAS, 2017, Schreuders et al., was only two percent as of 2018, reflecting their low CRC
2015, Benson et al., 2008, Peterson et al., 2016). Despite awareness level (Su et al., 2013). While according to
that, evidence has shown suboptimal CRC screening ethnic stratification, the Chinese population has the
uptakes and low recommendations made by physicians highest incidence rate, followed by Malay and Indian
for CRC screening (Peterson et al., 2016, Tamin et al., (MOH, 2019). Hence, this highlights the need to

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accelerate CRC screening promotion development among Prosiding K-Novasi 2021
the Malaysian population, using the Health Belief Model
(HBM) as a proxy to understand its multiethnic health- can be more effectively treats CRC screening awareness
related behaviors. Hence, this study aimed at exploring and subsequently increases CRC screening uptake among
awareness of CRC screening program preference for CRC the eligible population in Malaysia.
screening decision aid. The focus group discussion
among CRC survivors and inter-professional groups help ACKNOWLEDGEMENTS
to develop a health promotion-cum-innovation
DAVOC© video. We would also like to express our gratitude to the grant
given by the Faculty of Medicine, the Universiti
RESULTS AND DISCUSSION Kebangsaan Malaysia (FF-2020-155), all informants, and
the interprofessional involved in this project.
Five themes were identified, coherent with the HBM
model: perceived susceptibility and severity, perceived RUJUKAN
benefits of CRC screening, perceived barriers to CRC
screening, and cues to action. The CRC survivor claimed Arunah Chandran D, Mustapha FI, Hassan RA. Overview
that both styles of animation and live-action are mutually of colorectal cancer screening programme in
essential to ensure effective health-education-message Malaysia. Med J Malaysia. 2020;75(3):235.
delivery. In few studies, health education in animation
was also thought appropriate, appealing, and valuable that Benson VS, Patnick J, Davies AK, Nadel MR, Smith RA,
it should be incorporated into educational pedagogy Atkin WS. Colorectal cancer screening: a
(Ferguson et al., 2017, Oomen Early et al., 2015). comparison of 35 initiatives in 17 countries.
International journal of cancer. 2008;122(6):1357-
On the other hand, the live-action drama approach can go 67.
beyond message dissemination and actively repackage
information through arts-based approaches with an Cole SR, Tucker GR, Osborne JM, Byrne SE, Bampton
optimal appeal to suit the audiences (Lohan et al., 2015). PA, Fraser RJ, et al. Shift to earlier stage at
What is more, a video with emotionally invested narrators diagnosis as a consequence of the National Bowel
can strengthen the audience's intention to adopt risk- Cancer Screening Program. Medical Journal of
reducing behaviors more directly and positively (Tseng et Australia. 2013;198(6):327-30.
al., 2016). The video duration suggested by most
informants was around 3 to 5 minutes, and this was Ferguson N, Savic M, Manning V, Lubman D. #
thought to be adequate, as reported in one study (Sahin et WaysToRelax: developing an online alcohol-
al., 2019). related health promotion animation for people aged
55 and older. Public health research & practice.
Therefore, two types of videos were then produced 2017;27(2).
according to multi-disciplines and interprofessional
inputs. These videos were named 'Decision Aid Video on Lohan M, Aventin Á, Oliffe JL, Han CS, Bottorff JL.
CRC Screening' or DAVOC©, comprising of; a) Knowledge translation in men’s health research:
animation as Part 1 and; b) live-action as Part 2. Development and delivery of content for use online.
Journal of medical Internet research.
CONCLUSION 2015;17(1):e31.

This exploratory study concluded that awareness of CRC MaHTAS. Clinical Practice Guidelines Management of
and its screening program among the Malaysian Colorectal Carcinoma Putrajaya, Malaysia:
population is still low. Unawareness of screening Malaysia Health Technology Assessment Section
programs and fear of procedure were identified as the (MaHTAS), Ministry of Health Malaysia; 2017.
main barriers. While the concept of information
translation with interprofessional inputs into decision aid MOH. Malaysia National Cancer Registry (MNCR)
has become a new mantra for healthcare providers to 2012-2016. 5 ed. Putrajaya2019.
bridge the gap between awareness and behavior, cues of
action from the preference for CRC screening promotion Oomen-Early J, Early AD. Teaching in a millennial
provide a promising future for health-seeking behavior. world: Using new media tools to enhance health
Understanding and acting upon these factors are essential promotion pedagogy. Pedagogy in Health
to increase the CRC screening participation rate. Promotion. 2015;1(2):95-107
Knowing that decision aid videos featuring both
animation and live-action styles have emerged as the most Peterson EB, Ostroff JS, DuHamel KN, D'Agostino TA,
popular option. Therefore, the DAVOC© video product Hernandez M, Canzona MR, et al. Impact of
provider-patient communication on cancer
screening adherence: a systematic review.
Preventive medicine. 2016;93:96-105.

Sahin AN, Sahin AS, Schwenter F, Sebajang H. YouTube
videos as a source of information on colorectal
cancer: what do our patients learn? Journal of
Cancer Education. 2019;34(6):1160-6.

Schreuders EH, Ruco A, Rabeneck L, Schoen RE, Sung

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JJ, Young GP, et al. Colorectal cancer screening: a
global overview of existing programmes. Gut.
2015;64(10):1637-49.
Su TT, Goh JY, Tan J, Muhaimah AR, Pigeneswaren Y,
Khairun NS, et al. Level of colorectal cancer
awareness: a cross sectional exploratory study
among multiethnic rural population in Malaysia.
BMC cancer. 2013;13(1):1-8.
Tamin NSI, Razalli KA, Sallahuddin SN, Chan H-K,
Hassan MRA. A 5-year evaluation of using stool-
based test for opportunistic colorectal cancer
screening in primary health institutions across
Malaysia. Cancer epidemiology. 2020;69:101829.
Tseng C-H, Huang T-L. Internet advertising video
facilitating health communication. Internet
Research. 2016.
Veettil SK, Lim KG, Chaiyakunapruk N, Ching SM,
Hassan MRA. Colorectal cancer in Malaysia: Its
burden and implications for a multiethnic country.
Asian journal of surgery. 2017;40(6):481-9.
WHO. Estimated age-standardized incidence and
mortality rates (World) in 2020, worldwide, both
sexes, all ages: International Agency for Research
on Cancer 2021 [cited 2020.

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Reconstruct Practical Learning Experience through PowerPoint (PPT)

[1]*Hoo Choon Lih

[1] Mechanical Engineering Programme, School of Engineering and Physical Sciences,
Heriot-Watt University Malaysia

*[email protected]

ABSTRACT

With the pandemic situation which transform most learning into online medium, practical lab work has become much more
difficult. Despite various initiatives such as video support and live interaction session, learners may still disconnect from the
actual hardware setup and fun learning experience from errors. The psychomotor learning domain through hand-on
experience has been disrupted. Professionally developed virtual lab application may incurred much cost. The initiative
transformed the lab through the available PowerPoint (PPT) feature. The PPT-Lab is a low-cost and effective Lab module
that enhances the interactive element in practical activities through readily available resources while engaging multiple
learning domains. The PPT-Lab enables students to practically run and collect data that are distinctively different from each
other. The 3D computer-aided design models of experimental hardware feature give a virtual touch to students for effective
learning to replace the dull 2D images in lab manual. PPT-Lab has been globally recognised and adopted across Malaysia
and Edinburgh campuses. The approach received positive feedback where learners highlighted that PPT-Lab allows them to
conduct the exact lab work off-campus.

Keywords: Physical laboratory, Virtual, CAD, psychomotor, learning styles.

INTRODUCTION growth of understanding level of concepts and student
self-paced learning (Rajendran, Veilumuthu & Divya,
The non-accessible to physical classroom has promoted a 2010). The outcome shows that students prefer computer
rapid shift to virtual learning. In the past, even with assisted tools in learning compared to textbooks and
physical learning and teaching setting, effective enable students to think out of the box. The Virtual
engagement with learners from different multiple- laboratory has proven could provide equivalent face-to-
intelligence styles was never been easy, and its face traditional instruction, offering potential saving of
effectiveness and improvement has always been the focus cost and time while enable learning from home (Hamed
in many studies (Nasri et al., 2021). The situation has & Aljanazrah, 2020). The use of virtual laboratory and its
gotten much more challenging with the recent new effectiveness do receive positive outcomes. The research
normal in education. highlighted limitation to expand virtual lab to all physics
experiment.
Following the outcome-based education, it has always
been a guide to inculcate knowledge growth from Even though the advancement of computer and
understanding and recall level in Bloom Taxonomy to the internet has brought a new light in digital learning, the
application and analysis, and finally expand to evaluate observation indicate the need to hybrid both virtual and
and create knowledge (Rao, 2020). The instructional physical lab to complement different learning styles and
design and curriculum content closely mapped to the multiple intelligence learners. Noting the strong
three main learning domains, cognitive, psychomotor and correlation between multiple intelligences and learning
affective in order to ensure an effective learning journey styles (Xhomara & Shkembi, 2020). In-depth learning is
holistically through mind, hands and heart. However, one of the important learning elements to ensure a deep
engaging the psychomotor learning domain has never learning and not only triggering surface level of
been easy when laboratory or workspace is not available. understanding. Vogt et al. (2021) introduced a mental
Conventional approach during this new normal might be model when prompting in-depth learning before entering
adopting video recording of lab demonstration and the virtual reality learning environment. This signifies the
distributing of raw lab data to support students in lab curiosity of in-depth learning in digital learning.
report writing. This practice of sharing raw lab data may
allow plagiarism in the written report especially in big This project focusses on developing a cost-effective
class size. Virtual laboratory has become one of the virtual lab module framework to enhance the practical
alternatives especially when facilities are unavailable. A learning. The approach aims to improve the engagement
study was conducted to investigate the effectiveness in and interactive element in practical activities through

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available resources while engaging multiple learning
skills. The module is generated through a PowerPoint
(PPT), an all-in-one Lab module. Believing most
educators are familiar with PPT, the initiative intends to
reduce the need to learn new software and non-
technological savvy issue. The PPT-Lab contains the
theoretical explanation (cognitive) with open ended
context. Students can do group discussion (teamwork) on
the desired testing variables before practically running
(psychomotor and kinesthetics) the animated experiment
in PPT-Lab to collect the responding data. Alternative to
the common practice of sharing raw lab data to students
which allow plagiarism in big class size. Embedded with
3D computer-aided design (CAD) models of
experimental hardware allow a virtual touch (visual) to
students, replacing the dull 2D images. With the
navigation feature, the 3D model orientation is
manipulatable by users to view and inspect for details.
Figure 1 illustrates the corresponding transformation
from the physical lab structure into the proposed PPT-
Lab, and the corresponding activated learning styles.

Fig. 1 Transformation of physical lab to PPT-Lab with learning styles Fig. 2 PPT-Lab for engineering lab
mapping
Through a survey with the students, more than 90%
The first PPT-Lab was designed for one of the shared that they can perform the same practical lab
undergraduate engineering labs implemented across two through the PPT-Lab. The approach received an average
campuses (Malaysia and Edinburgh) for one of the rating of 8/10 for the excellent experience when using the
undergraduate engineering labs with 155 local and PPT-Lab and found the CAD models were very helpful in
international students. An online session with the understanding the hardware setup. Various comments
assigned groups of students will take place to introduce highlighted its cool feature, easy to use, and the data
the theoretical aspect, and a question-and-answer session collected is reliable compared to the real data. In terms of
to critically stimulate the in-depth learning and walk academic performance, students can still produce high-
through the PPT-Lab with students. The group will later quality technical reports without deteriorating the
have group discussion to design the experiment and learning efficiency as compared to the previous years
decide the desired parameters for investigation. Students where lab was conducted physically.
will then run the experiment in PPT-Lab to collect the
necessary data. The PPT-Lab concept has been extended to other
engineering lab. Observing a transferrable knowledge of
RESULTS AND DISCUSSION

Figure 2 shows the PPT-Lab developed for the
engineering lab.

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the initiative. A limitation on this approach lies on the
nature of the experiment which can fit in to the available
feature in PPT.

CONCLUSIONS

A new cost-effective approach has been proposed with
the available resource in favour of its technological
familiarity. The PPT-Lab embedded with 3D CAD
models to replace the physical hardware, while the PPT
animation and navigation/triggering buttons allow the
live data collection through the PPT. The approach has
received positive response from users and remain similar
quality of lab work were observed when comparing to the
past when exercising physical lab work. Limitation
incurred on the nature of the experiment which could
complement by the PPT feature. Nevertheless, physical
lab is the still preferred but this approach serves to be an
alternative with the current learning environment. In
future, a hybrid of sampling video recording with this
PPT-Lab to extend the scalability of PPT-Lab mechanics.

REFERENCES

Hamed, G., & Aljanazrah, A. (2020). The Effectiveness

of Using Virtual Experiments on Students’

Learning in the General Physics Lab. Journal Of

Information Technology Education: Research, 19,

977-996. https://doi.org/10.28945/4668

Nasri, N., Rahimi, N., Nasri, N., & Talib, M. (2021). A

Comparison Study between Universal Design for

Learning-Multiple Intelligence (UDL-MI) Oriented

STEM Program and Traditional STEM Program for

Inclusive Education. Sustainability, 13(2), 554.

https://doi.org/10.3390/su13020554

Rajendran, L., Veilumuthu, R., & Divya, J. (2010). A

study on the effectiveness of virtual lab in E-

learning, International Journal on Computer

Science and Engineering, 2(6), 2173-2175.

Rao, N. (2020). Outcome-based Education: An

Outline. Higher Education For The Future, 7(1), 5-

21. https://doi.org/10.1177/2347631119886418

Vogt, A., Babel, F., Hock, P., Baumann, M., & Seufert,

T. (2021). Prompting in-depth learning in

immersive virtual reality: Impact of an elaboration

prompt on developing a mental model. Computers

& Education, 171, 104235.

https://doi.org/10.1016/j.compedu.2021.104235

Xhomara, N., & Shkembi, F. (2020). The influence of

multiple intelligences on learning styles in teaching

and learning. Journal of Applied Technical and

Educational Sciences, 19-48,

https://doi.org/10.24368/jates.v10i1.148

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Dam Sawit Junior: A Board Game to Introduce Young People to the
Wonders of Palm Oil Cultivation

Ahmad Raflis bin Che Omar1, Lokhman Hakim bin Osman1*, Azhar bin Ahmad 1, Mohd Shafiz
bin Md Shah2, Sakinah binti Alias1, Ajlaa Bazilah binti Mohd Taufik1, Siti Noor Kamaliah binti

Mat Jusoh1 and Siti Farah Dilla binti Zakaria1

1Faculty of Economics and Management
Universiti Kebangsaan Malaysia
43600, Bangi, Selangor, Malaysia

2Pusat GENIUS@Pintar
Universiti Kebangsaan Malaysia
43600, Bangi, Selangor, Malaysia

*Corresponding Author email: [email protected]

ABSTRAK

The palm oil industry contributes about 40 percent of national revenue from agricultural and commodity sectors.
Nevertheless, the oil palm sector is facing issues of labor shortage, ageing palm oil growers, and lack of interest among the
young generation in being involved with this agriculture sector. This study aims to highlight the development and impact of
Dam Sawit Junior as an educational board game to stimulate adolescents' knowledge and intention on palm oil farming. The
findings show that players are willing to learn more knowledge about palm oil agriculture after complete the game. Thus,
exhibit a significant increase in their interest in choosing the palm oil industry as their future career choice. Overall, the
study found that Dam Sawit Junior as a board game method has good merit as a catalyst for nurturing knowledge and interest
of youth in palm oil agriculture.

Keywords: Palm oil, agriculture, board game, youth, education

INTRODUCTION In the agriculture sector, there is limited evidence found
in the application of game-based agriculture education to
Theory of Planned Action (Ajzen, 1991) posited that educate and develop youngsters in the agro-based sector.
individual beliefs to the future performance of certain Mohd Abdullah et al. (2017) highlights the importance of
behavior are related to individual intention. Intention integrating agriculture lesson in classroom activities from
reflects the extent that an individual is willing to plan, teachers' perspectives. Educators believed that agriculture
invest in certain efforts in pursuing certain actions. In the lesson provides authentic learning context for their
same agenda, the Cognitive Learning Theory assumes respective students. Agriculture-based game is potentially
that interests and intention can be formed through bringing learner’s experiences into life. When used in real
education that drives mental and human action (DiNardo related content, it could stimulate player’s attitudes and
& Synder Broussard, 2019). In the specific context, behaviors. Therefore, the objectives of this article are as
Akour et al. (2020) posited that directed and systematic follows;
game-based learning techniques like board games which 1) To report on the process of design, development, and
are surrounded by rules, competitive spirit and
application of individual skills, communication, and pilot-test of the Dam Sawit Junior as a board game
interpreting information are suitable for nurturing the for palm oil education among youth.
young generation intention and behaviour in a certain 2) To measure the effectiveness of the Dam Sawit
subject. Wells and Fotaris (2017) claimed that game- Junior on enhancing knowledge and interest of the
based learning is part of children’s identity development young generation on palm oil agriculture.
approach as they gain their life experiences and shaping
their future progression. RESULTS AND DISCUSSION

The development of Dam Sawit Junior involves two main

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processes as follows - a) Identify the appropriate palm oil Prosiding K-Novasi 2021
agriculture information and practices; b) Design the board
game's prototype with information and integrate selective CONCLUSION
palm oil farming activities, opportunities, and obstacles
in cultivation and farm's management processes. After the Dam Sawit Junior is a board game that combines elements
board game is complete, the preliminary tests were of education, interaction in groups of players, and game
executed amongst selected youth groups, i.e. the high strategy in the context of palm oil farming in Malaysia.
school students, pre-university students, and university The players show improvement in knowledge and interest
students. in palm oil agriculture activities. Extensive efforts and
exposure to the palm oil industry through this method is
Overall, Dam Sawit Junior is suitable for two to four valuable to enhance the interest of teenagers in related
players at one time. The game involves the use of dice and industry. Next, Dam Sawit Junior will be diversifying into
tokens placed on the surface of the checkers. Along the computer-based applications.
token route from compartment 1 to 100, it will involve
some path of activities, opportunities, and obstacles in ACKNOWLEDGEMENT
palm oil farming activities in Malaysia. The first player
who successfully enters a token into the 100 squares is Our gratitude to the MPOB-UKM Endowed Chair,
considered the winner. The overview of the game is Universiti Kebangsaan Malaysia for the research grant:
shown in Figure 1. MPOB-SME-2020-013.

Fig. 1: The Dam Sawit Junior REFERENCES

An administered questionnaire with three sections was Ajzen, I. (1991). The theory of planned behavior.
distributed amongst 49 players during the pilot-test stage. Organizational Behavior and Human Decision
The questionnaire consists of Section A with five Processes, 50(2), 179–211.
questions regarding participants' backgrounds. Section B
consists of seven questions regarding participants' Akour, M., Alsghaier, H., & Aldiabat, S. (2020). Game-
knowledge about palm oil agriculture, cultivation, and based learning approach to improve self-
farm's process and the other four questions regarding learning motivated students. International
participants' perception on the personal tendency in Journal of Technology Enhanced Learning,
getting involved with oil palm agriculture and industry as 12(2), 146-160.
their future career choice. The results of our study are as
follows; DiNardo, C.O., & Synder Broussard, M.J. 2019.
Commercial tabletop games to teach
information literacy. Reference Services
Review, 47(2), 106-117.

Mohd Abdullah, J. Ahmad Raflis, C.O. & Azhar, A.
(2017). Students' Knowledge of Malaysia Palm
Oil Industry. Management Research Journal, 6,
154-162.

Maros, M., Shaari, A.H., & Choy, E.A. (2019). Youths’
Attitude in Palm Oil Industry in Malaysia: A
Needs Analysis. Akademika, 89(1), 175-189.

Wells, D., & Fotaris, P. (2017). Game-Based Learning in
Schools: Trainee Teacher Perceptions in
Implementing Gamified Approaches. ECGBL
2017 Paper, 1-15.

Table 1: Inclination toward Palm Oil Farming after
Playing the Game (N = 49)

Item Mean Standard

deviation

Interested in learning more 4.8163 0.9720
about palm oil farming

Interested in working in 4.5174 1.0206
the palm oil sector

Interested in becoming a 4.4694 1.0021
trader or entrepreneur in
the palm oil sector

Interested in becoming a 4.1837 1.0139
modern palm oil farmer

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Assessing Students’ Focus and Interest Using YouTube Analytics

Zamira Hasanah Zamzuri*

Department of Mathematical Sciences, Faculty of Science and Technology, Universiti Kebangsaan Malaysia
*[email protected]

ABSTRACT

Knowing the fact whether your students are paying attention in the class is valuable information that helps educators to
reassess their teaching quality. With the recent global situation, opting to the recorded or online streaming session has
become more common and needed. Various platforms are available in order to share these sessions and one of the most
commonly used is YouTube. One attractive property offered by YouTube is the analytics are readily available for each video
with various important and interesting facts. From these facts, the educators are able to assess the students’ focus and further
strategize for the future lessons. Based on the data of 22 videos uploaded in October 2020 to January 2021, the average view
duration for each video is around 10 to 12 minutes, which is approximately one third from the total duration of the video.
The students were giving more attention to the demonstration sessions, when white boards were being used and visualizations
were shown in the videos. Less interest is observed from the students when the video contents are chapters’ summary or the
formulas.

Keywords: students’ focus, YouTube, lesson videos, data analytics

INTRODUCTION RESULTS AND DISCUSSIONS

The ultimate aim in any teaching and learning activities is The data used in this paper is based on 22 lecture videos
to ensure that the students are able to achieve the learning for the course STQS4113: Applied Multivariate uploaded
outcome set for the session, for example comprehending on YouTube. Most of the lecture videos for this course
the concept or being able to replicate the examples given; have a duration around 30 – 40 minutes. We found that
and the students’ focus is one of the main ingredients to the students’ attention towards the video can be measured
this aspect. With the advent of technology and adapting at around 34%, in which the content that is delivered to
to the current situation with the existence of the the students from the video is not at the full capacity, not
pandemic, recorded lectures or lesson videos have even half.
become a popular alternative in the education world.
Using lesson video analytic is not relatively new, as can The number of spikes and dips provided in YouTube
be found in Draus et al. (2014), Sinha et al. (2014) and Analytics are relevant info in conjunction with the
Mirriahi & Vigentini (2017), and in more recent papers behavior of video navigation, in which the viewer can
using the data from YouTube Analytics (Farrell,2021; choose which part they want to watch or to skip. In this
Walsh et al. 2019 & Emerson et al. 2019). part of analysis, for each video, we extract the number of
spikes and dips. Then, we look further at what is the
Due to the lockdown restriction, imposed for the first content when most of the viewers skipped or watch and
time in Malaysia on Mac 2020, courses taught at categorize the content whether it is a concept explanation,
Universiti Kebangsaan Malaysia have been conducted examples, R demonstration session or other types of
online for almost three semesters. One of the approaches content. Based on Figure 4, the maximum number of
employed in this remote learning experience is to record spikes in a video is 9 whereas for dips, is 7. The mode for
the lecture videos and share them on video sharing the number of dips is 1, whereas for the number of spikes
platforms, such as YouTube. Interactions during the are 2 and 4. This indicates that the videos analyzed in this
video’s navigation may provide certain insight on the paper are considered interesting to the viewers, since the
viewers’ focus and interest towards the video. Actions number of spikes are greater than the number of dips, on
such as forwarding, rewinding or repeating the videos average per video. The videos’ viewers chose to focus on
cannot be executed during a live session. Hence, through the parts of the videos that are of their interest, hence the
the viewers’ or the video’s navigators action towards the higher number of spikes compared to dips.
video, their focus can be measured. This is the main
objective of this paper in which we want to measure and
gain further insight on the students’ focus, attention and
interest to the lecture videos shared using the YouTube
platform.

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Fig. 1 Overlapped histograms for the number of spikes and dips CONCLUSION

We dig further by itemizing the content of the video for In this paper, we utilize the information provided through
each spike and dip. The total number of spikes is 83 YouTube Analytics. Narrowing down the scope to assess
whereas for dips, it is 53 for all 22 videos, in which it is the students’ focus and interest, we further analyze the
about 4 spikes and 2 dips per video. The results are then data based on the view duration and numbers of spikes
summarized in Table 2. By inspecting Table 2, the content and dips. We found that the students only watch a third of
with the highest number of spikes is the R sessions, with the videos, and this supports the known fact that recording
29 spikes. This signifies that the students are looking long lesson videos is not effective. Shorter lesson videos
forward to the demonstration sessions using R to employ are preferable and can deliver the information in a more
the analysis. There are also dips for the R sessions which effective manner. Although only a third of the videos
is 6, perhaps for the session in which the steps are trivial were watched, more interest was observed from the
and already known by the students. Contents such as students as measured through the number of spikes and
concepts’ explanation, interpretation and examples have dips. Since the number of spikes are higher on average,
the almost equal number of spikes and dips, as these types this indicates that the students are more interested in the
of content are the ones that are commonly in the videos, videos.
hence the results. It shows that the students know the
importance of concept, interpretation and explanation We also examine the types of content in which a spike
since they are paying attention to them but being selective or a dip occurred. Through this analysis, we found that the
as shown by the existence of the number of dips. Another demonstration session, the usage of white board and
important point inferred from this table is the students visualizations are able to capture the students’ interest and
show interest when the white board is being used (6 attention. Contents such as formulas and chapter
spikes, 0 dips) and when any visualizations are being summary are the ones that are often ignored by the
shown (7 spikes, 0 dips). It is apparent to us; these two students. Findings from this paper can shed some light to
types of content can grab the students’ attention to focus the educators in reassessing their teaching technique in
on the video. Formulas, chapters intro and summary and lesson videos and further strategizing for improved
video editing error (zoom in situations) are the ones that teaching and learning experience in the future.
are being skipped and ignored by the students as shown
by the higher number of dips compared to spikes for these ACKNOWLEDGEMENT
categories.
We would like to thank Faculty of Science and
Table 1. The number of spikes and dips for each content type Technology, Universiti Kebangsaan Malaysia for
sponsoring the financial means to participate in
Content Freq. Spikes Rank Freq. Dips Rank presenting the work in this paper
Instructions 1 % 7 0 % 7
Summary / 0 1.21 8 6 0.00 3 REFERENCES
0.00
Intro 0 11.32 7 Draus, P., Curran, M., & Trempus, M. (2014). The
White Board 6 7.23 6 6 3 influence of instructor-generated video content
29 34.94 1 0 0 7 on students satisfaction with and engagement in
R Session 7 8.43 5 8 11.32 2 asynchronous online classes. Journal of Online
Visualization 10 12.05 3 18 1 Learning & Teaching, 10(2), 240-254.
20 24.10 2 4 0 5
Examples 9 10.48 4 5 15.09 4 Eick, C. J & King Jr., D. T. (2012). Nonscience Majors’
Concept 1 1.21 7 1 33.96 6 Perception on the Use of YouTube Video to
Interpretation 0 0.00 8 7.55 Support Learning in an Integrated Science
Formula 5 9.43 4 Lecture. Journal of College Science Teaching,
Further 1.89 42(1), 26-30.
explanation
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Farrell, M. (2021). Using YouTube Analytics to Measure
the Effectiveness of Instructor-Generated Video
in Online Courses. The 11th International
Conference on Learning Analytics and
Knowledge.

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Guo, P.J., Kim. J. & Rubin, R. (2014). How video
production affect student engagement: an
empirical study of MOOC videos. Proceedings
of the first ACM conference on Learning, 41-50.

Mirriahi, N. & Vigentini, L. (2017). Analytics of Learner
Video Use in C. Lang. Handbook of Learning
Analytic. Siemens, A. Wise & D. Gasevic (Eds).

Sinha, T., Jermann, P., Li, N. & Dillenbourg, P. (2014).
Your click decides your fate: Inferring
Information Processing and Attrition Behavior
from MOOC Video clickstream Interactions.
Proceedings of the 2014 Conference on
Empirical Methods in Natural Language
Processing (EMNLP), 3–14.

Walsh, J. N., O’Brien, M. P. & Slattery, D. M. (2019).
Video Viewing Patterns Using Different
Teaching Treatments: A Case Study Using
YouTube Analytics. Research in Education and
Learning Innovation Archives, 22.

Zainuddin, Z. & Attaran, M. (2016). Malaysian students’
perception of flipped classroom: a case study.
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Augment Reality in Laboratory: A Step Towards Technology Enhanced
Learning

Manisha Pandey1*, Hira Choudhury1, Rohit Kumar Verma2, Mohd Fadzil Bin Zainal Anuar3,
Hasnain Zafar Baloch3

1 Department of Pharmaceutical Technology, School of Pharmacy, International Medical University, Kuala
Lumpur, Malaysia, 57000

2 Department of Pharmacy Practice, School of Pharmacy, International Medical University, Kuala Lumpur,
Malaysia, 57000

3 Department of e-learning, International Medical University, Kuala Lumpur, Malaysia, 57000

*[email protected]

ABSTRACT

Augmented reality (AR) has been gaining much attention in the research world in recent years. AR has the potential to
change location and timing of learning, to introduce new and additional ways and methods. Capabilities of AR technology
may make classes more engaging and informative. This study investigated the feedback of Bachelor of pharmacy (Hons.)
and Bachelor of Science (Hons) Pharmaceutical Chemistry on the use of AR tools in the pharmaceutics laboratory session
of surface tension practical. Results indicated the majority were agreed/strongly agreed that using AR tools was beneficial
during and after practical sessions. Students agreed with the fact that AR was helpful to enhance students’ knowledge and
practical skills. It concluded that the potential of AR use in practical could produce promising outcomes.

Keywords: Augmented reality, surface tension, practical skill, feedback

INTRODUCTION In this regard we have proposed the use of AR tools in
pharmaceutical practical sessions.
The increasing performance of electronic devices has METHODOLOGY
played an important role for the relevance of numerical Firstly, the recorded video was developed for a practical
simulation using different gadgets but has also led to data session and integrated into an AR tool by using the
explosion and this being said, augmented reality (AR) has “blippAR”app. Following instructions have been
been gaining much attention in the research world in the provided for the use of the app.
past years and has been given different definitions by
several researchers (Akçayır et al. 2016; 2017). For This study investigated the feedback of Bachelor of
instance, up to now, AR has been utilised to allow pharmacy (Hons.) and Bachelor of Science (Hons)
students to view the virtual solar system and understand Pharmaceutical Chemistry (N=92) of semester 2 on the
the process of photosynthesis. AR has also been used to use of AR tools in the common session of pharmaceutics
facilitate the understanding of mathematics and laboratory during surface tension practical. Study
geometry. Other fields where AR has been implemented questionnaire was developed from literature on AR and
are military, medicine, engineering design, robotic, obtained data was analysed by using SPSS 18.
telerobotic, manufacturing, maintenance as well as repair
applications, consumer design and psychological
treatments (De Jong 2013; Di Serio, 2013). Students tend
to focus more when using AR as a learning tool because
learning with AR would necessitate the use of senses
hence manipulating how they communicate with the
world. Furthermore, AR has the potential to fill the gaps
between formal and informal learning while enhancing
one's individuality as mobile-AR systems have been
developed to support learning processes outside of the
classroom (Martin-Gutierrez et al. 2012; Wu et al. 2013).

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RESULT AND DISCUSSION Prosiding K-Novasi 2021

Results showed that 95.6% agreed/strongly agreed that learning process on practical skills and could effectively
using AR tool during practicals was beneficial, 94.5% impact the delivering quality of teaching and learning.
agreed that AR was also beneficial after practical
sessions. 84.8% of students found strong agreement with REFERENCES
the fact that AR was helpful to enhance students’
knowledge and practical skills. Majority of students Akçayır, M., & Akçayır, G. (2017) Advantages and
(93.5%) agreed that AR was helpful in understanding the challenges associated with augmented reality for
practical. A good percentage of students (80.4 %) were in education: A systematic review of the literature.
strong agreement with the fact that AR use is better than Educational Research Review. 20:1-11.
videos for the skill-based session. 84.8 % of students
agreed that the lecturer language was used in Akçayır, M., Akçayır, G., Pektaş, H., & Ocak, M. (2016).
demonstration of AR based practicality. Majority of Augmented reality in science laboratories: The
students (88.1 %) agreed that the quizzes and information effects of augmented reality on university
given in the AR tool was beneficial to understand the students’ laboratory skills and attitudes toward
practical in an easy manner. Highest percentage of science laboratories. Computers in Human
students (90.6%) had accepted that the quality of teaching Behavior. 57: 334-342.
and learning used in AR tools was good.
De Jong, T., Linn, M., Zacharia, Z. (2013). Physical and
(a) Virtual Laboratories in Science and Engineering
Education. Science. 2013;340(6130):305-308.
(b)
Di Serio, Á., Ibáñez, M., & Kloos, C. (2013). Impact of
an augmented reality system on students'
motivation for a visual art course. Computers &
Education. 68: 586-596.

Martin-Gutierrez, J., Guinters, E., & Perez-Lopez, D.
(2012). Improving Strategy of Self-Learning in
Engineering: Laboratories with Augmented
Reality. Procedia - Social and Behavioral
Sciences. 51:832-839.

Wu, H., Lee, S., Chang, H., & Liang, J. (2013). Current
status, opportunities and challenges of
augmented reality in education. Computers &
Education. 62:41-49.

(c)

Fig. 1 Feedback of students after using the AR app for practical
session.

CONCLUSION
The potential of AR use in practical could produce
promising outcomes. Effective implementation of AR
could improve student’s engagement, understanding and

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Prosiding K-Novasi 2021

Flexibility in Virtual Team-based Learning

[1]Jun Xin L, [1]Ahmad Hathim AA, [1]Jing Yi N, [1]Noor Akmal Shareela I*

[1]Department of Biochemistry, Faculty of Medicine, Universiti Kebangsaan Malaysia
*[email protected]

ABSTRACT

Team-based Learning (TBL) has been a worldwide educational strategy used to inculcate self-directed and active learning.
The fallout is a new breed of undergraduates undergoing constrained and compromised ways of teaching and learning via
online platforms amidst this COVID-19 pandemic. Hence, this innovation aims to explore the application of active learning
among undergraduate students through virtual TBL. In this pilot study, the concept of genomics technology is introduced
virtually through utilizing Microsoft Teams and Universiti Kebangsaan Malaysia (UKM) Learning Management System
(UKMFolioTM) while preserving the principles of TBL. Application-based learning is emphasized to apply the fundamental

knowledge learnt during the preparatory phase through team discussions and subsequent pitching presentation. Our study
indicates no significant difference (p=0.404) in the mean score of the students that underwent conventional face to face TBL
sessions and virtual TBL. This suggests that active and self-directed learning can be incorporated through virtual means with
reproducible excellent outcomes as to conventional face to face TBL. Nevertheless, issues concerning internet stability and
inadequate content experts need to be addressed if we were to embark on successful virtual teaching and learning.

Keywords: Team-based learning, education, virtual learning, learning management system.

INTRODUCTION (Fig. 1). The outcome of TBL was subsequently assessed

through the final semester examination. Standards of

The worldwide undergraduate education system has been examination questions were upheld by the UKM vetting

progressively shifted from conventional teacher-centred committee which consisted of different content experts to

towards learner-centred curricula (Faezi, Moradi, Ghafar ensure that the quality of assessment was not jeopardized.

Rahimi Amin, Akhlaghi, & Keshmiri, 2018). With that, RESULTS AND DISCUSSION

team-based learning (TBL) was first discovered by

Michaelsen, et al. for the business education that was

subsequently adopted by various disciplines (Michaelsen, Human Genetics is one of the compulsory subjects for

Fink, & Knight, 1997). It is an organised form of small Universiti Kebangsaan Malaysia (UKM) Year-1 Doctor

team learning that emphasizes student accountability of of Medicine undergraduate students. In this pilot study,

active learning, and applies conceptual knowledge 160 year 1 medical students of 2020/2021 study session

through 3 phases, mainly self-preparation, readiness were involved in the virtual TBL that was conducted in

assurance and application phase with promising outcomes March 2021, while another cohort of 150 previous

(Najdanovic-Visak, 2017; Sparrow & McCabe, 2012). 2019/2020 batch of Year 1 medical students was involved

Nevertheless, the current COVID-19 pandemic has in the conventional face to face TBL approach.

stricken the education sector and the outcomes of

teaching and learning through online platforms has The samples were normally distributed and upon

remained an issue of concern. Student’s T-test analysis, there was no significant

difference (p=0.404) in the final examination mean score

Hence, this innovation aims to explore the between conventional and virtual learning methods (Fig.

application of self-directed and active learning among 2). Recent studies comparing conventional and virtual

undergraduate students through virtual TBL. Based on the TBL found similar outcomes, where students performed

TBL principles, the concept of genomics technology is just as well in exams but expressed a preference for

conveyed through Microsoft Teams and Universiti conventional TBL (DeMasi, Harvan, & Luca, 2019;

Kebangsaan Malaysia (UKM) Learning Management Jackson, Otaki, Powell, Ghiglione, & Zary, 2020).

System (UKMFolioTM) to substitute the conventional

method of TBL. Self-directed learning was implemented

with mind map formulation during the preparatory phase,

followed by individual online quizzes during the

individual readiness phase (individual readiness

assurance test, iRAT) and lastly, application-based

learning through team pitching presentation (team

readiness assurance test, tRAT) and case-based scenarios

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Prosiding K-Novasi 2021

Fig. 1 Innovation of Conventional TBL vs Virtual TBL students;

Fig. 2 Comparison of Mean Score Between Conventional and Virtual Theme 1: Teamwork
TBL Students emphasized the importance of teamwork which
provided a new way of learning a topic and eased in
In our study context, students generally identifying question patterns and the subsequent
benefited from the virtual TBL session from the self- correlations with real-life scenarios. Working conjointly
preparation, team discussions and sharing sessions with will complement different types of learners based on the
the content experts. Positive perceptions towards virtual VARK model of learning styles; visual, auditory, read/
TBL with three main themes were highlighted by the write and kinaesthetic to subsequently achieve the
intended learning outcomes collaboratively (Li, Han, &
Fu, 2019; Oflaz & Turunc, 2012).

Theme 2: New Knowledge
Students were motivated to look for further information
regarding genomics technology, especially in formulating
a new experiment in looking for a new anti-cancer drug
by utilising different omics technologies. This could
stimulate and enhance self-directed learning and instil
research interest among students.

Theme 3: Lifelong Learning
The virtual TBL promotes a lifelong learning skill among
medical students, by looking at the different aspects of
their life. For instance, students reflected on the impact of
lifestyles and environment on their DNA that could lead
to subsequent health outcomes. Through continuous
learning, students can empower and create public
awareness on the role of genetics in diseases and the
application of genomics analysis as a diagnostic tool. This
is applicable to other disciplines of study to apply the
fundamental knowledge to real-life scenarios.

However, two main issues, mainly internet
stability and inadequate content experts were the key
challenges in delivering effective virtual TBL sessions.

Issue 1: Internet stability
Students’ concerns were mainly poor internet connection,
refraining them from switching on camera to maintain a
social presence during tRAT or team-based discussions.

We suggest that UKM and the faculty could
improve on the stability and reliability of internet
connection. An appropriate mixture of synchronous and
asynchronous methods could help in overcoming this
issue.

Issue 2: Inadequate content experts
There was only one content expert available to administer
the implementation of virtual TBL. Therefore, it would be
laborious to assist the discussions and address any
students’ concerns that arose throughout the session in all
the breakout rooms in Microsoft Teams.

An overwhelming disparity in the ratio of
students to content experts can be improved by tutor
recruitment from senior students. Also, the use of the
asynchronous method can distribute the amount of work
over a more generous timeframe.

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CONCLUSION Prosiding K-Novasi 2021

TBL content and structure can be fully transformed into a Sparrow, S. M., & McCabe, M. S. (2012). Team-based
virtual environment from a conventional face-to-face learning in law. Legal Writing: J. Legal Writing
setting. The integrity of TBL is proven to be maintained Inst., 18, 153.
and enhanced through a student-centred learning process https://dx.doi.org/10.2139/ssrn.1986230.
with the complementation of social presence via all
available online platforms. Despite the geographical
restriction during this pandemic, students are still able to
complete their curriculum requirements and remain
connected with their colleagues throughout the virtual
TBL. Hence, continuous effort and improvement should
be done to overcome the hurdles to sustain the application
of the TBL concept in a virtual learning setting.

ACKNOWLEDGMENT

We would like to express our gratitude to all the UKM
first-year medical students for giving full cooperation and
contributing constructive feedback for the virtual
transformation of TBL implementation. This study is
funded by GP-2020-K015635.

REFERENCES

DeMasi, J., Harvan, R. A., & Luca, M. (2019). Online and

In-class Team-Based Learning in Undergraduate

Immunology: a Comparative Analysis. Medical

Science Educator, 29(4), 1193-1199.

https://doi.org/10.1007/s40670-019-00814-1.

Faezi, S. T., Moradi, K., Ghafar Rahimi Amin, A.,

Akhlaghi, M., & Keshmiri, F. (2018). The

effects of team-based learning on learning

outcomes in a course of rheumatology. Journal

of advances in medical education &

professionalism, 6(1), 22-30.

Jackson, L., Otaki, F., Powell, L., Ghiglione, E., & Zary,

N. (2020). Study of a COVID-19 induced

transition from Face-to-Face to Online Team-

Based Learning in Undergraduate Family

Medicine. MedEdPublish, 9.

https://doi.org/10.15694/mep.2020.000232.1.

Li, J., Han, S.-h., & Fu, S. (2019). Exploring the

relationship between students’ learning styles

and learning outcomes in engineering laboratory

education. Journal of Further and Higher

Education, 43(8), 1064-1078.

https://doi.org/10.1080/0309877X.2018.144981

8.

Michaelsen, L. K., Fink, L. D., & Knight, A. (1997).

Lessons for classroom teaching and faculty

development.

Najdanovic-Visak, V. (2017). Team-based learning for

first year engineering students. Education for

Chemical Engineers, 18, 26-34.

https://doi.org/10.1016/j.ece.2016.09.001.

Oflaz, M., & Turunc, T. (2012). The effect of learning

styles on group work activities. Procedia-Social

and Behavioral Sciences, 46, 1333-1338.

https://doi.org/10.1016/j.sbspro.2012.05.297.

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Prosiding K-Novasi 2021

Geological IR 4.0: Digital and Virtual Teaching and Learning

[1]*Norbert Simon, [1]Che Aziz Ali, [2]Ibrahim Komoo [1]Norasiah Sulaiman, [1]Mohd Hariri
Arifin,

[1]Nor Shahidah Mohd Nazer, [1]Azrin Azmi, [3]Jenneth Liliana Cyril, [3]Fatimah Tzuharah
Kamaludeen, [3]Mison Ajum, [3]Abd Razak bin Zainal Abidin, [5]Dana Badang

1 Geology Program, Department of Earth Science and Environment, Faculty of Science and Technology,
Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor

2Institute For Environment And Development (LESTARI), Universiti Kebangsaan Malaysia (UKM)
43600 Bangi, Selangor Darul Ehsan, Malaysia

3Minerals and Geoscience Department (Sabah), Jalan Penampang, Beg Berkunci 2042,88999 Kota Kinabalu,
Sabah.

4Minerals and Geoscience Department (Pahang), Jalan IM4/1, Bandar Indera Mahkota, 25604 Kuantan, Pahang
Darul Makmur

5Minerals and Geoscience Department (Sarawak), Jalan Wan Abdul Rahman, Kenyalang Park
P.O. Box 560, 93712 Kuching, Sarawak, Malaysia.

*[email protected]

ABSTRACT

The geology teaching approach is based on visible objects (e.g. minerals, fossils, rocks) provided in laboratories and
fieldworks,' natural laboratories' for geology. These are standard methods that are useful for exposing geological knowledge
to students. However, these methods requiring physical meeting constitute a significant problem when such activities could
not be carried out due to the recent COVID-19 pandemic. The Geology Program of UKM, for example, has almost 80% of
subjects that require teaching in the form of laboratories and physical work. Given these issues, we focus on field digitization
and geological objects to mitigate the needs for a physical meeting in our teaching. There are several methods proposed to
address these issues. The first is to digitized geological objects used for teaching by performing 3D scans, and the second
by using a 360° camera and drone for field teachings. In our article, we presented our preliminary progress to bring physical
fieldwork and laboratory teachings virtually.

Keywords: 3D geology object, drone images, Structure-from-Motion (SfM), web application.

INTRODUCTION (Molnar 2015). The progress of this digital field can be
seen in the development of computers, the internet, and
Field and laboratory work involving physical meetings the increasingly sophisticated smartphone system
between students and teachers is suitable but not always (Gunderson et al. 2019). Facilities such as digital
possible. Furthermore, issues such as high cost, damage communication networks, smartphone systems, cloud-
or loss of samples, and the recent pandemic prohibit face- based services, digital-based curriculum, virtual reality
to-face activities for a long time. This issue, therefore, has make digital teaching and learning very relevant today’s
caused problems to some of the geological subjects that world (Molnar 2015).
use fieldwork and laboratory facilities for teaching and
learning. Traditionally, teaching and learning involve Digital data which involves taking data from laboratories
taking information from the laboratory or classroom to to the field can be shifted by bringing field information to
the field. A new approach indeed is needed to overcome classes through digital teaching (De Paor 2016;
such issues and to improve existing teaching systems. Gunderson et al. 2019; Bouziat et al., 2020). Examples
such as Digital Outcrop Models (DOM) taken using the
The e-learning method brings many benefits and is latest technology, LIDAR, are examples of field models
closely related to the social structure, way of life, and that can often use in virtual work (Bouziat et al. (2020).
today's economy, especially to the younger generation Other digital field examples can be found in https:

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Prosiding K-Novasi 2021

//www.imagedreality.com/ and
https://www.smartanalog.eu/.

Therefore, based on the pressing issues of bringing field
and laboratory works virtually to students, we decided to
use several in-hand technologies to present geological
teaching in digital forms. We outlined two objectives to
achieve our primary focus. First, to create an inventory of
geological objects in digital forms and second, bring field
experience and information in 3D view.

RESULT AND DISCUSSION Fig. 2 Nautiloids isp. viewed in Microsoft 3D viewer

To date, we have managed to scan several geological Fig. 3 Movable 3D view of a ‘mogote’, a limestone hill captured using
objects and transformed them into a 3D object using 3D drone and later processed in 3D software
Scanner and Blender software (Figure 1). These objects
are easily viewed using Microsoft 3D viewer (Figure 2), CONCLUSION
which is available in any Microsoft Office 360 operated
system. These objects include fossils and trace fossils. As presented, it is possible to use existing technology
such as smartphones to produce a 3D object that is
In fieldwork, several landforms were captured using a useable for digital teaching. A 3D field teaching is
drone and transformed into 3D view using the Structure- presented using 3D view captured by using a drone or
from-Motion approach using 3D software such as Agisoft other means such as Google Earth. Next step in our work
Photoscan (Figure 3). This landform or rock outcrop is is to bring field experience into our teaching and learning
helpful in many geology subjects such as Geomorphology activities by using a 360 Camera with immersive
and Remote Sensing. capability.

Fig. 1 Geological objects as 3D objects ACKNOWLEDGMENT

We want to thank the Universiti Kebangsaan Malaysia for
awarding the Teaching and Learning Grant (PDI-2021-
031) to support our effort to bring field and laboratory
experiences virtually for the benefits of students and
UKM.
REFERENCES

Bouziat, A., Schmitz, J., Deschamps, R., and Labat, K.
(2020). Digital transformation and geoscience
education: New tools to learn, new skills to
grow. European Geologist, 50, 15-19.

De Paor, D.G. (2016). Virtual rocks: Geological Society
of America Today, 26, 8, 4–11,
https://doi.org/10.1130/GSATG257A.1

Gunderson, K.L., Holmes, R.C., and Loisel, J. (2019).
Recent Digital Technology Trends in

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Prosiding K-Novasi 2021

Geoscience Teaching and Practice. Geological
Society of America Today, 30,.
https://doi.org/10.1130/GSATG404GW.1
Molnar, G. 2015. Teaching and Learning in modern
digital Environment. IEEE 13th International
Symposium on Applied Machine Intelligence
and Informatics, January 22-24, Herl’any,
Slovakia.

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Easy ID Chromosome Caricature – Identify Chromosome at Your
Fingertips

Nurul Farhana Jufri[1]*, Farah Wahida Ibrahim[1], Siti Fathiah Masre[1], Sayyidi Hamzi Abdul
Raub[2], Shaznira Lee Ann Rosmanizam[2]

[1] Biomedical Science Program, Faculty of Health Sciences, Universiti Kebangsaan Malaysia,
[2] Pantai Premier Pathology, Pantai Medical Center, Kuala Lumpur

* Corresponding author email : [email protected]

ABSTRACT

Accurate identification of the human chromosomes is crucial in the field of cytogenetics due to its significance in diagnosing
diseases. As novices in the field, biomedical science students often encounter problems in differentiating the chromosomes
and thus hampering them to acquire one of the most important skills in cytogenetics. Digital Easy ID Chromosome Caricature
was designed to assist students in identifying the human chromosomes. It consists of a collection of human chromosome
references and students are required to identify the special characteristics of each chromosome by transforming the
chromosomes into unique caricatures for easier identification of the chromosomes when performing karyotyping in the
future. This innovation was first introduced as an intervention to 87 final-year Biomedical Science students enrolled in the
Cytogenetics course. Feedback was collected from the students before and after the intervention was applied. After the
intervention, there was an increment in the students’ ability to identify each of the chromosomes. They were able to
memorize the chromosomes’ unique characteristics in a fun way. In addition, this innovation was also observed to enhance
the students’ soft skills that involve creativity and critical thinking. Overall, this learning tool catalyzes the students' ability
to improve their basic knowledge of cytogenetics.

Keywords: cytogenetics; drawing; graphic software; learning tool; memory

INTRODUCTION The Easy ID Chromosome Caricature was
generated based on a personal chromosome identification
Various teaching methods have been devised to facilitate method devised by a practicing cytogeneticist. Unique
and attract students to learn science. One popular method characteristics of each chromosome would be highlighted
is to use drawings or visual representations. The drawing and adopted by the students in caricature format and this
approach has been long utilized to teach science subjects method may assist the students to more easily remember
such as anatomy, histology and physiology to university the chromosomes. To our knowledge, this format has not
students (Robinson et al. 2018). This method has been yet been formally published. These characteristics were
widely implemented in teaching, especially in medical specifically mapped on a graphical representation of the
and health science students, as it was proven to produce chromosomes (pseudochromosomes).
positive values in teaching and learning (Chan 2013;
Quillin & Thomas 2015; Robinson et al. 2018). For the students to remember these features
easily, they are required to design and draw chromosome
In general, the numbering and rearrangement of caricatures based on those special features using a
human chromosomes are based on the size and length of computer software such as Adobe Photoshop, Microsoft
the chromosomes, the position of the centromere and the PowerPoint or any other graphical software. This is a
banding patterns, with the sex chromosomes being form of training to help the students to remember these
numbered after the autosomes. References on characteristics, in a creative manner. Thus, to explore the
chromosomes can either be found as a karyogram or an potential of incorporating this approach into the
ideogram, where the latter is the illustrated (or schematic) Cytogenetics subject, Easy ID Chromosome Caricature
representation of the stained chromosomes. In actual was designed in an e-book form as a learning tool to assist
practice, distinguishing and pairing of the chromosomes students in identifying and differentiating human
are difficult because the patients’ chromosomes can vary chromosomes.
in shape and tend to differ when compared to the
references. The source of chromosomes (cell type used) RESULTS AND DISCUSSION
also influences the chromosome’s appearance as well as
other technical aspects including slide preparation and A total of 87 students from the Biomedical Science
staining.

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Prosiding K-Novasi 2021

program at the Faculty of Health Sciences, Universiti drawing method that can improve their memory in
Kebangsaan Malaysia (UKM) who were enrolled for the comparison to the writing method (Wammes, Meade,
Cytogenetics course were involved in this study. The Fernandes, 2016).
students were assigned to groups and were given the Easy
ID Chromosome Caricature in an e-book (Fig.1) Table 1. The effects of Easy ID Chromosome Caricature on students
(UKM.IKB.800-4/1/3521) via the UKM education online after its implementation
platform known as UKMFolio. The task was to create
digital chromosome caricatures based on the unique Items Before (%) After (%)
characteristics given for each chromosome. The 37 (n = 32) 100 (n = 87)
caricatures were designed using software such as Adobe Students know that
Photoshop, PowerPoint, ibis Paint X, Canva and chromosomes have individual 15 (n = 13) 95 (n = 83)
Procreate. The caricature designs were presented at the characteristics 8 (n = 7) 67 (n = 58)
end of the semester, as part of the module assessment (Fig
2.). A survey was conducted to gather feedback from the Students are able to
students about the implementation of the innovation. differentiate chromosomes

The COVID-19 pandemic has caused most Students can remember the
teaching and learning approaches to shift towards online chromosome characteristics
platforms such as messaging apps, game-based platforms
and e-learning software which can be customized to suit Fig. 1 Example of the Easy ID Caricature content.
education purposes (Clavier et al. 2019; Felszeghy et al.
2019; Henderson et al. 2020). Thus, in this innovation, e- Fig. 2 Example of Chromosome 1 caricature design created by the
books and graphical software applications have been used students using graphic software.
as tools to assist the students in learning and designing the
caricatures.

The survey results showed positive effects after
the implementation of Easy ID Chromosome Caricature
(Table 1). Initially, only a minority of students (37%)
were aware that each chromosome has special unique
characteristics. However, after the intervention, all
students (100%) agreed and realized that chromosomes
do have unique individual characteristics. In addition, the
majority of them (95%) now know how to differentiate
the chromosomes compared to before the intervention
(15%). Lastly, there was an increase in the number of
students who could recall the chromosomes characters
(67%) compared to before the intervention (8%). During
the intervention, the students also agreed that they gained
several important soft skills, such as creativity, critical
thinking, and teamwork as well as mastering graphical
and art tools (Fig.3).

This innovation incorporates drawing using
software as one of the approaches in learning science.
Drawing applies integration of selecting, organizing and
integrating the information in the cognitive process
(Quillin & Thomas 2015). A previous study has shown
that the drawing method can improve the comprehension
and analysis of medical students (Mathon et al. 2021).
The biomedical students were able to better understand
the chromosome structure and identify the chromosomes
by studying the caricature and comparing them to the
references. It is well known that learning by drawing has
an advantage over written explanations (Scheiter,
Scleinschok, Ainsworth, 2017). After the implementation
of Easy ID Chromosome Caricature, the students were
also better at remembering the chromosomes’ unique
characteristics. This may be due to the activation of
visual, motor and semantic components involved in the

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Prosiding K-Novasi 2021

70 66 Mathon, B., Chougar, L., Carpentier, A. et al. (2021).
16 15
Percentage (%) 60 Teaching brain imaging through a drawing

50 method may improve learning in medical
40
30 students. Radiological Education 31, 4195–

20 3 4202 (2021). https://doi.org/10.1007/s00330
10
0 Quillin, K., & Thomas, S. (2015). Drawing-to-learn: a

Analysis Creative Graphic & Teamwork framework for using drawings to promote

and critical art tools model-based reasoning in biology. CBE Life

thinking Sciences Education, 14(1), es2.

Skills https://doi.org/10.1187/cbe.14-08-0128

020-07484-3

Fig. 3 Feedback on the soft skills that the students developed after the Robinson, P. G., Newman, D., Reitz, C. L., Vaynberg, L.
intervention.
Z., Bahga, D. K., & Levitt, M. H. (2018). A large

drawing of a nephron for teaching medical

CONCLUSION students renal physiology, histology, and

pharmacology. Advances in Physiology

Easy ID Chromosome Caricature acts as a functional Education, 42(2), 192–199.
digital teaching and learning tool that can assist students
to identify and differentiate human chromosomes https://doi.org/10.1152/advan.00022.2017
according to their number. This tool will be applied to
other students enrolled in cytogenetics courses as one of Scheiter, K., Schleinschok, K., & Ainsworth, S. (2017).
their learning activities in the future.
Why sketching may aid learning from science

texts: Contrasting sketching with written

explanations. Topics in Cognitive Science, 9(4),

866–882. https://doi.org/10.1111/tops.12261

Wammes, J. D., Meade, M. E., & Fernandes, M. A.

ACKNOWLEDGEMENT (2016). The drawing effect: Evidence for

We would like to express our gratitude to the Cytology reliable and robust memory benefits in free
and Cytogenetics teaching team for their assistance
throughout this project. recall. Quarterly Journal of Experimental

Psychology, 69(9), 1752–1776.

https://doi.org/10.1080/17470218.2015.109449

4

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M., Haapaniemi, T., Sointu, E., Bauman, E. B.,
Gilbert, G. E., Morton, D., & Mahonen, A.
(2019). Using online game-based platforms to
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Heideman, P. D., Flores, K. A., Sevier, L. M., & Trouton,
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‘Science in Box Office’: Using Movies to Teach the Concepts of
Infectious Diseases in Pharmaceutical Life Sciences

1Kayatri Govindaraju, 1Chia Wei Phan

1Department of Pharmaceutical Life Sciences, Faculty of Pharmacy, Universiti Malaya, 50603 Kuala Lumpur

* [email protected]

ABSTRACT

The module, Pharmacotherapy for Infectious Diseases, is one of the second-year modules in the Universiti Malaya (UM)
pharmacy undergraduate curriculum. This module has multiple facets that introduce the students to essential elements of
pathophysiology and management of infectious diseases caused by microorganisms. The topics covering the module are
often perceived as heavy, and the students frequently struggle to cover the large volume of knowledge in greater depth,
leading to stress amongst students. Therefore, we integrated a movie-review assignment to complement the didactic teaching
of the module. The project’s central idea was to introduce an innovative e-learning tool using science fiction films that make
the module more attractive to students and connect it with real-life issues such as the pandemic. We aimed to evaluate student
engagement with the movie-review assignment and investigate its impact on assessment performance. The students were
assigned to watch two pandemic-themed movies and subsequently research and evaluate the movie scenes’ scientific
accuracy. Data is collected through a questionnaire to gather the students’ view about this approach. Our findings suggest
that the movie review assignment engages students when studying more effectively, and its approach has helped students
critically engage with existing materials, concepts, and ideas.

Keywords: Technology-enhanced learning, Sci-Fi movies, movie review, infectious diseases, pharmacy.

INTRODUCTION and sometimes struggle to see the microbiology
fundamentals’ clinical relevance. For instance, students
Pharmacotherapy of infectious diseases is an essential may be taught about the many microbes, but many may
component of all medical and pharmacy curriculum struggle to recognise the microbes’ role in the
(Melber et al.,2016; Ramos et al.,2017). The module pathogenesis and infection presentation.
provides a foundation of knowledge on the various
aspects of pharmaceutical care issues involving infectious Despite the previous assessment method being useful, the
diseases. It is also an opportunity to interpret laboratory students often perceived the assignment as tedious and
test results with the principles of patient management. stressful. Not to mention that the traditional assessment
The students will develop practical skills and clinical method requires more time for the students to prepare
competency with objective structured clinical well. Students of the health profession have been found to
examination (OSCE), while tutorials and lectures will report high levels of perceived stress due to the nature of
strengthen their core theoretical skills. their educational process (Gallanger et al.,2014; Opoku-
Acheampong et al.,2017). There has been growing
The Malaysian health care system faces enormous attention that pharmacy students demonstrate a
pressure from a COVID-19 outbreak, making economic comparatively higher prevalence of stress than other
and practical access to health care a leading concern and health professions. Some of the academic stressors that
growing requirement. The pharmacy profession has have been identified include high workload, attending
always been intimately involved with illness, treatment, lessons, respecting deadlines, balancing university and
medicines management, and health promotion. So much private life, and economic issues (Portoghese et al.,2019).
so, pharmacists’ role in health care is expanding, Hence, we are compelled to think of alternative
punctuating the need to enhance and improve Pharmacy approaches and ideas to reduce cognitive overload and
education. As of the academic year 2019/2020, we used a improve the student experience.
more traditional approach where microbiology
fundamentals were taught through lectures, tutorials, and Technology-enhanced learning and online- or e-learning
other face-to-face modes to apply the knowledge to approaches are prevalent in health professions education,
complex clinical scenarios that may arise from infection and they are often received positively by students
in practice. As a result, the topics covering the (Stevens et al.,2019). This means students can study
fundamentals of microbiology are often too heavy. The freely, in their own time and at their own pace. The
students frequently struggle to cover the breadth in detail previous assessment methods do not fully utilise the

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technological and digital tool to improve students’ Prosiding K-Novasi 2021
comprehension of this information-dense subject.
Technology integration into pedagogy is an impetus for The following research questions are the framework from
improving learning, productivity, and performance. It has which we examined the impact of movie review
become fundamental support in an ever-advancing world assignment implementation:
of learning to enhance traditional reading comprehension
and learning skills. Furthermore, online learning is 1) What are the students’ perceptions of integrating
becoming more and more important for education during movies to improve the students’ knowledge and critical
the pandemic crisis, offering the opportunity to continue thinking skills?
teaching and learning without interruption. 2) How successfully can students learn using science
fiction films and materials?
Research studies have reported that learning through 3) How does utilising digital tools aids in improving
science fiction movies significantly increases students’ students’ comprehension of the information-dense
memory, interest, and understanding. The research module such as infectious diseases?
conducted by Pezdek, Lehrer, & Simon (1984) suggested
that movie fragments help enhance memory and recovery RESULTS AND DISCUSSION
of information in reading and listening. Another study
that supports the use of movies in classrooms is Herron & We have designed the movie assignment to evaluate the
Hanley (1992), which concludes that using movies offers student’s ability to correlate the topics taught in the course
background information that activates prior knowledge. to the scenes in the movies. This study was approved by
Physics Professor Leroy W. Dubeck was an early the Universiti Malaya Research Ethics committee
proponent of using science fiction as a tool for scientific (UMREC) with ethic code UM.TNC2/UMREC_1260.
learning (Dubeck, 1988). According to Dubeck, students Two movies were assigned to the students, i.e., Contagion
can better understand science as a discovery process by (2011) and Outbreak (1995). The students were asked to
using science fiction movies. Mark C. Glassy, a molecular submit a pre-recorded video presentation (group work).
and immunology researcher, used films like Outbreak and The class were divided into 12 groups. The students were
Dark Breed and television series like Space: 1999 to required to appraise the scenes in the movie involving
illustrate theories and procedures in the areas of infectious diseases (e.g., management and containment of
microbiology, virology, and biochemistry (Glassy, 2001). the disease, viruses, pathogenicity, and vaccination).
Therefore, using science fiction as a pedagogical tool They were also instructed to criticise the scenes in the
seems logical since it allows a practical virtual learning movie that really “got the science wrong”. After 10
environment that is safe and practical yet still engaging weeks, a structured questionnaire was given to the
and reasonably authentic. students to gather their feedback and perception about the
movie review assignment.
COVID-19 has made us see pandemic movies in a whole
new light. Films about widespread viruses, plagues, and Fig. 1 shows the discussion where students debated on
diseases used to be categorised as “fictional” and several scenes from the movie Outbreak (1995) and
“fantasy”, but they are hitting a lot closer to home these Contagion (2011). The students also discussed the plots
days. Some movies had eerily predicted a global disease and scrutinised certain decisions made by some of the
and shutdown like COVID-19 way back in 2011. For characters in the movie, for example, Dr Erin Mears (Fig.
instance, the movie Contagion, released in 2011, 2). The students also provided their reflections on the
accurately depicted what was likely to happen in a future movies and compared the current COVID-19 scenario to
pandemic. Indeed, most of what we have watched in that in the movie.
Contagion has happened during the COVID-19
pandemic, e.g., the breakdown of global health systems Fig. 1. Students’ appraisal to the scenes in the movies Outbreak and
under pressure and panic buying by consumers, as Contagion. The students also shared their own reflections on the
common features of Contagion’s fictional pandemic and correlation of the current pandemic and scenes in the movies.
the real one. In addition, the productions of Hollywood
science fiction films employ the services of academic
researchers as scientific advisors.

Considering the abovementioned facts, we have designed
and implemented a movie review-based assignment to
provide students with a “mental break” from more
intensive assignments and incorporate digital tools that
complement student blended learning to make learning
infectious diseases more interesting. This study aimed to
determine if students engage with the movie-based
assignment and evaluate the impact of this approach on
students’ performance.

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Fig. 2. Students showed critical thinking and analytical skills when Students’ perception
discussing the things done correctly and wrongly by one of the
characters in the movie Contagion. The movie review assignment is well appreciated among
the students. When asked, “How useful did you find this
Students’ overall experience assignment?”, 22 students (46.8 %) evaluated the
assignment as “very useful”. A total of 20 students
We carried out an open-ended exit survey to collect the (42.6%) rated the assignment as “fairly useful”, and 5
students' feedback. The overall student experience on the (10.6%) students are “okay” with the move review
assignment is summarised in Table 1. The findings assignment (Fig. 3). This data shows that the students are
indicate that student engagement with the movie review satisfied with the implementation of this assignment as an
assignment is well received. As a result, almost all year alternative assessment during remote learning.
two pharmacy students who enrolled in 2020/2021
semester 2 engaged well with the movie review Fig. 3 Students’ perception on the usefulness of the movie review
assignment, except a few who regarded the assignment as assignment.
“time-consuming”.
On the question “To what extent did this project help you
Table 1. Students overall experience of the movie review assignment increase your understanding of this subject, 14 (29.8%)
answered “very well”, 21 (44.7%) responded “fairly
Theme Student’s feedback well”, and 12 (25.5%) answered, “reasonably well”.
(Fig. 4). Based on this finding, we found support for our
The assignment is a “It is interesting and a new main hypothesis that utilising multimedia tool (Sci-Fi
new experience. experience for me.” movies) aids improvement of the students’
comprehension of the information-dense topic like the
The assignment is a “It is an assignment that is unique management of infectious diseases.
fun and interesting and stands apart from the normal
way to gain written assignments that require a Fig. 4 Students’ perception on the effectiveness of movie review
knowledge related lot of research and just writing.” assignment in improving their understanding of the module.
to the topic.
“It is quite interesting to apply what Movie review assignment is not limited only to science-
(is) inside a movie into an related subjects but to arts and humanities subjects too.
assignment rather than to review an Yahya et al. (2020) gave a movie review assignment as a
article because the movie is far task for “Interfaith Relations” at the University of
more interesting.” Darussalam Gontor. Their study shows that learning with
the movie-review method has many advantages over
The assignment is “More assignments like this that traditional written assessment. The combination of
challenging and utilise the knowledge students have “affective and cognitive intelligence” in using this
time-consuming and applying them in this way method can help students develop critical thinking,
should be made for a more fun and creativity, time management, and multimedia skills
interactive learning experience.” (Yahya et al., 2020).

“It is very challenging because it
needs full effort to create the
video.”

“Generally, I find it fun but is just a
little bit time consuming when we
need to screenshot the scene of the
movie in our slides.”

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A similar effort was undertaken by Desai et al. (2018) as Schools. Clinical Infectious Diseases, 63, 164–
the researchers introduced the concepts of a different
culture in class through the medium of film. They used a 168. https://doi:10.1093/cid/ciw262
total of 101 movies. Each film was given to the class, and
students were tasked to either review one movie, between Opoku-Acheampong, A., Kretchy, I.-A., Acheampong,
two films, and comparison among several films. Desai et
al. (2019) argued that the film is an incredible medium of F., Afrane, B.-A., Ashong, S., Tamakloe, B., &
learning.
Nyarko, A.-K. (2017). Perceived stress and quality
CONCLUSION
of life of pharmacy students in University of
The students perceive the movie review assignment as a
novel and new experience, fun yet challenging. The Ghana. BMC research notes, 10, 115.
majority of the students find that the assignment is useful
and effective in improving their understanding of the https://doi.org/10.1186/s13104-017-2439-6
module. Overall, the information gathered from this study
claims that the use of movies as media of teaching spurs Pezdek, K., Lehrer, A., & Simon, S. (1984). The
the students’ creativity and helps them to think more
analytically and critically. In addition, our findings show Relationship between reading and cognitive
students engage well with science fiction movies when
studying and that such activities may help enhance their processing of television and radio. Child
learning experience.
Development, 55, 2072-2082.
ACKNOWLEDGEMENT
http://dx.doi.org/10.2307/1129780
This study is supported by UM Learning Improvement
and Teaching Enhancement Research (UM-LITER) Portoghese, I., Galletta, M., Porru, F., Burdorf, A., Sardo,
(Grant No. RU013K-2021), awarded by the Universiti
Malaya. We would like to acknowledge Tan Chi Yun for S., D’Aloja, E., Finco, G., & Campagna, M.
data analysis and her assistance in this study.
(2019). Stress among university students: factorial
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Assessment Metrics of Student Ethics on Social Media Usage Based on
Analytic Network Process

Kamsuriah Ahmad

Fakulti Teknologi dan Sains Maklumat,
Universiti Kebangsaan Malaysia

[email protected]

ABSTRACT

Ethics is a concept that outlines a person’s behavior whether the action is good, bad, right or wrong. However, if a user
uses social media with the intention of bullying or committing bad deeds against other users it can be considered unethical
in the social media usage. In other words, this action is known as committing cybercrime through the use of social media.
Identifying factors that influence student ethics while using social media is important. Factors such as social media
influence, knowledge in cybersecurity and technology awareness are able to deepen and understand the attitudes and ethics
of students while using social media. An assessment metric to measure student ethics is deemed important so that they are
aware of their attitudes while using social media. This study proposes the use of Analytic Network Process (ANP)
approach to measure student ethics. The assessment metric can help social media users assess their attitudes and ethics
when using social media.

Keyword: evaluation metrics, social media usage, ethics, cybercrime, Analytic Network Process

INTRODUCTION security and assess the ethical status during the use of
social media. Therefore, the objectives of this study are:

Students are among the most active in using social i. Identify factors that influence student ethics when
media. Through social media networks, they can forge using social media.
new friendships, express their views and opinions, and
they can even disguise or change their identities (Al- ii. Propose a method to measure the ethical level of the
Rahmi et. al, 2019). Social media allows its users to student cyber awareness using the Analytic Network
share almost any information with anyone online. In an Process (ANP) algorithm
organization, it is the duty of every employee to
maintain company confidentiality. If the policy is not in iii. Propose student ethics assessment metrics based on
place, staffs are free to share all information including the identified factors and evaluate through ANP
confidential information to anyone. However, social approach
media also has negative implications to its users. These
negative implications include mental health problems, THE USE OF ANALYTIC NETWORK PROCESS
emotional disorders, depression and wastage of time. TO MEASURE STUDENT ETHICS
Actions that lead to negative implications are often
associated with cybercrime. One of the cybercrimes is Analytic Network Process (ANP) (Nikola, 2018) uses
cyber harassment, which is an activity associated with the network concept to measure the weights for each
rape, harassment, intimidation, insults or defiance via component, and finally assigns a ranking to the sub-
email, social media or other applications (Arntfield, M. criteria. ANP uses a paired comparison system as shown
2015). The issue of cyber harassment has become a in Figure 1.
dilemma that has a negative impact on families and
communities across the country (Beran & Li, 2005). Goal 1 Goal..n
Even cyberbullying has huge implications for the
younger generation such as low academic performance Criteria 1 Criteria 2 Criteria n
and other psychological issues such as depression. It is
therefore desirable if students are aware of the effects of Sub-criteria Sub-criteria Sub-criteria Sub-
cybercrime in their lives as students. In fact, sometimes 1 2 3 criteria..n
they are unaware that they are engaging in these
unhealthy activities either as committing cybercrime Figure 1 ANP goal structure, criteria and sub-criteria
unknowingly or as predators of cybercrime. Therefore
they need to complement their knowledge in cyber

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Prosiding K-Novasi 2021

ANP produces values based on weightage for each sub- iii. Technology Awareness
criterion that have been identified through quantitative Technology can lead to pros as well as cons to its users.
data collection methods. The calculated weights will Technology can facilitate the daily work of students
determine the appropriateness of the selection of the sub- where a lot of information can be obtained, improve
criteria. These weights are used to obtain students’ communication and others. However, technology also
ethical assessment scores based on selected factors. brings a lot of disadvantages to its users especially to
students. Therefore measuring students’ technological
RESEARCH METHODOLOGY awareness in weighing between the pros and cons to
students is important.
A quantitative approach is used in this study, which
consists of four phases, namely: Several questions were constructed based on these
three factors. These questions were designed based on
i. Planning Phase five likert scales. The results of quantitative data will be
Identify factors that influence student ethics when using used to obtain weights for each factor. The calculation of
social media. Document analysis will be conducted these weights is based on the ANP method. The results
which based on past studies related to student ethics, of this study showed that students had high weights in
social media and cybercrime. these three factors. This shows that although students are
exposed to social media in their daily lives yet they are
ii. Development of Research Instruments able to control themselves from getting involved in
The questionnaire will be designed based on the selected cybercrime because they have good knowledge in cyber
factors. An assessment metric will be developed based security and understand the pros and cons of using
on the Analytic Network Process (ANP) method to technology. This shows they have good ethics while
measure student ethics. using social media.

iii. Empirical Studies CONCLUSIONS
The developed questionnaire will be distributed to
respondents. The respondents of the study are composed The assessment metrics developed in this study are
of university students. capable of defining the ethical status of students. Three
influencing factors such as social media influence,
iv. Data Analysis knowledge in cybersecurity and technology awareness
Findings from the distribution of the questionnaires were proposed in the study proved to be able to identify the
analyzed to obtain and define the ethical status of ethical level of students when using social media.
students. Indirectly, this assessment shall indicate awareness to
students of their attitudes when using social media. This
RESULT AND DISCUSSION awareness is important because there are times when
they are unaware they are caught up with cybercrime
This study proposed to use three factors which are social either as bullies or bullying social media users. With this
media influence, knowledge in cybersecurity and awareness it is hoped that they are able to control their
technology awareness to understand students' attitudes actions while using social media.
and ethics when using social media (Beyazit et. al, 2017;
Binsahl et. al, 2015). These three factors were selected ACKNOWLEDGEMENT
based on the analysis made of previous studies. These
three factors were selected based on the following This research was sponsored by the Faculty of
descriptions: Information Science and Technology (allocation code:
FTM1), National University of Malaysia (UKM).
i. Social Media Influence
The use of social media greatly influences student REFERENCES
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