3rd ICELAM PROGRAMME BOOK-2023

Sustainingand Retaining Human Dignity in EducationalLeadershipandManagement Of iciated by: Ministerofeducation YB FADHLINA sidek INSTITUT AMINUDDIN BAKI GENTING HIGHLANDS BRANCH 2-5 OCTOBER 2023 3 ICELAM rd INTERNATIONAL CONFERENCE ONEDUCATIONAL LEADERSHIPAND MANAGEMENT

Sustainingand Retaining Human Dignity in EducationalLeadershipandManagement 3 ICELAM rd INTERNATIONAL CONFERENCE ONEDUCATIONAL LEADERSHIPAND MANAGEMENT

02 Objectives Theme Subtheme INTRODUCTION 04 Foreword: YB Minister of Education Malaysia Foreword: Director General of Education Malaysia Foreword: Director of Institut Aminuddin Baki FOREWORD 06 KEYNOTE SPEAKERS 10 BEST PRACTICES PRESENTERS 11 CONFERENCE SCHEDULE 13 ABSTRACTS 42 MAIN COMMITTEE TABLE OF CONTENTS

07.00 Breakfast 08.00 Registration 10.00 Tea Break 03OCT2023(TUESDAY) 12.30 Lunch Opening Ceremony YBFadhlinaSidek, Ministerof Education 16.00 17.30 20.00 07.00 Breakfast 04OCT2023(wednesday) Auditorium Dato’Razali Ismail 09.00 Keynote 1 PROFESSORDAVID MARKGURR 11.30 YBHG.DATUKHAJIPKHARUDDINBINHAJIGHAZALI Keynote 3 10.30 Keynote 2 ASSOCIATEPROFESSORHAIRONSALLEH 14.00 Keynote 4 MS.DURIYAAMATAVIVAT 15.00 Keynote 5 YBRS.PROF.DR.YARINAAHMAD Free & Easy Networking Dinner 08.30 MasterClass 1 - ADRI MasterClass2- ILTIZAM MasterClass3- L412 MasterClass4- L418 PROFESSORDAVID MARK GURR ASSOCIATEPROFESSORHAIRONSALLEH MS. DURIYAAMATAVIVAT YBRS. PROF. DR. YARINAAHMAD Master Class 09.30 Best Practices Sharing Sessions BestPractices1 -ADRI BestPractices2- ILTIZAM BestPractices3-BilikAntarabangsa BestPractices4- L412 BestPractices5- L418 BestPractices6- L315 PENGIRANDR. HAJAHNORKHAIRIAHBINTIPENGIRANHAJIHASHIM MS. AMINATHZEENIYA YBRS. DR. HANANIHARUNRASIT YBrs. DR. NURBAHIYAHABDUL WAHAB PUANBALKIS BINTIKADERBAWA ENCIK MOHDNIZAM SAIDIN 10.00 Tea Break 11.00 Academic Presentations (Parallel) L412 L415 L418 L315 ADRI ILTIZAM 12.30 Lunch 14.00 Auditorium Dato’Razali Ismail 16.00 End of Conference CONFERENCE SCHEDULE 02OCT2023(MONDAY) 08.00 - 14.00 Arrival of Guest 14.00 - 17.00 Registration 17.00 - 18.30 Free & Easy 18.30 - 20.00 Dinner 05OCT2023(thursday) 07.00 - 08.00 Breakfast 08.00 - 13.00 Benchmarking Visit 13.00 - 14.00 Lunch 14.00 End of Programme 2 Closing Ceremony DirectorGeneralof Education Malaysia Conference Resolution IABDirector (Secretariats,presentersandKPM exhibitorsonly)

OPENING CEREMONY 03october2023- auditorium dato’razali ismail(ADRI) CLOSING CEREMONY 04 october2023- auditorium dato’razali ismail(ADRI) 1.40 pm Arrival of the Director General of Education Malaysia to IABCGH 1.45 pm Signing visitor book in the holding room (Bilik Orkid) 1.50 pm Short briefing of the event 2.00 pm Arrival of the Director General of Education Malaysia to ADRI 2.15 pm Angklung performance (Sekolah Kebangsaan Sri Layang) 2.30 pm A montage on the event summary of 3rd ICELAM 2023 2.45 pm Announcement of the 3 ICELAM 2023 Best Presenter and Best Paper Awards 2.55 pm 3rd ICELAM 2023 resolution by the Director of IAB 3.10 pm Closing ceremony speech by the Director General of Education Malaysia 3.30 pm Token of appreciation to the Director General of Education Malaysia 3.35 pm Photography session with the Director General of Education Malaysia 3.40 pm Closing ceremony 4.00 pm End of event NETWORKING DINNER 03october2023-AMINUDDIN BAKI MAIN HALL 7.50 pm Arrival of the Director General of Education Malaysia to IABCGH 8.00 pm Arrival of the Director General of Education Malaysia to Aminuddin Baki Main Hall 8.10 pm Welcoming speech by the Director of IAB 8.20 pm Welcoming speech by the Director General of Education Malaysia 8.30 pm Dance performance by SK Sri Layang 8.45 pm Networking dinner activity 9.15 pm Dance performance by SMK Sri Layang 9.35 pm End of event 3 Signing visitor book in the holding room (Bilik Orkid) 3.40 pm 3.45 pm Arrival of the Minister of Education Malaysia to ADRI Singing of the National Anthem, Negaraku Prayer recitation Recitation of the National Principles Opening speech by the Minister of Education 4.20 pm A montage and launch presentation Arrival of the Minister of Education Malaysia 3.50 pm Short briefing of the event 4.00 pm 4.10 pm Traditional dance performance (Sekolah Seni Malaysia Kuala Lumpur) Closing ceremony Photography session with the Minister of Education Malaysia 4.25 pm 4.45 pm 5.00 pm End of event

INTRODUCTION The primary objective of organizing the 3 ICELAM conference is to align with the goals presented by the United Nations (UN). These goals are known as the Sustainable Development Goals (SDGs), a comprehensive set of 17 global goals established by the UN in 2015. The SDGs address a wide range of economic, social, and environmental challenges and guide worldwide efforts towards sustainable development by the year 2030. They encompass crucial areas such as poverty, inequality, climate change, education, health, peace, and justice. Hence, the theme of the conference is “Sustaining and Retaining Human Dignity in Educational Leadership and Management (ELM). This theme is in accordance with the main agenda of the Ministry of Education Malaysia, which consists of sustaining human dignity and retaining it in educational leadership and management. It also incorporates the concept of integration between the National Principles and National Philosophy of Education, which aims to build manners, morality and integrity. Therefore, the event in 3 ICELAM 2023 includes informative presentations, interactive panel discussions, and networking sessions, providing ample opportunities to engage with fellow professionals and learn from their accomplishments. OBJECTIVES Share global ideas and best practices with selected educational leaders from local and geographically diverse countries. Provide a platform for scientific discourse on current issues and challenges in educational leadership and management. Promote cross-border discussions between educational leaders from local international countries. Gather new best practices and trends in educational development in today’s borderless world. Disseminate ideas and best practices from various educational organisations in dealing with current educational issues. rd rd 4

Theme: Sustainingand Retaining Human Dignity in Educational LeadershipandManagement The theme of the 3 ICELAM 2023 is Sustaining and Retaining Human Dignity in Educational Leadership and Management (ELM). It refers to the efforts made to uphold and maintain the intrinsic values and respect for individuals in the context of education. This involves creating an environment that values and respects the rights, needs, and aspirations of all individuals involved, including students, teachers, staff, and parents through the integration of the National Principles and the National Education Philosophy. EDUCATIONAL LEADERSHIP AND MANAGEMENT ASSESSMENT AND MEASUREMENTS IN EDUCATION INSTRUCTIONAL LEADERSHIP INCLUSIVE EDUCATION CHALLENGES AND TRANSFORMATIONS IN EDUCATION Subtheme: rd 5

We hope that participants will use this platform to brainstorm and discuss challenges that they face within their organizations. This sharing of ideas and solutions will hopefully be a guide for other practitioners to apply in their own organizations. This is the time when participants can meet different leaders and compare their experiences for their own benefit. The Minister of Education Malaysia would like to convey our thanks to all guests of honor forattending and setting the milestones during our conferences. My thanks to the event’s secretariat that has been organizing this event since the beginning of thisyear to ensureasmooth running and successfulventure. We hope this event will create a bridge towards more collaborations with other nations in the future. In our opinion, more platforms like this should be held to ensure the sharing of ideas and experiences within the education institutions. Thus, the dissemination of knowledge will act as an encouragement fortheexcellence of organizations. Thank you.Happyconferencing to all. YB Fadhlina Sidek Ministerof Education foreword YB MINISTER OF EDUCATION MALAYSIA Assalamualaikumand Salam Malaysia Madani to all participants of International Conference on Educational Leadership and Management ICELAM. First ofall, I would liketo welcomeall guests of honorand participants to the Conference. We have been organizing this conference since 2009 and the responses have been excellent. This time we meet again at Institute Aminuddin Baki, Genting Highlands Branch to discuss and collaborate on several issues pertaining to Educational Leadership and Management (ELM). The world especiallythe education sector has faced challenges in the pastand it has left us with caution and resilience among the education leaders. Paradigms have been changed to suit the ever-changing surroundings. Nevertheless, it has made us more prepared and ready to take on future challenges. This conference carries the theme of “Sustaining and Retaining Human Dignity in Educational Leadership and Management” especially highlighting affords made to uphold and maintain the intrinsic values with respect to the rights, needs, and aspirations of all those involved in the planning, implementing, and accessing the education process in educational institutions beitat local orinternational level. 6

foreword Director General of Education Malaysia Assalamualaikumand Salam Malaysia Madani. Instructional Leadership Inclusive Education Challengesand Transformations in Education Assessmentand Measurements Welcome to all participants of the 3 International Conference on Educational Leadership and Management (ICELAM). This event has been our showcase for international recognition of the role of Minister of Education Malaysia in encouraging the sharing of ideas especially pertaining to Educational Leadership and Management. Therenowned Institut Aminuddin Baki (IAB) has been chosen again to organize this event in accordance with its role in providing training educational programs forleaders inmanaging their organizations. IAB has been activesince 1979 and has been known as the pioneer in organizing programs for education leaders. To note, ICELAM isan international platform focusing on the developmentand sharing of latest knowledge in ELM. Since the first conference, participants consist of leading educational practitioners in Malaysia and around the world. This event has been applying the Master Class concept with parallel presentations and workshops to provide opportunities for participants to share knowledge and experiences. Several subthemes will beexploring which include This event targets 810 practitioners such as school heads, ministry officials, stateand district education departments, teachers’ colleges, and private institutions. Thus, participants will have a broader scope in promoting products or ideas pertaining to best practices in managing organizations. If this isachieved, then this event will bean event to look forward to by participants. We hopeyourstayin Malaysiaand IAB will beafruitfulventureand beneficial to you as leadersand to your organization. Thank you. rd YBhg. Datuk Pkharuddinbin Haji Ghazali Director Generalof EducationMalaysia 7

YBrs. Puan Rohayatibinti Abd Hamed Director Institut Aminuddin Baki Foreword Director of Institut Aminuddin Baki We would liketo wish all participants of the 3rd International Conference on Educational Leadership and Management (ICELAM) a warm welcome to Institut Aminuddin Baki (IAB), Ministry of Education Malaysia. Since 1979, IAB has been the pioneer in training educational leaders in the field of Educational Leadership and Management (ELM). IAB Genting Highlands Branch is situated 50 km from the capital Kuala Lumpur and is a popular tourist attraction. A pleasant environment for serious undertakings and also popular breaks at the end of the day. To date, participants will be expecting keynotes from Malaysia, Thailand, Singapore and Australia. In addition, we will have presentation on best practices educators from, Malaysia, Maldives, and BruneiDarussalam. We hope this event will create a platform for practitioners to acquire new knowledge in finding solutions to solve critical organizational issues within the organizations which will in turn develop towards organizational excellence. Participants can also refresh with new developments in ELM while networking among other practitioners around the region and world. While the event givesan opportunityfor new leaders to present their findings, it will also serveasa place to build your own network with expertsand practitioners alike. Finally, we hope IAB will provide the best facilities in making this event asuccess. Happyconferencing Assalamualaikumand Salam Malaysia Madani. 8

YBHG. DATUK HAJI PKHARUDDIN BIN HAJI GHAZALI KEYNOTE 1 (ADRI-11.00a.m.) Ketua Pengarah Pendidikan Malaysia Kementerian Pendidikan Malaysia Title: “QualityEducationinSustainableDevelopment: ASustainableLeadershipforaSustainableFuture” ASSOCIATE PROFESSOR HAIRON SALLEH Keynote 3 & Master Class 2 (KeynoteADRI-2.00p.m./MasterClass2-ILTIZAM,8.30a.m.) Associate Dean (Graduate Education by Coursework) National Institute of Education Nanyang Technological University, Singapore Title: “Instructional LeadershipforQualityEducation:AFocusonHumanDignity” YBRS. PROF. DR. YARINA AHMAD Keynote 5 & Master Class 4 (KeynoteADRI-4.00p.m./MasterClass4–L418,8.30a.m.) Director, Institute of Biodiversityand Sustainable Development(IBSD), Universiti Teknologi MARA,SHAH ALAM Title: “QualityEducationThroughEducational InnovationandTechnology” KEYNOTE SPEAKERS MS. DURIYA AMATAVIVAT Keynote 4 & Master Class 3 (KeynoteADRI-3.00p.m./MasterClass3-L412,8.30a.m.) Centre Director, SEAMEO Regional Centre for Sufficiency Economy Philosophyfor Sustainability(SEAMEO SEPS), Thailand Title: “QualityEducationinSustainableDevelopment: TheNeedfor Educational LeadershipEnhancement” PROFESSOR DAVID MARK GURR Keynote 2 & Master Class 1 (KeynoteADRI-12.00p.m./MasterClass1-ADRI,8.30a.m.) TheUniversity of Melbourne Victoria, 3010, Australia Title:“LeadingFutureSchools withaFocusonHighQualityandHighEquity” 10

BESTPRACTICES 4 (L412-9.30 a.m) YBrs. DR. NUR BAHIYAH ABDULWAHAB ExcellentLecturer, InstitutPendidikanGuruKampusTemenggongIbrahim, Jalan DatinHalimah,80350JohorBahru, JohorDarulTa’zim Title:“RimbagogiBersamaSaintisCilikOrangAsli” BEST PRACTICES PRESENTERS BESTPRACTICES1(ADRI-9.30 a.m) PENGIRAN DR. HAJAH NORKHAIRIAH BINTIPENGIRAN HAJI HASHIM Director,HalalanThayyibanResearchCentre,Universiti IslamSultanSharifAli, Brunei Title:“IslamicEducationalLeadershipforSustainableEducational Management” BESTPRACTICES2(ILTIZAM-9.30 a.m) MS. AMINATH ZEENIYA Principal,SeenuAtollSchool,MinistryofEducationRepublicofMaldives, Velaanaage8thFloorAmeerAhmedMagu,Malé,Maldives Title:“BestPracticesinSeenuAtollSchool,Maldives” BESTPRACTICES3(Bilik Antarabangsa-9.30 a.m) YBrs. DR. HANANI HARUN RASIT Director, InstitutPendidikanGuruKampusPendidikanTeknik,KompleksPendidikan Nilai,71760BandarEnstek,NegeriSembilanDarulKhusus Title:“FromPolicytoExecutionofDisability- InclusiveEducation-Deciding ontheBestPractices” BESTPRACTICES5(L418-9.30 a.m) PUAN BALKIS BINTI KADER BAWA Headmistress,SKConvent, JalanKulim, 14000BukitMertajam,PulauPinang Title:“PemerkasaanSTEAMdanCEFRdalamKalanganGurudanMurid PrasekolahKPM” BESTPRACTICES6(L315-9.30 a.m) ENCIKMOHD NIZAMSAIDIN Headmaster,SKDato’WanKemara,06010Changlun,KedahDarulAman Title:“TransformasiDigitalMemacuKecemerlanganPendidikandiSekolah” 11

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ABSTRACT Amalan Kepimpinan TransformasiPengetua dan Implikasinya Terhadap Kepuasan Kerja Guru Bimbingan dan Kaunseling diMalaysia. ADRI Amalan KepimpinanMoralPemimpin Sekolah (SLT) dalamMeningkatkan KredibilitiPemimpin Berprestasi Tinggi:Satu Kajian Awal. ADRI Transformational leadership in school plays an important role in mobilizing guidance and counselling teachers to face the changes that occur in the organization. The field of work and the environment of guidance and counselling teachers in schools which are increasingly complex have an impact on job satisfaction. This study aims to determine the relationship between the principal's transformational leadership and the job satisfaction of guidance and counselling teachers. The principal's transformational leadership variable involves four dimensions namely charisma, intellectual stimulation, individual consideration, and inspirational motivation while the job satisfaction of guidance and counselling teachers involves six dimensions of physiology, safety, relationship, facility, welfare, and finance. This is a survey study using questionnaire. A total of 122 samples of counselling teachers were selected randomly for the study. Data analysis was performed using SPSS Version 26 involving Pearson correlation. Pearson's correlation analysis shows that there is a significant positive relationship between the principal's transformational leadership and the job satisfaction dimensions of guidance and counselling teachers, namely physiology, safety, relationships, welfare, and finance, while there is no relationship with the facility dimension. The implications of the study show that the principal's transformational leadership can increase job satisfaction among guidance and counselling teachers as well as improve quality guidance and counselling services in schools. Indrana/lSubrumanian & RatnadeviR.Shunmugam To create high-quality education, the school leadership team (SLT) is the main pillar and supporter for the Principal/Headmaster (PGB) in ef ectively managing school governance. However, issues of autocratic, narcissistic leadership, poor communication style, unclear direction, resistance to change, emotional in decision making, lack of empathy and partiality have hindered the school's excellence. The purpose of this study is to review the level of moral leadership practices of school leaders based on the five dimensions of the moral leadership model, namely: (1) Building the School Community; (2) Showing Justice; (3) Exhibit Honesty; (4) Respect School Citizens; and (5) Serve for School Citizens. This study is a descriptive quantitative study administered using 'google form' involving 60 respondents consisting of SLT schools in the state of Perak. The findings of the study show that 60% of respondents practice the moral leadership style at a relatively high level, but still not at a satisfactory level. The construct of fostering the practice of mutual respect among school members got the highest mean score. The findings of this study are expected to be a guide for all school leaders to make this moral leadership model a priority in managing school af airs. It is hoped that stakeholders such as KPM, IAB, JPN, and PPD will take it seriously in designing appropriate modules and training to increase the credibility of high-performing school leaders, especially in shaping student academic excellence, teacher job satisfaction, parental involvement, and a conducive school climate. ShamsulbinMohamedYusak,TajulashikinJumahat(Ph.d) & RahmisafabintiHamid 13

Pelaksanaan ‘Ghost Visit” bagiMeningkatkan Kemahiran Pemerhatian dalam Kalangan PembimbingPakar Peningkatan Sekolah (SISC+) diPPD KOTA SETAR. Kepimpinan Pendidikan AlamSekitar Pemimpin Sekolah. Environmental Education Leadership is one of the leadership styles that must be practiced by school administrators to achieve the goals of National Education Aspirations. This study is to identify the existing level and the importance of the best practices of Environmental Education leadership and the contribution to the role of school leaders. This study uses a simple random sampling technique of the cluster group type and the respondents consist of school administrators. The method of analyzing this research data is to use SPSS IBM version 20 software to obtain the results of the data analysis. The participants of the study involved a total of 148 out of 232 people in the population face-to-face with high school administrators in the state of Johor. Researchers have developed a questionnaire instrument by forming constructs and items that examine Environmental Education Best Practices. The reliability of the instrument is high with a Cronbach's alpha value of 0.876 for environmental education practice elements and 0.923 for school leadership indicators through a pilot study. The results of the overall analysis of the existing level of Environmental Education practice elements show the existing level of Environmental Education practice for elements i) management (mean 4.17 and standard deviation 0.277); ii) professionalism (mean 4.18 and standard deviation 0.308); iii) curriculum (mean 4.09 and standard deviation 0.315); iv) co-curricular (mean 4.06 and standard deviation 0.359); and v) acculturation (mean 4.01 and standard deviation 0.314). For the highest element is Professionalism while the element with the lowest value is Culture. However, all elements are in high value. For the Multiple Regression Analysis test using the Stepwise Estimation method, it was found that all independent variable elements of curriculum, culture and management are significant factors for school leadership. The results of three predictor variables, namely curriculum elements (β = 0.22, t = 0.166, p < 0.05), cultural elements (β = 0.587, t = 7.614, p < 0.05) and Management elements (β = 0.567, t = 4.740, p < 0.05) are factors for school leadership. In conclusion, the best practices of Environmental Education for School Leaders play an important role in the formation and management of schools in a sustainable direction. WanAzharWanYaacob & Ts.Dr.AhmadZainal ADRI ADRI ZulkifilibinSaleh We can examine assessment data to see if learning is occurring, but that's not enough for us when it comes to examining practice. One way to examining practice is to take advantage of a professional learning community (PLC) that would encourage and support School Improvement Specialist Coaches Plus (SISC+) to help in implementing coaching and mentoring. This study explored the used of Ghost Visit as a tool to gather data about teaching and learning through observation. "Ghost Visit" can be defined as a structured, ongoing visit to schools or classrooms where no teaching and learning processes are taking place, during which participants solely make observations using tools related to what they see in relation to identified focus areas. Observation notes, and interviews were conducted with the SISC+ involved, transcribed, and interpretively analysed. Data collection and analysis are structured to focus discretely on three phases of the experience: Focus, Improve, and Share (FIS). The research findings indicate that SISC+ successfully improved the quality of observation and also prompted reflection, reconsideration of how they monitor and assess teacher performance, and the reinforcement of student-centered learning environments. The findings also indicate that ghost visits can be used for coaching middle leaders by SISC+. Ghost visits have the potential to be implemented in conjunction with other strategies, such as benchmarking visits, to gain a better understanding. 14

Impak Amalan Kepimpinan TeknologiGuru Besar dalam Pengintegrasian Teknologi diSekolah Rendah MohammadZainuddinbinMatZaid PangLaiChaw ,MatRahimiYusof &MohammadZainuddinMatZaid In 21st century education, the significance of school principals' involvement in technology leadership is growing. This is because principals are play a pivotal role in the ef ort to integrate technology in schools. However, there are still some principals who do not understand the functionality of technology in leadership and do not support the use of technology as well as lack of involvement in technology-based change initiatives. Therefore, principals need to understand the implementation of technology not only for management purposes but also to act as technology leaders to encourage teachers to integrate technology in the teaching and facilitation process. Therefore, this cross-sectional quantitative study aims to identify the influence of technology leadership of principals and also confirm the dimensions of technology leadership of primary schools in Terengganu. The technology leadership questionnaire for principals was adapted from the instrument provided by the Principal Technology Leadership Assessment (PTLA) and distributed online to 286 teachers were selected using a simple random sampling technique. The collected data underwent analysis through descriptive statistics, inferential statistics, and Structural Equation Modeling (SEM) using the AMOS software. The results of Confirmatory Factor Analysis (CFA) showed that six dimensions and 35 items in technology leadership were accepted and validated. Additionally, the study findings indicated that all six dimensions of technology leadership were at a high level. Moreover, the influence among dimensions in the technology leadership is positive and contributes to a percentage rate between 68.7% - 89.7%. In the end, this research ef ectively formulated a measurement model for principals’ technology leadership. It is suggested that further studies are also carried out by future researchers to fill the gaps identified in this study. ADRI ADRI Kelestarian Amalan Kepimpinan Autentik Pemimpin Sekolah ke arahMemacu Kecemerlangan Organisasi The development of the current of modernity following the explosion of industrial revolution 4.0 (IR4.0) in the era of a borderless world today has influenced the leaders of educational institutions towards transforming excellent organizational leadership. However, in this era of modern leadership, the ef ort to preserve worldclass leaders is a priority in ef orts to produce future generations. Therefore, this study aims to identify and confirm the factors that influence authentic leadership practices among school leaders. This cross-sectional quantitative study adapted from the Authentic Leadership Questionnaire (ALQ) instrument was distributed to 436 teachers online, who were randomly selected through a stratified simple random sampling technique. Research data were analyzed through descriptive and inferential statistics and confirmatory factor analysis (CFA) procedures using IBM-SPSS-AMOS software. The study findings indicate that the dimensions of Transparent Relationship (KDP), Moral Value Internalization (PNM), Information Processing Balance (KMM), and Self-awareness (KD) are at a high level. Meanwhile, the CFA analysis shows that four dimensions and 16 items in authentic leadership are accepted and confirmed. Furthermore, data analysis also reveals a positive and high correlation and influence between authentic leadership and school leaders. However, it is suggested that further research on a larger scale, involving both qualitative and quantitative methods, be conducted by future researchers to provide greater benefits and contributions than the findings of this study. 15

Kecerdasan EmosiPemimpin Pendidikan dan Hubungannya dengan Komitmen GuruTerhadapOrganisasi. Kompetensi Kepimpinan Guru Besar dalamPengurusan Sekolah: KemahiranMengurus danMemimpin. Following the paradigm shift in the national education system, the emotional intelligence of educational leaders is vital so that school subordinates are led, guided and driven holistically. This study aims to explore the relationship between the emotional intelligence of educational leaders (LEI) and teacher organisational commitment (TOC) in Malaysian secondary schools. Based on quantitative data collection methods, this study uses a cross-sectional survey design. A total of 385 secondary school teachers from the Northern region of Peninsular Malaysia; Kedah, Perak, Perlis and Penang were selected as respondents of the study using a systematic random sampling method. A set of questionnaires consisting of Emotional Leadership Questionnaire (ELQ), and Multi-Dimensional Commitment to Educational Organizational - Teacher Questionnaire- was used as a data collection instrument. Data were analysed using descriptive analysis and inferential statistics through the Statistical Package for Social Sciences (SPSS) Version 23.0 program. The findings of the study show that the emotional intelligence of educational leaders (M=4.30, SD=.42) is at a high level. Meanwhile, the findings of the study for the level of teacher commitment to the organisation showed a moderately high level (M=4.04, SD=.54). In detail, each dimension of these two variables (LEI and TOC) is at a high and moderately high level with a mean score of 3.41 and above. The results of the study also show that there is a significant influence between the emotional intelligence of educational leaders and teachers' commitment to the organisation. Self-management and social awareness are the two most prominent dimensions of leaders’ emotional intelligence. The results of this research prove that the role of emotionally intelligent educational leaders is one of the fundamental elements in stimulating and nurturing the commitment of teachers in school organisations. UmaTheviVetriveilmany(Ph.d) A headmaster needs to have the characteristics of a competent leader. Leadership competence is a set of skills that every headmaster must have as a school leader who leads the administration and management of their respective schools. There are two leadership competencies that must be possessed by headmasters including management skills and leadership skills as the basic driving force for the administration of a school. Accordingly, this concept paper aims to review the level of management skills and leadership skills of headmasters in Malaysia as well as their importance to the school administration system based on findings from previous studies. Basically, this concept paper is conducted by using a literature review approach on several articles in the last 10 years. The survey results based on previous studies concluded that the level of management and leadership skills of headmasters in Malaysia is still at a high level. The implications of this concept paper will be able to help headmasters as the main leaders of the school administration and management system to be more competent and able to contribute to the country's education system this century. It is also hoped that the results of this concept paper review will be able to be used as a guide and reference by the policy makers of the Malaysian Ministry of Education in general and the Institut Aminuddin Baki in particular, the Department of Education, the Education Of ice and schools under the respective district administration. JosephineanakAmbon,BitySalwanabintiAlias(Ph.D) &MohamedYusoffbinMohdNor(Ph.D) ADRI ADRI 16

Pengurusan Risiko Bersepadu:Satu Kaedah Pengurusan Komprehensif DalamOrganisasi. AziahbintiAdi & Hemathya/pKunalan A risk is an event or occurrence that impacts the achievement or objectives of an organization. In this context, risk refers to obstacles or challenges that can interfere the ability to deliver services ef ectively. This study aims to review the the level of awareness of the implementation of integrated risk management methods in educational institutions. This study used a review approach using statistical methods, interviews and field studies. A set of questionnaires was tabulated involving 100 respondents consisting of the Directors of Institut Penddikan Guru, Kolej Matrikulasi and Kolej Vokasional, school principals and headmasters. Seven respondents were also being interviewed. Field studies were conducted in two secondary schools and two vocational colleges. The results of the study show that the management of existing risks in the organization is seen as a separate entity and was managed separately namely risk management in ensuring the achievement of strategic plan objectives, environmental and physical risk management and disaster risk management. This shows that the implementation of risk management was not being carried out ef iciently and ef ectively. Therefore, Integrated Risk Management (IRM) is a comprehensive and relevant risk management method practiced in organizations through the integration of risk management elements in ISO 9001, ISO 31000, ISO 45000, ISO 14000, ISO 22316 and the Disaster Risk Reduction Model. Kepimpinan Keusahawanan Pengetua: Kajian Kes KoperasiCemerlangSekolah NegeriSelangor ILTIZAM Entrepreneurial leadership is a new form of leadership that is a combination of leadership and entrepreneurial characteristics. Leaders of the 21st century need a quick response to changes in the external environment, ef iciency of reaction to the needs of the organization and society, as well as the ability to achieve goals through knowledge and management. However, school cooperative leaders are less creative and innovative in solving problems and grabbing opportunities to improve organizational performance. Therefore, this research aims at exploring the principal's entrepreneurial characteristics and the principal's entrepreneurial leadership process in the management of school cooperatives. This study is a case study, using a qualitative approach. Data collection is done through in-depth interviews. The data were analyzed using ATLAS.ti software. A total of ten principals who serve as chairmen in excellent school cooperatives in Selangor were selected as participants through purposive sampling. Meanwhile, data from the interviews of fifteen cooperative teachers and photo-document data were also obtained as supporting data. The research discovered that the participants have the characteristics of entrepreneurial leadership, which are innovative, proactive, risk-taking, overcoming challenges, commitment, networking, self-awareness, and self-ef icacy, as well as self-motivation and resilience. This research also found that the participants are also competent in terms of ideas and opportunities, taking action, and using resources to meet the needs of the organization, society and education. This research helps explain the role of leaders and how entrepreneurial leadership can help achieve excellence in educational organizations, especially school cooperatives. This research produced an entrepreneurial leadership model that can be used as a guide by educational leaders, especially school cooperative organizations, in developing personal, team, and organizational competencies, especially in dealing with challenges in the environment. SalwatiSu@Hassan,MohdRafiYaacob & NorhishamMohdKasim ADRI 17

Isu-Isu Kebolehpercayaan Sumber dalamPengurusan Penilaian Prestasi diSekolahMenurutPegawai Penilai dan Pegawaiyang Dinilai DrMajelanSulong,RosdiMarzuki,DrAbangHutAbangEngkeh,NurhanabintiMustafa,MohamadHelmi Isa & IshamIbrahim ILTIZAM The objective of the study is to examine issues related to the source reliability in the management of performance appraisal in secondary schools according to the evaluation of icer (PP) and the of icer evaluated (PYD). In short, source reliability refers to the reliability and expertise possessed by the PP as seen by the PYD. PYD will respond positively to feedback provided by trusted and expert PP. Therefore, to ensure the achievement of the performance appraisal objectives in schools, PP should have knowledge of PYD's work requirements, knowledge of PYD's actual work performance and be able to accurately assess work performance. The implementation of the study involved a total of six PP and six PYD who served in secondary schools in three zones in Sarawak, namely the North Zone, the Central Zone and the South Zone, which were selected using a purposive sampling technique. The research instrument is an interview protocol while a semi-structured face-to-face interview technique is implemented for the purpose of data collection. Interview data were analysed using content analysis techniques. The findings of the study show that the issue of source reliability is linked to confidence in giving performance feedback, knowledge about work performance and the role as a role model while the issue of feedback quality is linked to the specificity of performance feedback and the urgency of giving performance feedback. In conclusion, issues related to resource reliability have a profound impact on productivity and have a significant impact on PP and PYD performance. These issues should be dealt with wisely to ensure that performance evaluation in schools can provide a framework that fosters developing self-capacity and creates the need to develop potential to the maximum level. Hubungan di antara AmalanMemberikanMaklumBalasMembina oleh PegawaiPenilai dengan Keberkesanan Penilaian Prestasi diSekolah RosdibinMarzuki,Dr.MajelanbinSulong,Dr.AbangHutbinAbangEngkeh,NurhanabintiMustafa,MohamadHelmibinIsa & IshambinIbrahim ILTIZAM The objective of this study is to examine the relationship between the practice of giving constructive feedback by the evaluators (PP) and the ef ectiveness of performance assessment. The respondents of the study are evaluated of icers (PYD) who serve in secondary schools (SM) in Sarikei, Sarawak. Constructive feedback operationally refers to the act of giving praise or appreciation to enable PYD to clearly know the level of achievement of goals and targets that have been achieved, thus providing a stimulus to maintain good work performance. This cross-sectional survey study uses a questionnaire technique to collect research data and the sampling technique used is a simple random sampling technique. The data obtained from 319 PYD shows that there is a positive and significant relationship between the practice of giving constructive feedback by PP and the ef ectiveness of performance evaluation in school. Theoretically, this study contributes to the development of the knowledge framework related to the studied variables, which are the practice of providing constructive feedback and the ef ectiveness of performance evaluation. From an empirical point of view, the findings of the study provide evidence that explains the importance of the aspect of readiness to provide feedback on work performance in the field of performance evaluation management, especially in relation to the field of education. From a practical aspect, the findings of the study provide important information to various parties to formulate and improve policies related to human resource management. The next study is proposed to expand the reach of the study population on PYD who serve in primary schools (SR) throughout Sarawak and in SR and SM throughout Malaysia. In addition, it is also suggested that future studies use a longitudinal approach to obtain a deeper understanding. 18

AMALAN KEPIMPINAN BERETIKA DALAMKALANGAN PENGETUA DIMALAYSIA:SUATUPEMERHATIAN AWAL MackencidyakBujang1,BitySalwanabintiAlias2,MohamedYusoffbinMohdNor3 ILTIZAM Ethical leadership is an important leadership style and has a direct impact on the country's education system. This leadership practice is also emphasized in the 5th shift, the Malaysian Education Development Plan, PPPM (2013-2025) which is to ensure that high-impact leadership is placed in every school. The objective of this study is to explore the need for ethical leadership practiced in schools, identify challenges and strategies that need to be implemented by school leaders, especially school principals. The Principal Leadership Model by Li et al., (2016) and The Ethical Leadership Model by Kalshoven et al., (2011) are two theoretical frameworks that underlie this study. This study is based on a literature review by referring to articles from within and outside the country for a period of 10 years. Preliminary observations of the study found that the principal's leadership practices are consistent with an ethical leadership model that promotes good communication, enforces rules and guidelines, and makes ef icient decisions. In addition, a good relationship between parents and the local community is an important aspect that needs to be practiced by school leaders who practice ethical leadership. The results of these findings can provide a solid basis for conducting further research to further strengthen the theory and model of the study and further contribute to the management and leadership of education in Malaysia. ENVIRONMENTALSUSTAINABILITY AND THE ROLEOFSCHOOLLEADERS LogeswariUthamaputhran(Ph.D),NooraainbintiMohdTaha & MathivannanJaganathan(Pd.D) The education industry heavily criticised for their over usage of materials and waste productions. Notably, the rising concerns regarding global warming and subsequent societal issues have challenged with growing pressure by regulatory bureaus and stakeholders to adopt environmentally friendly manner in their daily activities. In regards, schools as an institution that comprises of three significant community such as management team, teachers and students have an impactful role to demonstrate environmental preserving behaviour among the society. Inef icient resource management among school community is should not to blamed as our country is still in the commencement stage for environmental sustainability. Thus, appropriate measures need to replenish to emphasis environmental responsive behaviour; particularly in schools (Aminrad et al., 2012). Thus, school leaders environmental responsive behaviour become a benchmark to develop environmental responsive behaviour among our current and future generation. Therefore, this perennial will end by addressing the school leaders environmental responsive behaviour that may foster a culture of environmental responsibility and inspire the entire school community to make a positive impact on the environment. ILTIZAM 19

DexterSilam Leadership competence is not something new in the leadership of school leaders. Leadership competence is always emphasized as the main support in ef orts to improve the ef ectiveness and ef iciency of a school in accordance with the current challenges of education which are very large and complex. This study aims to explore the competence of island school leaders in the state of Sabah towards excelling the organization. The study participants consists of principals, head teachers and senior assistants. This study is a qualitative study in the form of a case study involving several primary and secondary schools in the inner island of Sabah. Themes for data collection are formed based on theory and previous studies that focused on three main competency elements, namely knowledge, skills and behavior. The interview data was processed and analyzed using the Atlas ti 8 software. The findings of the study proven that each component of leadership competence that was practiced ef ectively can ensure that the school management and leadership is always planned and systematic, also able to follow the current changes in the context of global education. This is because the level of competence of school leaders still needs to be improved because it was found that they are not competent in carrying out their duties as a leader. There are even issues in the aspect of leadership competence about school leaders who are not clear about their responsibilities in carrying out the leadership of the school organization. ILTIZAM KEPEMIMPINAN PEMIMPIN DALAMPENGURUSAN ORGANISASI DISEKOLAH PULAU SainahLimbasan,NormanSani,KadirAli,AminuddinbinIsmail,AnnilinApat,SallehbinIsmailKong & AbdulGhanibinSani In the with the Malaysia MADANI concept to create an advanced society in education, school leaders play an important role as drives of the task and responsibilities of managing the complexity and challenging operations of the organization. This study aims to explore organizational management in the aspects of human resource management, physical environment and strategic consensus towards the realization of continuous organizational excellence. A total of five informants were involved in this study, consisting of head master in the island schools of Sabah. The interview protocol instrumen was built based on the Malaysian Education Quality Standard (SKPMg2) in Standard 2: Organizational Management. The researcher used a qualitative approach through interviews to obtain data. Transcription of the collected data was analyzed using the Altas.ti software version 8. The findings of the study show that ef ective and ef icient organizational management by leaders can guarantee systematic organizational activities, empower subordinates, strong team and create a harmonious environment to achieve goals. In addition, this study provides value that is beneficial to the education system, especially in the construction of management and leadership modules in island school and the main reference source for all levels of education. ILTIZAM Kompetensi Kepimpinan Pemimpin Sekolah Pulau di NegeriSabah 20

ShuhaidaShamsudin(Ph.D) Technology and digital are rapidly changing the world and reshaping the learning environment. However, we still wonder about the specific competencies that future educational leaders will need. Without more accurate information about the knowledge, skills and behaviors required, it is dif icult for educational leaders to implement the best leadership that impacts teacher ef ectiveness. Developing future-ready school leaders is a strategy for facing future challenges and seizing opportunities. Moreover, it enables us to reach the full potential of future leadership and empowers education to achieve maximum capacity and sustainability for what is. This presentation includes views on developing future ready leadership in the context of education using the Malaysian Principals Leadership Model produced by the Institute Aminuddin Baki. To create the future readiness of our generation, we must make the purpose and meaning of the present, as the vision and aspirations of the future. Before we can develop future ready teachers and students; as leaders, we must have a future-ready mind and attitude. In conclusion, the readiness of future educational leaders involves strategic and integrated changes at all levels in schools, whether in leadership training development or leadership roles and functions. Malaysian PrincipalsLeadershipModel:TheQuestin DevelopingFuture-ReadySchoolLeaders ILTIZAM EMPOWERINGSCHOOLLEADERSIN DRIVEN SCHOOLTRANSFORMATION & FOSTERINGEDUCATIONALCHANCE KalidassMachappan(Ph.D),RamlibinYaacob(Ph.D),TehKimPheng(Ph.D),NitceIsaMedinabintiMachmudi Isa(Ph.D), ZarinaMizambintiMohdIsmail,WanAbdullahbinWanAhmad & ZauyatiBinZainal This study was carried out to discuss the improvement of the competence of school leaders in driving the transformation of school education and fostering educational change in Malaysia. This study highlights aspects of empowerment including fostering a culture of collaboration, providing professional development opportunities, decisions making according to data and providing autonomy in curriculum design and resource allocation. A descriptive survey research design was conducted. A multistage, simple and proportional stratified random sampling technique was used to select the states and school leaders used in the study. Two sets of instruments were used to collect study data. The study population consisted of all secondary schools in Kinta Utara district, Perak Malaysia. 13 schools were randomly selected from 25 secondary schools in the state. The data was analyzed using frequency counts, percentage scores and Pearson product moment correlation (frequency counts, percentage scores and Pearson product moment correlation. The formulated hypothesis was tested at the 0.05 significant level. The findings of the study show that the empowerment of school leaders af ects school transformation in fostering a culture of cooperation, providing professional development opportunities, making informed decisions and providing autonomy in curriculum design and resource allocation. This study also sheds light on the important role of empowering school leaders in driving educational transformation. By explaining the challenges, strategies and outcomes associated with this process, this study contributes to a deeper understanding of how the education system can evolve to meet the demands of a rapidly changing world. ILTIZAM 21

BILIK ANTARABANGSA PENGARUH KOMITMEN PERUBAHAN TERHADAPPEMBANGUNAN KEUPAYAAN PENSYARAH DALAMMELAKSANAKAN TRANSFORMASI IPG AzeraiAzmi,HairiahMunip,SyamsiahMokhtar,EllyzaKarim& RoziahAnuar The Institute of Teacher Education Malaysia (IPGM) has launched the IPG Transformation Program 2016-2025 aimed to improve the performance of the Institute of Teacher Education by striving and developing the professionalism of leaders and lecturers in an ef ort to improve the performance of the nation’s educational performance. This research aims to identify the contribution of commitment in implementing the IPG Transformation Program through three dimensions namely af ective, normative and continuation towards the Development of Lecturers' Capabilities at IPG. An inferential survey study was used to identify the contribution of commitment practices in implementing the IPG Transformation Program to the development of lecturers' capabilities. A total of 97 respondents consisting of education service of icers from an IPG in Bandar Enstek were randomly selected. Multiple regression analysis shows that the three constant variables that comprise the dimension of commitment have a correlation and contribute (20.0%) significantly (p<0.05) to the Development of Lecturers' Capabilities at IPG. The highest predictor variable and contributing as much as 15.7 % is the af ective dimension (β=0.307, t=6.228 dan p=0.000). The second most important predictor variable that contributes 3.4 % to the development of lecturers' ability is the normative dimension (β=0.198, t=4.026 dan p=0.000). Meanwhile, the continuity dimension contributes as much as 0.9 % to the development of the lecturer's ability (β=-0.96, t=-2.134 dan p=0.033). The findings of this research provide additional information to the stakeholders namely the Malaysian Institute of Teacher Education in developing a framework to increase commitment among lecturers to ensure that such commitment enhances their capabilities and improve the performance of the nation’s educational performance. BILIK ANTARABANGSA NurNabilaZakariaRajunahRadin This case study aims to review the role and determination of educational goals among parents of Bajau Laut children. This case study was conducted using the method of observation and interviews with parents from three families of Bajau Laut children who were involved with the Community and Research Based Education program of IPG Campus Tawau located in the waters of Mabul Semporna, Sabah. The findings of the study show the role of Bajau Laut parents to improve their children's education, parents' encouragement for children to go to school and parents' goals for children's education. The implications of the findings of this study are expected to be able to change the role of parents of Bajau Laut children in having aspirations and goals and being ready to be involved with educational activities for their children. Kajian Peranan dan PenentuanMatlamatPendidikan dalamKalangan Ibu BapaMasyarakat BajauLaut di Semporna,Sabah 22

This study was conducted with the aim of obtaining the perception of stakeholders in vocational colleges regarding the quality and level of employability of graduates produced, as well as what are the criteria required by employers for vocational college graduates. This study was conducted qualitatively by using a case study approach involving a total of 3 highly credible informants for an interview session selected from a sample of 767 stakeholders as well as observation of of icial printed documents such as Miri Vocational College Graduate Marketability Data 2017-2022, On The Job Training (OJT) Report, MouU and NoU Data and Miri Vocational College Alumni Facebook Of icial Media. The reliability test was carried out by doing a triangulation approach, data coding, data chart and peer review assessment and the Kappa coef icient value recorded was 0.92, a value that is not in doubt and has high reliability and is almost perfect. The findings of the study concluded that stakeholders' perceptions of the quality and employability of vocational college graduates can be based on five themes, namely graduates having recognition and suf icient supply of skills, excellence in On The Job Training, integrity and responsibility, competitive values and employability in the field. Employers also prioritize graduates' skills in the field of employment, integrity and responsibility, competitiveness and the value of creativity and innovation in job. While the strategy that can be implemented in marketing vocational college graduates are through the recognition of skills certification by skills recognition bodies, the implementation of a more dynamic curriculum structure and course of erings and through collaboration with the industry through MoUs and NoUs. The findings of this study are important and useful to the Ministry of Education (MoE) and the Technical and Vocational Training Education Division (BPLTV)) in strengthening the TVET 4.0 framework for the development of the TVET education curriculum in Malaysia. The researcher was able to prove that vocational college graduates have the standard and quality of employability equivalent to graduates of other skill training institutes. Researcher conclude that this study can preserve human dignity in the job industry as well as catalyze the potential success of graduates, especially in the TVET field at vocational colleges KUALITI DAN KEBOLEHPASARAN GRADUAN KOLEJ VOKASIONAL:MELESTARIKANMARTABATMANUSIA DALAMINDUSTRI PEKERJAAN Ts.AzribinSaid(Ed.D) BILIK ANTARABANGSA TRANSFORMASI KARAKTERMURIDMELALUIPENDEKATAN PENDIDIKAN ISLAMTARBIYAH,TAKLIM,TA’DIB DISEKOLAH ISLAMTERPADUMAKASSAR RosdianaSyamsuddin Penelitian ini bertujuan untuk menganalisa dan mengidentifikasi transformasi karakter murid melaui pendekatan pendidikan islam tarbiyah, taklim, ta’dib. Metodologi Penelitian yang digunakan meliputi studi literatur, analisis dokumentasi dan pengamatan terhadap praktek Pendekatan pendidikan islam tarbiyah, taklim, ta’dib di sekolah islam Terpadu. Dalam Penelitian ini karakter yang akan dibentuk, yaitu meliputi nilai akidah yang lurus, ibadah yang benar dan akhlak yang mulia. Hasil Penelitian menunjukkan bahwa Pendekatan Pendidikan Islam Tarbiyah, Taklim dan Ta’dib menunjukkan adanya perubahan terhadap karakter murid dalam pemahaman dan pengamalan nilai aqidah, peningkatan aktifitas ibadah dan perubahan akhlak murid menjadi lebih baik. BILIK ANTARABANGSA 23

NARRATIVE APPROACH AS AMEDIUMFOR SEJAHTERA STUDENTMENTALITY ATTHECENTREFOR FOUNDATION STUDIES, IIUM MohdRafaeibinMohdBasri1,NoorAsiahbintiAling,NurFarrahSyazwaniebinti Ismail,NurhafizahbintiSaidin & NoorSaadiahbintiMohdAli The Institute for Public Health’s National Health and Morbidity Survey 2022 found that problems among Malaysian youths have alarmingly increased. According to the research, one in every eight teenagers had considered suicide, growing from 10.0% in 2017 to 13.1% in 2022; one in ten teenagers had attempted suicide, increasing from 6.9% in 2017 to 9.5% in 2022; and one in four felt depressed. This growing trend on mental health problems has been growing progressively since 2012. Hence, the study explores an integrated and supplementary approach in promoting positive mental health at the Centre for Foundation Studies, IIUM. The proposed qualitative narrative analysis/approach integrates the practice of narration of Quranic and Islamic stories on selected exemplary figures with the normal orientation programmes. A non-probability sampling technique i.e., voluntary sampling, is employed for sample collection i.e., 2596 (students) and 46 (staf ). The respondents are given 2 dif erent sets of questionnaires: consisting of 8 questions for students and 11 questions for the staf . The questionnaires cover 7 constructs or areas of study and employ 5-point Likert scale measurement. The responses from the respondents are analysed quantitatively to get the average (mean) Sentiment score for each construct. The analyses of the responses indicate that the overall acceptance of 4.41 Sentiment score, with 4.40 Sentiment score on relevancy of the approach used and the comprehension level. The study concludes that the narrative approach is well-accepted as a medium promoting healthy mentality, while also highlighted on the requirements of proper training and organisation of the module. BILIK ANTARABANGSA TEKNOLOGI IMERSIF DALAMPENDIDIKAN GURUPRA PERKHIDMATAN; IMPAK PENGGUNAAN APLIKASI AR-VR DALAM PENGALAMAN BERASASKAN PROJEK (PAMERAN SENI) KamalBaharom Pembelajaran melalui pengalaman peribadi boleh dicapai dengan kemunculan teknologi terkini, seperti aplikasi (AR-VR), iaitu teknologi yang mensimulasikan dunia maya dengan dunia sebenar. Teknologi imersif mudah diakses dan juga mesra pengguna pada hari ini. Pembelajaran imersif merujuk kepada proses di mana seorang individu pelajar berada dalam satu suasana pembelajaran interaktif sama ada secara maya atau bersemuka dan individu tersebut terlibat secara langsung dengan proses pembelajaran aktif. Dalam kebanyakan tinjauan literatur ada membincangkan bagaimana Realti Diperkukuh “(Augmented RealityAR”) dan Realiti Maya “(Visual Reality-VR)” boleh digunakan sebagai “platform” utama untuk pembelajaran. Walau bagaimanapun, penyelidikan terhadap impak teknologi imersif masih baharu di peringkat sekolah. Pada peringkat ini, pelajar adalah sebagai pengguna dan bukannya mencipta pengalaman sendiri. Kajian memfokuskan kepada penyelidikan guru pra perkhidmatan di IPG, dimana mereka ialah populasi unik yang berpotensi mencipta pengalaman tersebut. Ianya bertujuan menyiasat sama ada penggunaan teknologi imersif dalam pengalaman pembelajaran berasaskan projek Pameran Seni “Art Exhibition” mempengaruhi cara membuat penilaian, kebersediaan pelajar, pengekalan pengetahuan dan tahap motivasi guru pra perkhidmatan. Konsep pedagogi yang dipilih untuk kajian tersebut ialah Modul Praktikal Pengajian Mikro Kontemporari (MPPMK, 2020) melalui prinsip kaedah Kemahiran Pembelajaran Berasaskan Projek (KPBP). Pengalaman pembelajaran berasaskan projek memerlukan guru pra perkhidmatan untuk melaksanakan prinsip ini ke dalam pembelajaran mereka. Kajian ini menggunakan reka bentuk garis dasar/pasca/pasca-ujian melalui Tinjauan Motivasi Bahan Pengajaran (TMBP) atau (Instructional Material Motivation Survey-IMMS) sebagai instrumen. Ujian yang lebih berfungsi dan praktikal bagi penerapan prinsip modul (MPPMK, 2020) akan memberikan hasil yang lebih dipercayai. Dalam konstruk motivasi, keputusan menunjukkan bahawa jenis pengalaman (imersif atau konvensional) memberi kesan kepada pembelajaran. Tahap impak berbeza-beza berdasarkan tahap dalam konstruk asas ukuran motivasi: perkaitan, keyakinan dan kepuasan. Pelajar yang menggunakan teknologi imersif AR-VR dan Metaverse menunjukkan tahap perkaitan, keyakinan dan kepuasan yang lebih tinggi. BILIK ANTARABANGSA 24

KEMUDAHAN PENDIDIKAN KANAK-KANAK BAJAULAUT,SEMPORNA,SABAH:SATU KAJIAN KES SitiHajarLokman, JefferyApdal & SharifahSamsudin The citizenship issue faced by the Bajau Laut community of Semporna, Sabah causes them to be exposed to violations of basic rights, especially access to education. Therefore, this study aims to identify the educational facilities among the seafaring children as well as identify the challenges faced by this community in terms of education. The study participants consisted of three family heads and a teacher who worked at Sekolah Kebangsaan Pulau Mabul, Semporna. The selection of respondents was based on purposive sampling. The researcher has used semi-structured interview techniques and observation to obtain data. The data obtained was analyzed using the thematic method. Five main themes emerged from the data analysis to answer the two research questions. Two main themes have answered the first research question, namely access to education and alternative schools. While the other three main themes answer the second research question, namely schooling aid, teaching staf and family economic factors. Since this study only examines issues related to educational facilities for seafaring children, then future researchers can consider studies related to measures that should be taken by the authorities to help overcome this issue. BILIK ANTARABANGSA “IskandarMultimedia Super Corridor” HarnessingtheTransformativePower ofEducation DatinHajahZamhirahbintiHjOsman BILIK ANTARABANGSA Iskandar Multimedia Super Corridor ‘The Beginning of a New Legacy, Iskandar The Great merupakan satu metamorphosis yang berlaku di STMI pada tahun 2020 iaitu perubahan secara total ‘new facelift’ bermula dari pagar sekolah hingga ke hujung padang. Transformasi meliputi semua bilik darjah menjadi bilik darjah bertema dan dilengkapi dengan kemudahan akses internet, bilik-bilik khas menjadi studio eksklusif, perpustakaan, ruang interaktif iaitu Iskandar Celebrity Studio (Iskandar fm dan Iskandar TV), ruang legar, taman sumber, surau, koperasi, kantin ,tandas dan bilik guru. IMSC dengan tagline iPower menepati matlamat TS25 iaitu penyediaan suasana pembelajaran bermakna ,kemenjadian murid dan sekolah kualiti dalam menghadapi dunia VUCA. IMSC ini telah memberi impak maksima apabila buat pertama kalinya STMI mencatat peratus kehadiran murid tertinggi di daerah Batu Pahat pada Mac 2021 iaitu 99.89% kehadiran pada pembukaan sekolah selepas menghadapi pendemik covid 19. Pengwujudan Iskandar Digital Area (IDEA) telah menyebabkan berlaku peningkatan kemahiran teknikal ICT dan keyakinan diri murid berbual bicara dengan tetamu VIP dan tetamu VVIP melalui saluran Iskandar FM dan Iskandar TV yang dikenali sebagai Iskandar Celebrity Studio . Selain itu IMSC telah meningkatkan penyertaan murid dalam aktiviti koakademik serta meningkatkan bilangan bahan bacaan dalam kalangan murid dengan adanya 15 lokasi “Books On The Move Library. Tambahan lagi IMSC telah meningkatkan hubungan dua hala sekolah dengan berkolaboratif dengan sekolah dari daerah dan negeri lain, badan-badan kerajaan serta masyarakat setempat.. Impak maksima IMSC juga menyebabkan LMS SPM 2022 meningkat iaitu daripada 91.75 % kepada 100 % pencapaian terbaik untuk tempoh 20 tahun dan STMI antara 9/30 sekolah yang mendapat kelulusan 100% di daerah Batu Pahat serta berlaku peningkatan GPS sekolah dari 4.71 kepada 4.44 dalam SPM 2022 iaitu pencapaian terbaik dalam tempoh 10 tahun. IMSC juga menepati enam aspirasi murid dan terkandung dalam sebelas anjakan utama dalam Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025. 25

REALIZINGQUALITYEDUCATION IN ERA 4.0 HeniNoviarita,[email protected],Hanna It is undeniable that the world of education is the center of attention of all elements of society around the world. Education is one measure of a country's success, because good education will produce quality, competitive and innovative human resources towards the 21st century as a learning transition. This is in accordance with the demands of the future where students must have the ability to think and learn. This condition will be a problem because the biggest challenges of this century are, (1) there are still many teachers who are not ready to utilize technology, (2) there is still a gap in knowledge and skills in the field of technology, (3) there is still a gap in knowledge and skills in the field of technology. digital skills are still limited, and (4) the threat of cybercrime, and (5) the loss of learning. This phenomenon will be resolved if the role of the principal is able to play (a) personal skills, (2) relational skills, (3) strategic thinking skills, and (4) thinking skills. The questions that need to be answered in the following explanation are, (1) can the principal realize the skills to lead, think and decide to make the school the center of world attention (2) what steps do the principal need to take in responding to the challenges of the 21st century to make the school the center of attention? world attention? The findings of this research can be donated to the government in terms of the education of ice. In creating quality education that must be done to realize various functions. Quality teachers are the main factor in realizing quality education, namely (1) preparing teachers who are ready to face the challenges of using technology, (2) eliminating gaps in knowledge and skills in technology, (3) readiness for unlimited digital skills, (4) eliminating threats Cybercrime, and (5) restore lost student motivation from learning. This phenomenon will be resolved if the role of the principal is able to play (a) selfskills, (2) relational skills, (3) strategic thinking skills, and (4) strategic thinking skills. BILIK ANTARABANGSA TAHAP DIMENSI KEPIMPINAN INSTRUKSIONALGURU BESAR DI NEGERISARAWAK CammelliaOthman & AbdulHalimBusari(Ph.D) The issue of being less competent by school leaders is always discussed and studied. The leadership style practised by a leader plays an important role in influencing every performance of the organization. Principals or head teachers are the most influential individuals in an educational organization. Instructional leadership practices have been proven to improve student achievement in school. There is a concern that school leaders in Malaysia do not emphasize the development of teaching pedagogy but only carry out administrative matters. Therefore, this study specifically examines the level of each dimension of the head teacher's instructional leadership according to teachers' perceptions in Sarawak. The Instructional Leadership Model has three dimensions: defining the school's mission, managing the instructional program, and promoting a positive school climate. Meanwhile, each dimension has ten sub-dimensions. A total of 899 primary school teachers were involved in this study. The online data collection technique through the Google Forms application was used for the research data collection process. The Principal Instructional Management Rating Scale (PIMRS) questionnaire developed by Philip Hallinger (2000) was adapted to measure the instructional leadership behaviour of principals and was found to be the most appropriate for the study. This study used quantitative methods, and data was analyzed using Statistical Package for the Social Sciences 29 (SPSS).The results of this study show that the head teacher's instructional leadership practice is high (M = 4.05; SP = .52). Findings by dimensions show the dimension of defining the school's mission (M=4.20, SP= .51) and the dimension of managing instructional programs (M=4.09, SP= .53) recorded a higher mean value compared to the overall mean value of instructional leadership. Meanwhile, the dimension of promoting a positive school climate (M=3.97, SP= .57) recorded a lower score than the overall score. In conclusion, all three dimensions of instructional leadership show a high mean value. This result confirms that primary school head teachers in the state of Sarawak often practice instructional leadership practices in leading the school. This situation aligns with the concept of human dignity in the core of Malaysia Madani, where every leader must play a role in uplifting human dignity, that is, the dignity and self-esteem of students through leadership practised in school L412 26

Content and LanguageIntegrated Learning(CLIL) byusingContentofTheCommunityfor English Improvement MissAriyaKraisanam,MissNipawanThongjinda &MissHatsayawadeeTreewai The purposes of the study were to 1) study and criticize the main core of the Content of The Community in Songkhla province to integrate in the lesson and enhance English communication 2) create and determine the ef ectiveness of CLIL by using the community suf iciency economy Content of The Community of Songkhla province to integrate on English communication of the primary students 3) find ef ectiveness on CLIL by using content of the community. The samples consisted of 32 students from primary 5-6, Bannathawee School, Nathawee district, Songkhla province, academic year 2022. Key elements of CLIL consisted of its principles, objectives, content structure, teaching steps, assessment and evaluation on English communication and the suf iciency assessment were implemented. Data collection consisted of local wisdom interview, the learning assessment, the instructional plans assessment form, the instructional plans, the English communication test and the suf iciency assessment. The findings were as follows; 1.) The core knowledge of content of the community in Songkhla province was the religion which had empower on the way of life of the local people and they also bond with the content of the community which consisted of religion, traditions and culture, traditional performance art, local wisdom and agriculture. 2.) The ef iciency of CLIL by using content of the community of the special zone in Songkhla province was 81.86/82.00 which was higher than the criteria. The ef ectiveness of the students’ learning was higher than pre-learning at 0.05 level of statistical significance. L412 MariatiAbdulRahman,NoorAshikinShahrom& AbaidullahMustaffa This empirical paper examined the relationship between instructional leadership and cognition among teachers in defining the primary school mission in Malaysia. The sampling technique used was random sampling which allows generalization of the findings. The number of respondents was 385 teachers selected from Senior Administration Teachers, Students Af airs Teachers, Co-Curriculum Teachers, Panel Head Teachers, and teachers from public primary schools in Malaysia. The academic session was during the 2021- 2022 academic calendar in Malaysia. Instructional leadership was studied in relation to Headmasters’ and Headmistresses’ job practices in defining the primary school missions in Malaysia. Whilst, cognition is a subdimension or a component taken from the Theory of Attitude comprised of cognition, af ection, and conation. The measuring scales for Instructional Leadership were adopted from the Principal Instructional Management Rating Scale (PIMRS) and the measuring scale for cognition was adapted from the field of psychology. The independent variable (IV) of this empirical study is Instructional Leadership and the dependent variable is cognition. The empirical results and findings revealed a moderately correlated relationship between Instructional Leadership and teachers’ cognition (belief) in defining the primary school mission. The questionnaires adopted a 5-point Likert scale. Regression analysis was conducted on the dataset. L412 Relationship between Teacher'sCognition toward PrincipalInstructionalLeadership Behaviour in Defining theSchoolMission. 27

PEMBELAJARAN BERMAKNAMELALUI INOVASIPdP 3-MINUTEPITCHING Pengetua selaku kepimpinan instruksional haruslah berperanan sebagai pengurus kurikulum yang berkesan sepertimana tuntutan Standard 3.1 dalam SKPM Kualiti@Sekolah terutamanya dalam konteks meningkatkan kualiti pengajaran guru diurus secara terancang. Amalan terbaik inovasi PdP 3-minute pitching guru ini bertujuan untuk memastikan pembelajaran bermakna berlaku dalam bilik darjah secara terancang dan dapat meningkatkan kualiti pedagogi guru serta tahap penguasaan murid dalam Pentaksiran Bilik Darjah(PBD).Kaedah kajian kes digunakan dengan sokongan data kuantitatif dan kualitatif dengan melibatkan responden seramai 68 orang guru dari Sekolah Seni Malaysia Johor (SSeMJ) bagi sesi akademik 2023/2024.Kaedah pembentangan amalan terbaik inovasi PdP 3-minute pitching guru telah dilaksanakan dan penilaian pasca program turut diadakan melalui kajian data dan analisis skor pencapaian pencerapan PdPc dalam Standard 4 SKPM Kualiti@Sekolah. Dapatan analisis rumusan skor penilaian kendiri guru adalah sebanyak 88.38% telah meningkat kepada 91.16%. Dalam pada itu, aspek 4.1 telah menunjukkan peningkatan yang ketara, iaitu daripada 90.90% kepada 93.40%. selain itu, aspek 4.2.1 telah meningkat daripada 88.70% kepada 94.10%, aspek 4.4.1 meningkat daripada 87.76 kepada 88.80, manakala aspek 4.6.1 turut menunjukkan peningkatan yang baik iaitu 87.50% kepada 90.00%. Terbukti Amalan terbaik Inovasi PdP 3-minute pitching sebagai alat pemangkin kepada sesi pembelajaran murid yang lebih seronok dan menarik dengan sokongan idea pedagogi kreatif guru melalui gabungjalin aktiviti pembelajaran alaf ke-21(PAK21). Selain itu, ia telah membolehkan para guru lebih menjiwai dan mempraktikkan prinsip F.I.S (focus, improve dan Sharing) seiring dengan pengukuhan Komuniti Pembelajaran Profesional (PLC) ke arah organisasi pembelajaran.Amalan terbaik ini dicadangkan agar diteruskan pelaksanaannya bagi melihat keberhasilan pedagogi terbeza yang berkesan untuk memberikan impak langsung kepada pembelajaran bermakna murid dengan tahap pencapaian murid secara konsisten. TeeTiamChai L412 MELESTARIKAN KEPIMPINAN INSTRUKSIONAL DIMALAYSIA:SATU ANALISIS KEPERLUAN AziahSamichan, Jamal@NordinYunus(Ph.D),MarinahAwang(Ph.D),MatRahimiYusof(Ph.D),SukorBeram(Ph.D),DayangRafidahSyariffM. Fuad(Ph.D) Instructional leadership is not something foreign amongst the school leaders in Malaysia. The Malaysia Education Blueprint (Pelan Pembangunan Pendidikan Malaysia) 2013-2025 recommends that school leaders regard themselves as instructional leaders. This proves that instructional leadership is significant for the academic success of students. However, the question is whether instructional leadership in Malaysia is still relevant after four decades. This situation is exacerbated by the current disruption of the education system as a result of the industrial revolution 4.0 (IR 4.0), further indicating that this leadership style should be reexamined. However, the instructional leadership model referred to is largely based on models pioneered by Western scholars. Therefore, this study aims to explore the need to develop a model of instructional leadership that characterizes Malaysian culture to ensure its sustainability in the face of future challenges. To achieve this objective, the study used a survey method involving 370 potential school leaders participating in the National Professional Qualification for Educational Leaders program (NPQEL). The data was analyzed using the Statistics Package for Social Sciences software (SPSS)Version 28.0. Interpretations are based on percentages, mean values and standard deviations. The results show that the level of agreement on the need to develop an instructional leadership model in the Malaysian context is high, with an overall mean value of 4.3892, while the standard deviation is 0.78942. Based on the findings from this study, it is clear that there is a need to develop an indigenous model of instructional leadership. As such, this study has successfully enhanced the existing instructional leadership theory, as well as increased sources of reference regarding educational leadership in Malaysia. L412 28

WanZalihabintiWanOthman & TuanZahrahbintiTuanMat Report entitled Risks of Educational Leaders Without Instructional Leadership Skills talks about what will happen if Educational Leaders do not have those skills. Instructional leadership skills are important to enable an administrator in each institution to manage instructional time in a planned manner. Risk is something unexpected that happens to anyone and anywhere. For Educational Leaders, they should know various ways to avoid risks. One of them is that they need to have the knowledge of instructional administration in schools. The achievement of goals in managing the organization depends on the manager's wisdom to see the risks that will occur in the future. Various risks faced such as dif iculties in achieving the vision and mission of the organization/school whether to make changes or implement programs. Another risk includes an element of mistrust to administrators who do not have instructional leadership skills because leaders who are not good at administering will find it dif icult to gain support in the group. Similarly, there is a risk that Educational Leaders may face dif iculties in changing the culture that has been practiced if the administrators themselves still follow the old instructional leadership style and do not want to accept new approaches. L412 PENERAPAN KEPIMPINAN GURU KE ARAH PENCAPAIAN AKADEMIKMATA PELAJARAN TVETSEKOLAHMENENGAH NurAishahBarbaraAbdullah & VensonGumpitak L412 Leadership is a process in which an individual influences a group or individual to achieve a common goal. Leadership and behavior can build a climate that fosters innovation throughout the organization. Along with the changes in the education system in the VUCA (volatility, uncertainty, complexity, and ambiguity) world, leadership is also important among middle leaders because they are mediators in the operation of the curriculum in schools. A qualitative study in two secondary schools in Kota Marudu district, Sabah is a preliminary survey of the leadership of middle schools leaders in the improvement of TVET subjets. Ef orts to instill good values and educational transformation among middle schools, leaders have helped teachers in the two secondary schools increase the achievement of 100% of students passing in TVET subjects and obtaining an Average Subject Grade (GPMP) between 1.75 and 5.06. The nature of leadership found in teachers is very important in the formation of the direction school, especially the leadership style used against other teacher teams. Middle school leaders need to use a leadership style that is practised comprehensively to ensure that all activities or strategies are planned based on that direction. The role of a middle school leader in shaping this direction also helps to give understanding to other TVET teachers to improve the quality of teaching and learning (T&L) activities in order to produce students who have high marketability in the world of TVET, will directly support the achievement of school academic excellence and realize the 6 Student Aspirations in PPPM 2013-2025. RisikoPemimpin Pendidikan Tanpa Kemahiran Kepimpinan Instruksional. 29

PULLOUTTHECHALK BOARDS,THETHINKINGCLASSROOM: AN INITIATIVEFOR LEADERS TOCONSIDER KennethTuttleWilhelm The present research ventures into the adoption of Liljedahl's thinking classroom model across three divergent disciplines: Grade 7 Science, Grade 9 Social Studies, and Grade 12 Theory of Knowledge. As we plumbed the depths of this pedagogical model, notable components such as the vertical non-permanent surfaces, visibly random groupings, and rich, open tasks took centre stage. Employing a crafted survey with both Likert-scale items and expansive, open-ended prompts, our aim was to interpret students' self-articulated shifts in aspects like engagement, mutual cooperation, problem-solving approaches, attitude towards errors, and reliance on their instructor. Preliminary evidence presages a potential change in classroom dynamics, fostering an atmosphere that encourages investigative endeavours, bolsters peer interaction, and cultivates resilience. For school leaders seeking to usher in innovative pedagogical practices, the thinking classroom model emerges as a beacon of promise. It of ers not only a shift in student dynamics but also provides a concrete, adaptable framework for educators. This model's emphasis on fostering autonomy, encouraging exploration, and promoting constructive discussions can serve as an invaluable tool for those leaders envisioning a rejuvenated, student-centric academic environment. L412 PERANAN AKTIVITI KOKURIKULUMDALAMPEMBANGUNAN KEMAHIRAN INSANIAH DALAMKALANGANMURID: SATUTINJAUAN AWAL NazeriMohammad(Ph.D),RafidahMd.Salleh,NurAmalinHusain & AbdulKhalisAbdulKhalid Co-curricular activities have a role and influence, either directly or indirectly, on individual development. Nevertheless, in terms of the balance of interests, it often happens that the role and importance of cocurricular activities are sidelined, either intentionally or unintentionally. Outstanding students are measured not only based on their academic qualifications but also through the mastery of soft skills such as leadership skills, teamwork, communication, ethics, and professional morals. Therefore, in order to go in that direction, students must compete and highlight the skills they have as much as possible when placing themselves in a career. This is an important task of educational institutions to provide a diverse platform in an ef ort to polish students' talents and soft skills and further produce quality human capital in preparation for applying to public universities (UA) and other higher education institutions (IPTA).This is the basis of the purpose of this study, which is to identify the factors influencing student involvement in co-curricular activities and their relationship with the development of personal soft skills. A total of 99 respondent data points, consisting of Form 5 students of SMK Batu Muda Kuala Lumpur, were analyzed using the Statistical Package for Social Science (SPSS) version 24.0 software, which is believed to be suitable for quantitative research. The analysis of this study shows that there are several factors that encourage SMK Batu Muda Kuala Lumpur students to get involved in extracurricular activities. However, the item of the category participating with their own will and seeing in advance the ef ectiveness of the organization of the program is a priority that motivates them to participate in extracurricular activities at SMK Batu Muda Kuala Lumpur. It is believed that the curriculum has a close relationship with the formation of soft skills that have the potential to be a vehicle for character building for students. Therefore, the co-curriculum should be placed in its rightful place in the education system in Malaysia. L412 30

KEPERLUAN PENTAKSIRAN BERTERUSAN DALAMPENDIDIKAN VOKASIONAL: KAJIAN DI NEGERIPERAK SivaRabindarang Vocational Education is an education that focuses on knowledge, psychomotor and af ective in accordance with the demands in the TVET system. Vocational students are assessed in various methods such as quizzes, tests, practical’s, presentations, and others. Continuous assessment is a formative assessment method that is implemented continuously in vocational education. The purpose of continuous assessments is to determine the abilities, achievements, and performance of students. Therefore, this study was carried out to determine the need and usefulness of continuous assessment developed centrally in vocational education. This study uses a combined approach of quantitative and qualitative methods. For the quantitative approach, a total of 36 teaching staf were directly involved with the questionnaire survey. Whereas, for the qualitative approach, which is a semi-structured interview, a total of 4 study participants were selected using the purposive sampling method. Findings show that continuous assessment developed centrally is a necessity and can be used specifically in assessing students. Quantitative data is supported by qualitative findings, which is continuous assessment that is developed centrally, a requirement so that the assessment that is carried out is uniform. In fact, continuous assessment developed centrally can also be used widely. L418 THEMEDIATOR ROLEOFPROFESSIONALLEARNINGIN THE RELATIONSHIP BETWEEN LEARNING-CENTERED LEADERSHIP AND ATTITUDEON ASSESSMENTPRACTICES NoorAsiahHassan,NorHasnidaCheMdGhazali,RodiahMohdHassan,YatiAshikinAbdulWahab & HanitaHashim L418 Study investigates the mediating role of professional learning in the relationship between learning-centered leadership and the attitudes of Malaysian lecturers toward assessment practices. UtilizinThis g a quantitative approach and Structural Equation Modeling (SEM) for data analysis, our research reveals that professional learning serves as a full mediator in the relationship between learning-centered leadership and lecturers' attitudes regarding assessment practices. The attitude construct accounts for 41% of the total variance explained by learning-centered leadership and professional learning. We engaged 382 lecturers from diverse Malaysian universities, employing a multistage sampling technique. Participants completed a comprehensive questionnaire assessing their perspectives on learning-centered leadership, professional learning, and assessment practices. SEM facilitated the examination of both direct and indirect relationships among these variables. These findings hold significant implications for educational institutions and policymakers. Promoting learning-centered leadership within academic settings can enhance professional learning opportunities for lecturers, thereby positively shaping their attitudes toward assessment practices. Recognizing the pivotal role of professional learning can guide the development of impactful professional development initiatives, fostering the advancement of lecturers' skills in assessment practices. 31

SukorBeram(PhD),AzmanMokhtar,RamleeIsmail(Ph.D),NorzalinaNoor(Ph.D),FannyKhoCheeYuet(Ph.D),KumaranGengatharan(Ph.D), AziahSamichan The research concerning educational middle leaders lags significantly behind as compared to head teachers and school principals. The Malaysia Education Blueprint (PPPM) 2013-2025 highlights the importance of educational middle leaders in supporting the optimal success of the national education system. In order to of er optimal support to the leadership group in educational institutions in Malaysia, middle leaders need to be empowered with a diverse range of knowledge and skills. However, middle leaders encountered the challenge of balancing dual responsibilities as both educators and managers. Therefore, this group must possess a range of organizational competencies to ef ectively fulfill both responsibilities. The objective of this study was to assess the validity of a measurement model for the organizational leadership competencies construct among educational middle leaders in matriculation colleges. The study utilizes a survey method, and the findings were analyzed using Structural Equation Modeling (SEM). A survey instrument comprising constructs and elements of organizational leadership competencies was administered to 162 educational middle leaders. The findings of the study demonstrated that the measurement model tested aligned with the data collected in the field. The fit indices of RMSEA=0.073, CFI=0.966, TLI=0.960, and ChiSq/df=1.822 indicated a good fit for the model. The validity of Average Variance Extracted (AVE=0.756) and Composite Reliability (CR=0.962) surpassed the minimum thresholds required in SEM analysis. This study confirmed that the organizational leadership competencies for educational middle leaders are relevant to the context of secondary education in Malaysia. Additionally, the study confirmed the existence of three new elements in organizational leadership competencies, namely trust culture, the ability to translate vision, and the ability to translate directives, which enhance the existing leadership competency model. L418 ANALISIS KEPERLUAN LATIHAN BAGI KURSUSPENGURUSAN RISIKOMANUSIA DALAMORGANISASIPENDIDIKAN MENGGUNAKAN PENDEKATAN PSIKOMETRIK TajulashikinJumahat,NikKarimahNikHassan,KunalanKuriaya,HadiniahIshak & NoorHaslindaHarun Risk management in educational organizations is an important element that needs to be emphasized by educational leadership. This study aims to explore the relevance of initiating a human risk management course among school leaders by implementing a training needs analysis (TNA) using psychometric approaches. Therefore, a TNA instrument which is called Human Risk Management Instrument (INPERISMA) has been developed to measure three relevant dimensions to explore the aspects of human risk management in educational organizations namely Individual Analysis, Organizational Analysis and Leadership Analysis. A total of 150 school leaders were selected to review their level of knowledge, practice and leadership towards the needs of human risk management in educational organizations. The results of the descriptive analysis show that the dimensions of Individual Analysis, Organizational Analysis and Leadership Analysis are at a moderate level which justifies that there is a need to implement human risk management courses among school leaders. Based on psychometric approaches, the evidence of validity and reliability of INPERISMA were obtained through exploratory factor analysis (EFA) and Rasch analysis. The results of EFA and Rasch analysis have shown that INPERISMA is a valid and reliable instrument for measuring the need for human risk management courses in educational organizations. Based on the findings, the human risk management course in educational organizations has the potential to be implemented among school leaders in addition to the development of an authoritative instrument or a measuring tool for the purpose of TNA in this respect. L418 ModelPengukuran Kompetensi Kepimpinan Organisasi bagiPemimpin Pertengahan KolejMatrikulasi. 32

APLIKASIPEDAGOGI RELEVAN BUDAYA DALAMMENINGKATKAN PENGETAHUAN KANAK-KANAK BAJAULAUT, KOMUNITI TANPA NEGARA,SEMPORNA SABAH DALAMPENDIDIKAN ISLAM Children of the Bajau Laut ethnic group in Semporna, Sabah, receive an impression of the Islamic religious education due to a variety of factors, including the ethnic group's background of settlement in a nomadic boat, dif erences in spoken language, a community without a state, culture, the ability of preachers, and acceptance of foreigners. The ef ect of Islamic education on the Bajau Laut children can be observed in their failure to understand fundamental concepts of Islam, such as how to recite the two words of the shahadah and other af irmations of Islamic values. Because Islam is the primary religion of the Bajau Laut ethnic group and because its practise is primarily restricted to marriage rites, the current scenario is concerning. Given that Islam serves as the primary code of conduct for the majority of the Bajau Laut ethnic group and that its practise is primarily restricted to weddings and funerals, the current scenario is concerning. Therefore, the goal of this study is to strengthen the Bajau Laut Children's understanding of Islamic concepts, namely reciting the two lines of the shahadah and praying. Based on the Kemmis and McTaggart (1998) model design, which consists of 4 steps—starting with reflecting, planning, acting, and observing—this study was conducted. The pre and post exams involved observational methods to gather data, which were then analysed using descriptive statistics. Ten Bajau Laut kids who participated in the Community and Research Based Education programme at the IPG Tawau Campus were the subjects of this study. The study's findings demonstrate how culturally relevant pedagogy applications might help students learn more about the shahadah and various types of prayer gestures. HalimatusSaadiahMatSaad(Ph.D) & NorHafizahAhmad L418 KEBERKESANAN PENGGUNAAN SISTEMBERASASKANWEB DALAMPENGURUSAN DATA HEADCOUNT KE ARAH PENAMBAHBAIKAN PEMBELAJARANMURID AzhariAbdulRashid,HafizahHashim,CikTomAwang,MohdShukriAbdullah,AbdullahAbdullManaf, JagathisvaranSelvanathan &Mohamad ZakariaJayus L418 Kajian ini bertujuan untuk mengenal pasti keberkesanan penggunaan sistem berasaskan web dalam pengurusan headcount sekolah-sekolah menengah dalam Daerah Sik. Pejabat Pendidikan Daerah Sik (PPD Sik) selaku penggerak inisiatif Program Transformasi Daerah telah membangunkan satu sistem berasaskan web iaitu Tracking Trends Through TOV, Targets & Results (Sistem T5). Sistem pengurusan headcount secara bersepadu ini memberi fokus kepada data secara diskrit dalam melihat pencapaian dan perkembangan murid bagi membolehkan kitaran membuat keputusan dipacu oleh data. Reka bentuk kajian ini menggunakan dua bentuk pengumpulan data iaitu data kuantitatif dan kualitatif. Satu set soal selidik berskala Likert 1-5 digunakan dengan nilai kebolehpercayaan instrumen kajian α = 0.986. Soal selidik dilaksanakan melibatkan seramai 112 responden. Hasil soal selidik mendapati dengan purata penilaian yang tinggi bahawa responden setuju Sistem T5 dapat membantu guru membuat pengukuran dan penilaian secara terperinci dan menyeluruh untuk mengesan dan memperbaiki perkembangan potensi murid. Ujian-t berpasangan dilaksanakan menggunakan perisian Statistical Package for the Social Sciences (SPSS) versi 25 bagi menilai keberkesanan intervensi terhadap prestasi murid dan data dianalisis. Hasil kajian menunjukkan bahawa terdapat perbezaan signifikan dalam skor Take Of Values (TOV) dan keputusan SPM mata pelajaran Bahasa Melayu, Bahasa Inggeris dan Sejarah. Temu bual semi struktur dilaksanakan terhadap 5 orang setiausaha headcount menggunakan 4 soalan yang telah disediakan sebagai teknik triangulasi data untuk mengumpulkan maklumat tambahan. Selain itu, pencapaian Gred Purata Daerah (GPD) bagi PPD Sik dalam peperiksaan Sijil Pelajaran Malaysia (SPM) tahun 2022 iaitu 4.95 berbanding dengan Expected Targeted Result (ETR) iaitu 4.94 meningkat sebanyak 0.35 berbanding tahun 2021, membuktikan bahawa Sistem T5 memberi impak positif dalam pengurusan data headcount. 33

PENGENALPASTIAN KOMPETENSIPEMIMPIN SEKOLAH YANG RELEVAN PASCA PANDEMIK COVID-19MENGGUNAKAN TEKNIK MODIFIED DELPHI FauziahIsmail,TarzimahTambychik,KhairulAzuanAbdulAziz,SitiFadzlunAbdThani,MoktarMokri & ZahiahKassim Tahap profesionalisme dan kompetensi kepimpinan pendidikan mempunyai impak yang sangat signifikan terhadap kualiti sesebuah organisasi pendidikan. Seiring dengan perubahan semasa yang sangat pantas dan tidak terjangka, terutamanya ketika dunia dilanda pandemik COVID-19, kompetensi pemimpin sekolah juga perlu berubah bagi memenuhi keperluan masa kini dan kekal relevan. Justeru, kajian ini dijalankan untuk mendapatkan kesepakatan pakar bagi mengenalpasti kompetensi pemimpin sekolah yang masih relevan dalam era pasca pandemik COVID-19. Kompetensi dari Kamus NPQEL 2.0 dan Model Standard Kompetensi Pemimpin Sekolah Malaysia (KOMPAS) 2.0 dijadikan asas untuk mengenalpasti kompetensi yang masih relevan dan yang mungkin berubah dengan menggunakan teknik Modified Delphi. Seramai 22 orang pakar dalam bidang kepimpinan dan pengurusan sekolah yang terdiri daripada Pengetua Cemerlang, Guru Besar Cemerlang dan Pegawai SIP+ telah terlibat sebagai peserta kajian Delphi ini. Dapatan daripada empat (4) pusingan Modified Delphi yang dilakukan mendapati tiga (3) daripada sepuluh (10) kompetensi dari NPQEL 2.0 adalah masih relevan, manakala lapan (8) daripada 18 kompetensi dari KOMPAS 2.0 juga didapati masih relevan berdasarkan kesepakatan pakar. Implikasi kajian ini menunjukkan terdapat keperluan untuk penilaian dan semakan semula bagi kompetensi-kompetensi yang diperlukan oleh pemimpin sekolah seiring perubahan semasa. L418 APLIKASITEKNIK FUZZY DELPHITERHADAP KEPERLUAN ELEMEN BERFIKIRAN STRATEGIK DALAMINVENTORI AMALAN KEPIMPINAN UNTUK PEMBANGUNAN PEMIMPIN YANGMAPAN Strategic thinking is an important skill that every school leader should have to lead their respective organizations toward excellence. It is the ability to think creatively, innovatively, and futuristically to determine the direction of the organization based on the expectations of the future environment. The NPQEL version 2.0 module of ers leadership training with ten competencies to prospective school leaders, including strategic thinking competency. Therefore, this study aims to see the elements of strategic thinking that are required in the Leadership Practices Inventory for sustainable leader development. This study uses the DDR Phase 3 method, which is Type 1 testing. This evaluation research is an empirical process that shows the ef ectiveness of using the training module to provide evidence and empirical support for the ef ectiveness of the NPQEL 2.0 training module for prospective principals and head teachers. The purposive sampling technique is used for the selection of experts as study respondents. This study involved 17 experts who had been involved with the NPQEL course. The set of questionnaires consists of 15 items built specifically for the Strategic Thinking domain. The data analysis method used in this study involves the Fuzzy Delphi Technique. The findings of the study show that all fifteen elements of Strategic Thinking are accepted by experts with a consensus percentage of over 75% with a threshold value (d) ≤0.2. These elements make up the Leadership Practices Inventory for the Strategic Thinking dimension. The results of this study have produced 15 items to measure the level of robust strategic thinking practices which in turn can be used to assess the level of strategic thinking practices among school leaders. MardianaYusuf,RukmaniDeviBalakrishnan,SitiKhadijahHjAriffin,MohdSalimHjAwang & SyahrizanAriffin L418 34

ENHANCING21STCENTURYSKILLSTHROUGH PROJECT-BASED LEARNING: ADVANCEMENTOFMATHEMATICSEDUCATION FOR PREPARATORYPROGRAMSTUDENTS NazirahMatRuss &MuhammadZorifFauzi @ Fauri Ongoing discussions about the ability of graduates to thrive in modern organizations have spurred an urgent need for project-based learning (PBL) to enhance students' competence in soft skills (i.e., 21st century skills), which are essential in the workforce. PBL is widely touted as an ef ective interactive learning method, of ering numerous advantages. However, the empirical evidence supporting its value in various subjects, courses, and learning contexts, especially in mathematics education, remains limited. Additionally, there is scant data on PBL implementation in the context of learning mathematics in the built environment. Therefore, this study aims to investigate students' perceptions of PBL implementation in mathematics education within the built environment. To gather quantitative data, a survey research strategy is proposed, using a questionnaire with a 5-point Likert scale and was administered to Architecture and Environmental Design (AED) program students from 2017/2018 to 2022/2023.The data collected from 63 respondents were analyzed using PLS-SEM. The results of the study indicate that the implementation of PBL in mathematics for the built environment is significant, positively impacting students' learning activities and fostering essential 21st century skills such as communication skills, interpersonal skills, teamwork, and project management (t > 1.96, p ≤ 0.05). These findings are expected to have pedagogical implications, leading to improvements in learning quality and serving as a solution to enhance students' competency. Additionally, this study sheds light on the importance of PBL in the context of learning mathematics within the built environment, providing valuable insights into its impact on students' learning experiences and skill development L418 INTEGRASIEKOLOGI BUDAYA DALAMPENDIDIKANMASYARAKAT BAJAULAUT DISEMPORNA,SABAH HamidahMohdRusli,WanAzmiWanOmar & HalimatusSaadiahMatSaad(Ph.D) L315 This study aims to find out the aspects of cultural ecology in the education of Bajau Laut Children in Semporna, Sabah, Malaysia. In addition, this study is to find out how the social system of the Bajau Laut community, settlement patterns and the level of technology used in the daily life of the community. This case study was conducted using the method of triangulation, observation and interviews with three Bajau Laut respondants who were involved with the Community and Research Based Education IPG campus Tawau located at Mabul Semporna, Sabah. The findings of the study show that the life of the Bajau Laut Community cannot be separated from their culture and environment, even this can contribute to the motivation of the Bajau Laut to actively involve themselves in the field of education. The implications of this study are expected to be part of the literature review for researchers who are interested in conducting studies on the cultural ecology and education of the Bajau laut community. 35

THE DESIRABILITY AND FEASIBILITYIN FOSTERINGLEARNER AUTONOMYFROMESLLECTURERS’PERSPECTIVES AT INSTITUTEOFTEACHER EDUCATIONMALAYSIA FauziahIsmail,MelorMdYunus & AzizahMohdZahidi This study aimed to investigate the desirability and feasibility in fostering learner autonomy (LA) from ESL lecturers’ perspectives in teacher training context. A number of 207 ESL lecturers from Institute of Teacher Education (ITE) campuses took part in this study. A questionnaire designed by Borg and Busaidi (2012) was adapted for data collection. The data were analysed descriptively in forms of frequencies and percentages. The analysis revealed that majority of ESL lecturers believed that their students were autonomous. They also perceived that it was more desirable than feasible for the two aspects measured in LA: i) learners’ involvement in decision-making and ii) learners’ abilities in all seven (7) items. As for involving learners in decision-making, the ESL lecturers agreed that kinds of tasks, activities and topics discussed were the most desirable and feasible aspects while objectives for the course and teaching methods were the least desirable and the least feasible aspects too. In terms of learners’ abilities, two skills; learn independently and learn co-operatively were the most desirable by the ESL lecturers while evaluating their own learning was the least feasible. From the findings, it can be implied that the ESL lecturers felt positive to allow their students to be involved in decision-making regarding their learning in most aspects. With the fact of higher desirability and feasibility in most aspects for learners’ involvement in decision-making and learners’ abilities, this reflected that the ESL lecturers are confident that their students are autonomous learners and can be more autonomous. L315 MatRahimiYusof,YahyaDon,DayangRafidahSayarifM.Fuad,AziahSamichanMohdZa’imAlThaqif &MohammadZainuddinMatZaid Organisational leadership is being influenced by the rapid progress of digital technology and artificial intelligence (AI). Similarly, educational leadership transformation should be accelerated. However, technology integration in the school leadership community is still limited, and the usage of digital platforms in administration is inconsistent. As a result, the purpose of this quantitative study is to determine the impact of digital literacy on the integration of digital technology among school leaders. An online survey was completed by 1878 people, including principals, headmasters, senior assistants, and department heads. The collected data were analysed with IBM SPSS and SEM Amos. According to the findings, digital literacy substantially predicts digital leadership (CR = 4.842, P = 0.001). Digital literacy accounts for around 1.7% of the variation in digital leadership. This outcome implies that there are additional factors influencing digital leadership that were not investigated in this study. These research findings, however, can be used to develop programs, courses, or workshops to become digitally savvy school leaders. Nonetheless, more research employing a variety of research methodologies is required to investigate other aspects that contribute to digital leadership among school leaders. L315 Transformasi Kepimpinan:Pengaruh Literasi Digital dalamIntegrasiTeknologi Kepimpinan Pemimpin Sekolah diMalaysia 36

MENYELUSURIERA PENDIDIKAN BAHARU DIMALAYSIA:MEMBINA JATI DIRIGURU DENGAN PARADIGMA INOVASISEBAGAI TERAJUTRANSFORMASI DayangRafidahSyariffM.Fuad,MatRahimiYusof & AziahSamichan The influence of culture in fostering innovation among teachers in schools is of utmost importance as the main driver of educational transformation in Malaysia. However, there are numerous cultural factors that af ect the generation of innovation by teachers. Therefore, this study was conducted to identify the school cultural components that play a role in nurturing innovation in schools. A total of 478 teachers from 32 Urban Schools in Sabah, Malaysia, participated in this quantitative study. The focus of the study was on the innovative strategies, structures, support mechanisms, communication, and behaviour of teachers in fostering an innovative culture in schools. The research data were analyzed using SPSS and SEM AMOS software to measure and develop a model based on the identified factors. The study's findings indicated that the dimensions of Structure, Strategy, Support Mechanisms, and Innovative Behavior significantly support the overall study outcomes. Factor Validation Analysis showed a Chi-square value of 3.960, CFI (Comparative Fit Index) of 0.961, IFI (Incremental Fit Index) of 0.961, NFI (Normed Fit Index) of 0.949, TLI (TuckerLewis Index) of 0.954, and RMSEA (Root Mean Square Error of Approximation) of 0.071. Special attention was given to the factor of Innovative Behavior, which obtained the highest value of 0.90, followed by Strategy (0.88), Support Mechanisms (0.85), and Communication (0.84). In conclusion, this study demonstrates that an innovative culture is critical in stimulating creative thinking, building adaptive capabilities, and enhancing teachers' self-identity to ensure a solid quality of education. It is hoped that this study will serve as a guide for policy-makers and the Ministry of Education in Malaysia to strengthen the nation's educational system to face future challenges. These ef orts will shape a more dynamic, relevant, and competitive education for future generations of students. L315 KESANMODEL HIBRID TEACHINGGAMESFOR UNDERSTANDING-PENDIDIKAN SUKAN TERHADAPPRESTASI ASPEK AFEKTIF NoralizaMinhat1 ,NorAizaZamzamAmin2,NoorHayatiZakaria3 L315 The purpose of this study is to investigate the ef ects of the Hybrid Teaching Games for UnderstandingSports Education Model (HTGfU-SE) on the af ective performance of net category games among Form 1 students Physical Education. This study focuses on volleyball involving aspects of sports which are selfresponsibility, social interaction and ethics in games. Along with the concept Anak yang Baik lagi Cerdik (ABC), this study focuses on methods to produce students who have a good personality, while also increasing intellectual power among them. This quantitative research uses the Quasi Experimental design. There are two research groups; the controlled group (TGfU Model) and the experimented group (PS and HTGfU-SE models). The overall subject is N=96; female students (n=48) and male students (n=48). The data was collected via the Af ective Domain Assessment Instrument. Data was analysed using mean, standard deviation, post-hoc test, ANOVA and MANCOVA. 37

KONSEPPEMBANGUNAN KERANGKAMODELSISWA HEBAT RohaniCheHashim(Ph.D),RidzuanAhmad(Ph.D),KumaranGengatharan(Ph.D),MohammedRoslanAbdulRazak & NorfashadirahbintiDesa Pelan Pembangunan Pendidikan Malaysia (PPPM) 2015-2025 menekankan bahawa profesionalisme keguruan merupakan satu aspek penting bagi pencapaian kemenjadian murid. Pensyarah IPG juga merupakan sebahagian daripada agen transformasi pendidikan yang sangat penting. Para pensyarah seharusnya menguasai kemahiran profesion mereka dalam mencapai matlamat pembangunan insan setiap pelajar. Namun, isu berkaitan profesionalisme pensyarah boleh menggugat kualiti bakal guru. Sehubungan dengan itu, kemenjadian siswa pendidik sangat penting untuk dibentuk bagi menangani isu guru tidak kompeten, guru bermasalah dan guru kurang berminat untuk mengajar. Justeru, isu ini perlu diambil tindakan memandangkan guru adalah perantara paling rapat antara murid dan ilmu. Kemenjadian murid yang dihasratkan tidak tercapai jika tiada pengajaran dan pembelajaran (PdP) dari guru yang berkualiti. Sehubungan itu, kajian ini dijalankan bertujuan untuk mengenal pasti tahap profesionalisme guru, tahap kemenjadian siswa, hubungan dan pengaruh profesionalisme pensyarah terhadap kemenjadian siswa. Oleh itu, penyelidik telah memperkenalkan suatu konsep dengan membangunkan kerangka model siswa yang dinamakan sebagai “HEBAT”. Perkataan HEBAT mempunyai makna yang sangat tinggi nilainya. Penyelidik telah menggunakan tinjauan literatur untuk mereka bentuk komponen – komponen HEBAT yang bermaksud H - High Achiever, E - Energetic, B - Bold and Balanced, A - Articulate dan T - Trustworthy. Setelah kesemua komponen dikenal pasti maka penyelidik menggunakan teknik Fuzzy Delphi bagi mendapatkan kesepakatan pakar terhadap komponen-komponen tersebut. Dapatan menunjukkan bahawa panel pakar telah mencapai kesepakatan bersama bagi kesemua komponen yang terdapat dalam kerangka model tersebut dengan memenuhi syarat Fuzzy Delphi seperti nilai threshold (d) ≤ 0.2, peratus kesepakatan pakar > 75peratus dan nilai > 0.5. Setelah disusun maka model yang bernama HEBAT wujud. L315 AMALAN TERBAIK KELESTARIAN KEPIMPINAN KEUSAHAWANAN PENSYARAH IPG SalwatiSu@Hassan,Dr.NgauChaiHong & Ts.DrAhmadZainal The best practice of entrepreneurial leadership sustainability is a key factor in creating excellence in educational organizations, especially for educational leaders in facing challenges in improving self-competence in a global educational context. This study was conducted to identify the contribution of IPG Lecturers' sustainability best practices to entrepreneurial leadership at the KPM Teacher Education Institute. The quantitative method used for this study is a survey using a questionnaire instrument that has been tested for validity and reliability. The respondents of this study consisted of 361 lecturers at six campuses currently serving at IPG. Descriptive and inferential analysis was used to test the research questions using Winsteps software and version V3.69.1.11 and SPSS version 20.0. The results of the analysis of the existing level of IPG lecturers on the elements of Sustainable Practices are overall simple, which are sub-elements; Culture and Social (mean measure = -0.13 logit; mean score = 3.48); Environment (measure mean = -0.04 logit; mean score = 3.42) and Economy (measure mean = 0.21 logit; mean score = 3.24). For the Multiple Regression Analysis test using the Stepwise Estimation method, it was found that all the independent variable elements of IPG Lecturer's Sustainability Practices got a value of R2 = 0.374, contributing 37.4% of the higher variance to the Entrepreneurial Leadership indicator. This study is expected to provide information to educational organizations about leadership practices in terms of improving the level of best practices of lecturers towards ef ective competence, especially for IPG lecturers. In conclusion, the best practice of sustainable entrepreneurial leadership needs to be practiced by IPG lecturers in leading an educational organization in achieving the excellence of a department in leading a sustainable institution. L315 38

INTEGRASIPENDIDIKAN ISLAMUNTUKMENGOPTIMALKAN PENGEMBANGAN HOLISTIK PENDIDIKAN PADA ANAK USIA DINI RatnaM Proses pendidikan dan pembelajaran memainkan peran penting dalam mengoptimalkan pengembangangan holistik pendidikan agama pada anak usia dini. Tujuan penelitian ini untuk menginvestasikan efektifitas integrasi nilai-nilai pendidikan Islam dalam pendidikan anak usia dini dengan fokus pada pengembangan holistik anak-anak dalam aspek fisik, mental, sosial dan spiritual. Metodologi yang digunakan dalam penelitian ini, yaitu menggunakan metode studi literatur, studi kasus, wawancara mendalam, observasi, dengan analis data kualitatif. Metodologi ini digunakan untuk memberikan pemahaman yang komperehensif tentang dampak integrasi niali-nilai pendidikan Islam dalam pendidikan anak usia dini, serta sebagaimana hal ini dapat mempengaruhi pengembangan holistik anak-anak sebagai aspek kehidupan. Hasil penelitian ini, mengindikasi bahwa integrasi nilai-nilai pendidikan Islam dalam pendidikan anak usia dini dapat memberikan dampak positif yang signifikan pada pengembangan holistik anak-anak dalam berbagai aspek kehidupan. Seperti peningkatan pemahaman agama, pengembangan karakter, kemampuan sosial yang lebih baik, pengembangan spiritual, persiapan holistik dan kolaborasi orang tua dansiswa. Dengan demikian pendekatan ini memiliki potensi untuk memperkuat pondasi moral,etika generasi muda serta mempersiapkan masa depan mereka dengan landasan yang kuat. L315 KESEDARAN PENDIDIKAN DALAMKALANGAN IBUBAPAMASYARAKAT BAJAULAUT,SEMPORNA,SABAH NurNabilaNajahNozlan & Dr.RosnahJamba This study was carried out to find out the educational aspects of the Bajau Laut community in their lives. The objective of the study was to find out the level of educational awareness for the parents of the Bajau Laut community towards their children. The data of this study was obtained through qualitative study methods. The instrument used is through observation and interview on 3 parents of the Bajau Laut community, involving their children with the Community Based Education and Research Based Education Programme of the Teacher Education Institute of Tawau Campus (IPGKT). It is implemented by sending their children to attend a floating madrasah teaching and learning session under the cooperation of IPG Tawau Campus and Muslim Care Malaysia (MCM) located in the waters of Mabul Island, Semporna, Sabah. The findings from this study show that, although the average Bajau Laut Community of Semporna, Sabah has never received a formal education since childhood, an educational awareness among the parents of the Bajau Laut Community has been inherent in them. This is due to their lifestyle in the waters of the sea which are relatively isolated from life on the land of other Bumiputera communities. However, it is still at a very low level. Hence, the implications of this study are expected to inspire those involved in the planning and development of educational awareness in Malaysia to further spread the educational aspect among the Bajau Laut Community in Malaysia. L315 39

3 ICELAM rd INTERNATIONAL CONFERENCE ONEDUCATIONAL LEADERSHIPAND MANAGEMENT

Patron: YBhg. Datuk HajiPKharuddin bin HajiGhazali DirectorGeneralof Education Malaysia Advisor: YBrs.Tuan HajiShafruddin bin Haji Ali Hussin DeputyDirectorGeneralof Education Malaysia (ProfessionalDevelopmentSector) Chair: YBrs.Puan Rohayati binti Abd Hamed Director, InstitutAminuddinBaki Co-chairs: YBrs.Tuan Megat Affandi bin Datuk Wira Hj Ismail DeputyDirector, InstitutAminuddinBaki (Professional) Secretary: YBrs.Encik Norazmir bin Ahmad Director, InstitutAminuddinBakiGentingHighlands Treasurer: Encik Amir Zakri bin Mahmad Mahyidin Registrar, InstitutAminuddinBaki Assistant Treasurer: Puan Noor Azura binti Mohd Azhar Accountant, InstitutAminuddinBaki Encik Mohd Nizam bin Mohd Nor AssistantAccountant, InstitutAminuddinBakiGentingHighlands Committee Members Head of Centres: Branch Directors Secretariat Head of Department: DepartmentofExternalCooperation and International, Institut Aminuddin Baki Head of Department DepartmentofExternalCooperation and International, Institut Aminuddin BakiGenting Highlands Department Members DepartmentofExternalCooperation and International, Institut Aminuddin Baki Department Members DepartmentofExternalCooperation and International, Institut Aminuddin BakiGenting Highlands Event Manager: En. Mohd Zaidi bin Basir TimbalanPengarahIABCGH Floor Manager: En. Heilmann bin Zulkifli PensyarahKananJabatanPengurusanKewanganDanPentadbiranPejabat Stage Manager: En. Mohammad Safri bin Ishak PensyarahKananJabatanKepimpinanBahasadanKomunikasi MAIN COMMITTEE 3 INTERNATIONAL CONFERENCE ON EDUCATIONAL LEADERSHIP AND MANAGEMENT 2023 3 ICELAM rd rd 42

SECRETARIAT YBrs. Dr. Azyanzuhaila binti Hasan Basri YBrs.Dr. Norazizah binti AbdulRahman YBrs.Dr. Noor Ashikin bintiMohdYusop Tn. Hj. Hishamuddin bin Hj. Abd.Rahman, AMP Cik Hasreena binti AbdulRahman YBrs.Ts. Noorul Hidayah bintiYusoff Pn. Husna bintiYahya Pn. Nadzida bintiMohd Nadzim YBrs.Dr. Ahamadbin Hussin En. Kanagarajan Pandiyan YBrs.Dr. Khairul Anwarbin AbuOthman REGISTRATION En.ThanabalPalanisamy Cik Darliana bt Nordin Pn.RahayatibintiMohdRamli En. Heilmann bin Zulkifli Pn.Maryatibinti Athan Cik Noraida bintiMd. Nor Pn. NettyYushanibintiYusof Pn. Noor Azura bintiMohd Azhar En.Mohd NizambinMohd Nor En.MuhammadRizalbin Abdullah Pn.Razariah bintiRadzali YBrs.Dr. Ihsan bin Ismail En.Mohamad ArqambinMohammad Pn. Husna bintiYahya En. Indran Subrumanian Pn. Arfah bintiSulaiman Cik SharizadbintiSulaiman Pn. Hjh. Nor Hasimah bt Hashim@AbdManaf YBrs.Dr.ChewMoy Hua YBrs.Dr.Mohamad Nizambin Arshad YBrs.Dr. Ahamadbin Hussin KEYNOTES AND BEST PRACTICES YBrs. Dr. Nor Aiza bintiZamzamAmin Pn.Surianibinti AbdulRani En. Kanagarajan a/lPandiyan En.Mohamad Khaidirbin Alias Pn.Syarmila binti AbLatiff En.MohdFirdausbin Abdul Hamid Pn.Sharifah bintiRahim Pn. NettyYushanibintiYusof YBrs.Dr. Ahamadbin Hussin INVITATION YBrs. Dr. Noraliza bintiMinhat Pn.Siti Khadijah binti Haji Ariffin En.MohdSalimbin Haji Awang YBrs.Dr.RukmaniDeviBalakrishnan Pn. NorhayatibintiYeop YBrs.Dr.Syahrizan bin Ariffin Pn.Zariah bintiZainal Pn.Judith Eddie En.DharmalingamVyapury YBrs.Dr. Norazana bt.Mohd Nor En.Wan Shamsuddin binWanMohdSalleh Pn.SitiMonazairin bintiJelani En.Purusothman Vellaithan YBrs.Dr. Nik Jazwiribin Johannis Pn.ThilagamGurusamy Pn.Sarina bintiChe Ariff Pn. Noraida bt.Mohd. Amin FOOD AND BEVERAGE Pn. Rohani bintiSadan En.Mazalan bin kamarudin YBrs.Dr. Nor Azman binMohamed Pn. Norita binti Hamzah YBrs.Dr. Hamsiah bintiJuki En. AhmadJuaidil Amin bin Adenan Pn. Nabilah bintiZakariya CikMaizatul Najiha binti Helmi Pn.Siti Aishah bintiSaharuddin CERTIFICATE En. Azwan binWamin 43

PROMOTION YBrs. Dr. Norabeerah bintiSaforrudin YBrs.Dr. Aziyah bintiMohdYusoff Pn.Zubaidah bintiSalamat YBrs.Dr.ShantiRamanlingam YBrs.Dr. NoorBaizura binti Harun YBrs.Dr. KalaiSelvan Arumugham Tn. Hj.Zamribin AbuBakar En.MohdLuqman Hidayatbin Ismailf Pn. AdzJamrosbintiJamali Pn. NoriatiRosenibintiGhazali Pn.Rohaima binti Ahmad En. Amirulbin Fadzil En. AbdulZharifbin Zulkifli Pn. NuraimibintiWan Ahmad En.Mohd Apandibin Ismail Cik Norziana binti Nasir Pn. Nor Hazimah binti Ismail En.Mohamed Khaidirbin Alias YBrs.Dr.Wan NorFadzilah bintiWan Husin YBrs.Dr.MohdFaisalFarish bin Ishak YBrs.Dr.Zainin Bidin Pn. Norhashimah binti Ismail YBrs.Dr. Hamidon bin A.Rahman Pn.Sapinah bintiZakaria En.MohammadSafribin Ishak Pn. NurhananibintiMohdZawawi En.Zawahirbin Ismail Dr.Mislinah bintiMakin Pn.Masdiana bintiCheJamil SPEECH TEXT Pn. Nur Fatimah binti Awang Da Pn.Surianibinti AbdulRani En. Kanagarajan a/lPandiyan En.Mohamad Khaidirbin Alias Pn.Syarmila binti AbLatiff En.MohdFirdausbin Abdul Hamid Pn.Sharifah bintiRahim Pn. NettyYushanibintiYusof YBrs.Dr. Ahamadbin Hussin INVITATION YBrs. Dr. Noraliza bintiMinhat Pn. Izzal Athirah binti Abd Aziz Pn. Noorain bintiMohdTaha En. Khairul Azuan bin Abdul Aziz En.MoktarbinMokri Pn.Zahiah binti Kassim En.Shahrul Nizambin Salim Pn. Noor Haniza binti Abdul Halim YBrs.Dr.Fauziah binti Ismail Pn.Zainabbinti Ali Cik Norainibinti AbdulSamad YBrs.Dr.Wan Rosminibinti Hassan En.MohdTamribin Abdul Halim YBrs.Dr. Aribah binti Ishak YBrs.Dr.Jamilah bintiJaafar YBrs.Dr.SSathiyabama Suprammaniam En. AhmadSabribin Abdullah YBrs.Dr. Hemathy Kunalan En.ShamsulbinMohamedYusak Pn. Issma IzzailibintiZamri En. AbdulMajidbin Taib En. Azhan bin Anuar En.Fakhrul Anwarbin Ishak En.MohdLuqman Hidayatbin Ismail Pn. Nurzarina binti AhmadMarekan Pn.Suzana binti AbdulLatif En.MohdSyukarmibin Zakaria REPORTING AND ASSESSMENT En.WanMohd Farid binWan Yusof Pn. NurIzzatulSyahirah Tan binti Abdullah En.WanMohdFaridbinWan Yusof En. AhmadSabribin Abdullah YBrs.Dr.Jamilah bintiJaafar YBrs.Dr. Hemathy a/p Kunalan En.ShamsulbinMohamedYusak YBrs.Dr.Tajulashikin bin Jumahat YBrs.Dr. Kunalan Kuriaya Pn. Nik Karimah bt. Nik Hassan Cik HongBoon Ching En.Mohamad Hanifbin Ramli@Fauzi Pn.Zuriah bintiMad Ali En. Nor Ahmadbin Khamzah PROCEEDINGS Pn. Hadiniah binti Ishak 44

Pn. Hadijah bt. Haji AbdulRahim En. AbdMuin bin Abdullah Pn. NurulSyaqilah binti Abdullah En.Mohd NizambinMohd Nor En.RamlibinMohdShah Pn.Zarita bt. Kamaruzaman FINANCE Pn. Noor Azura bintiMohd. Azhar En.Fazilbin Ahmad Pn.Suhaila bintiChe Noh En.Mohd Apandibin Ismail Pn.Roslina binti Ibrahim Pn. Hjh. Hasnida binti Hashim En. Helmibin Hashim En.Raslan bin Razallee En.MohamadSobribin Zakaria En.MohdFirdausbinMohamadFaizul En. Noorazuwan bin Razak En.MohdSyami AlifIqbalbin Sufatan En.Muhammad Aiman Fitribin Aznan En.Muhammad NurFathullah bin Cherosli En. Ahmad Alif Aiman binMohamad En.MuhammadSyazwan bin Ismail En.MohdFauzibinMohdYunus En. Abdullah bin Sani En.MuhdIqwan binMd Nor Pn. Izzal Athirah binti Abdul Aziz Tn. Hj. Nik Abdullah bin Nik Abdul Kadir Pn. Intan Diana binti AbRahman YBrs.Dr.Siti Ilyana bintiMohdYusof En.Mohd Afendibin Zulkifeli En.Mohd.Faizalbin AbdulMajid En. Hasbaranibin Chin TuanMohd Hafizibin Tuan Hussin En.Ekhwan bin Besah@Sitam En.Malek bin Baseri Pn. Hazlita binti Hanapi Pn.Suryanibinti Ali YBrs.Dr. Nazaruddin bin Abdul Hadi En.MuhamadShahrizan bin Anwar Khan En. Hishambin Jamen En.MohdJamribinMohd Nawawi En.Raziken binMohdRosdi En. Aminurrizambin Sabri En. IbrahimbinMohamad Nor Pn.Masitah HayatibintiMadIsa YBrs.Ts. AzharBin Osman MULTIMEDIA AND TECHNICAL En. AbdulWahib BinMuhammad Nasir Pn. NorFatimah binti AwangDa Pn. Norhasnida bintiRejab Pn. NorlelawatibintiMegatRasidin Pn.RuslawatibintiMatIsa YBrs.Dr. Norazana bintiMohd Nor YBrs.Dr. NorkumalasaribintiOthman YBrs.Dr.SitiFairuzbintiMurshid YBrs.Dr.Teh KimPeng YBrs.Dr.WeeEngLee YBrs.Dr.Kunalan Kuriaya Pn. Intan Safura btMohd Ali Pn.RahayatibintiMohdRamli Pn.ZarinaMizambinti AbdulRahman Pn.Rosnah bintiYunus YBrs.Dr. HaniSyazillah bt Nordin YBrs.Dr. NorMarina bt AbdRahman Cik Hasreena binti AbdulRahman Pn.Syarifah bintiRahim Pn.Zariah bintiZainal YBrs.Dr. Hamidon bin AbdulRahman YBrs.Dr. Hemathy a/p Kunalan YBrs.Dr. NitceIsaMedina bintiMachmudi Isa YBrs.Dr.Siti Ilyana bintiMohdYusof En. Ahmad Abdillah binMamat YBrs.Dr. Akma Binti Abd. Hamid Pn. Noor HayatibintiZakaria En.MohdYusofbin Ahmad YBrs.Dr.Uma Thevi Vetriveilmany YBrs.Dr.Shuhaida bintiShamsudin YBrs.Dr.WanMohd KhairulbinWan Isa Pn. Hjh. Haslina bintiSaid YBrs.Dr.Zarina bintiMdYasin YBrs.Dr.BridgetLimSuk Han Pn. NurhananibintiZawawi Pn.SitiMonazairin bintiJelani YBrs.Dr.ChewMoy Hua YBrs.Dr. Hamsiah bintiJuki YBrs.Dr. NoorBaizura binti Harun YBrs.Dr. Norliza bintiMinhat En. Ahmad Abdillah binMamat En. AhmadSabribin Abdullah En. Azhan bin Ahmad En.ShamsulbinMohamedYusak Tn. Hj. Nik Abdullah bin Nik Abdul Kadir YBrs.Dr. Khairul Anuarbin Othman Cik HongBongChin En.PiragashMurugesu CONFERENCE PAPER AND PRESENTATION YBrs. Dr. Azani bin Ismail@Yaakub 45

Pn. Noraida bt.Mohd. Amin En. HidayatbinMohdZaliman Pn. Nur Athirah bintiJasmi Pn.SitiSakinah binti Ismail En.MohdFaizalbin AbdulMajid En. Hasbaranibin Chin Pn. Norsiah bt. AbdulMalid Pn. Norhasliza bintiJohari Pn.Sabariah binti Nordin Pn.Siti Nadhira bt. NorSohari Pn. Norazlina bt.Samsud-Din En.SyahrulnizambinMohamad@MohamadSuhaimi En.MuhamadShahimibin AbdRahman En. AhmadMazlan binMd.Zin VENUE AND ACCOMMODATION YBrs. Dr. Hamsiah bintiJuki Pn.Siti Aishah Nadhirah bintiMohamadRosli En. AhmadTarmizibinMdSaid En. HasrulihsamBin Hamlan En.Ravenderan Katharayam Pn.Miazatulakma binti Adam Pn. Norfasila bintiYom Pn.Rosmawatibt.Mohamad Noor Pn.RosSyazila bintiMohamed Pn. Noor Asiah Bt.Mohd.Said TRANSPORTATION, WELFARE,TRAFFIC, AND SAFETY Pn. Nor Afidah binti Noor Saidon Pn. Aslizarbinti AbdulMajid En.Shamsuddin bin Abdul Hamid Pn.Fairosebt.Md Nor Pn. Hafizah bt.Baharuddin MERRIMENT AND CLEANLINESS Tn. Hj.Zulkiflee bin Jalil YBrs.Dr. HaniSyazillah binti Nordin YBrs.Dr. Normarina binti AbdRahman Pn. Hjh. Norlelawatibt.MegatRasidin YBrs.Dr. Noor Haslinda binti Harun BENCHMARKING En.Shawira bin Sulaiman Pn.Sheriza Nur Kamarudin Pn.Siti Aishah binti Ibrahim Pn. HaniRashika bintiMohdSalleh Datin Nik Shareeza Roslyn bintiMohdRosly TunMansorbin Tun Tahir YBrs.Dr.WeeEngLee Cik Norhayatibinti Aziz@Esa Pn.Faridah btMohamad Pn. Normah bintiRamli Pn. Nor Azlina bintiMohammedSuberi PERFORMANCE AND EXHIBITION En.PiragashMurugesu Pn.Rosnah bintiYunus Pn. Aziah Adi En.Ravichandran Santhiragasu PROGRAMME BOOK En. Azhan bin Ahmad 46

3 ICELAM rd INTERNATIONAL CONFERENCE ONEDUCATIONAL LEADERSHIPAND MANAGEMENT

3 ICELAM rd INTERNATIONAL CONFERENCE ONEDUCATIONAL LEADERSHIPAND MANAGEMENT