E-PROCEEDING IBIEC 2023

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 142 Metodologi Kajian Kajian ini menggunakan pendekatan kuantitatif dengan reka bentuk tinjauan. Kaedah tinjauan telah digunakan untuk menilai kebolehgunaan aplikasi NMM Pro dalam konteks pengajaran dan pembelajaran Kursus Nilai Masyarakat Malaysia di Politeknik. Sampel kajian terdiri daripada 146 orang pelajar semester dua yang mengikuti Kursus Nilai Masyarakat Malaysia di Politeknik Kuching, Sarawak, dan Politeknik Port Dickson, Negeri Sembilan. Mereka dipilih secara rawak mudah sebagai responden untuk kajian ini. Kajian ini menggunakan borang soal selidik dalam talian menerusi aplikasi Google Form sebagai instrumen kajian untuk mengumpulkan dan mendapatkan data. Reka Bentuk Pembangunan Aplikasi (NMM Pro) Dalam proses pembangunan, aplikasi NMM Pro telah mengadopsi Model ASSURE untuk memastikan penyediaannya yang sistematik dan pengujian keberkesanannya. Model reka bentuk instruksional ASSURE dikenali kerana kesederhanaannya dan kemudahannya untuk diikuti. Model pembangunan media ini merupakan pendekatan sistematik yang membantu dalam memilih dan mengintegrasikan media dan teknologi instruksional ke dalam proses pembelajaran, sebagaimana diterangkan oleh Heinich, Smaldino, Molenda, & Russell (1999). Model ini juga dapat disesuaikan untuk pembangunan bahan sebagai rujukan sendiri dan merupakan alat yang berguna bagi pendidik dalam merancang pembangunan media instruksional secara sistematik. Model ASSURE sejajar dengan teori dan strategi pembelajaran yang diterapkan dalam aplikasi NMM Pro ini. Secara keseluruhan, Model ASSURE diperincikan seperti yang ditunjukkan dalam Rajah 1 (Heinich et al., 1999). Rajah 1. Aliran Kerja berasaskan Model ASSURE Menurut Rajah 1, model ASSURE terdiri daripada enam langkah kerja yang melibatkan penganalisisan ciri-ciri pelajar seperti umur, jantina, tahap pengetahuan, gaya pembelajaran, dan pencapaian pelajar sebelum ini. Langkah seterusnya adalah menetapkan objektif, yang melibatkan pemilihan objektif yang sesuai berdasarkan tingkah laku pelajar. Objektif pembelajaran melibatkan penentuan tajuk, topik yang akan disampaikan, prestasi yang ingin dicapai, dan kaedah pembelajaran yang akan digunakan.

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 143 Langkah seterusnya adalah pemilihan kaedah, media, dan bahan pengajaran yang sesuai, melibatkan proses pemilihan yang tepat untuk membangunkan aplikasi multimedia ini. Fasa seterusnya melibatkan penggunaan media dan bahan, termasuk pelbagai jenis media seperti teks, audio, animasi, video, dan lain-lain, yang disesuaikan dengan strategi dan maklumat yang ingin disampaikan. Langkah seterusnya memerlukan penglibatan pelajar, yang melibatkan penerimaan maklum balas pelajar terhadap bahan multimedia yang telah dibangunkan. Fasa terakhir adalah menilai dan mengulang kaji, di mana bahan multimedia dinilai dan disesuaikan mengikut keperluan dan kesesuaian pengguna. Secara menyeluruh, teknologi instruksional tidak hanya berfokus pada perkakasan semata-mata, tetapi lebih kepada pembangunan proses berfikir yang memungkinkan pelajar mencapai objektif pendidikan mereka dalam konteks persekitaran pembelajaran. Dengan itu, bagi meningkatkan keberkesanan penggunaan bahan pengajaran multimedia, model ASSURE telah diaplikasikan dalam pembangunan aplikasi NMM Pro. Model ASSURE menekankan langkah-langkah dan prosedur yang khusus untuk setiap fasa, bertujuan untuk memberikan panduan yang teliti dalam merancang dan mengendalikan pengajaran menggunakan media. Lebih dari itu, model ini difokuskan pada penciptaan pengalaman pembelajaran yang berkesan dan bermakna. Penggunaan prosedur dan reka bentuk yang sistematik adalah kunci untuk meningkatkan keberkesanan, kecekapan, dan relevansi proses pengajaran dan pembelajaran. Pengintegrasian teknologi secara sistematik dalam sistem pendidikan diperlukan untuk memastikan pengajaran mencapai pemahaman yang lebih mendalam. Dapatan Kajian Penilaian Pelajar Terhadap Minat dan Motivasi Pelajar Terhadap Aplikasi NMM Pro Dapatan dalam Jadual 1 menunjukkan skor minimum penilaian pelajar terhadap tahap minat terhadap aplikasi NMM Pro adalah 4.36, dengan sisihan piawai sebanyak 0.61. Di samping itu, skor minimum motivasi pelajar adalah 4.33, dengan sisihan piawai sebanyak 0.65. Oleh itu, secara keseluruhan, skor minimum pembolehubah berada pada tahap yang sangat tinggi menurut skala yang diperuntukkan oleh Nur Hawa dan Ghazali (2018). Jadual 1 : Penilaian Pelajar Terhadap Kebolehgunaan Penggunaan Aplikasi NMM Pro Pemboleh Ubah Skor Min Interpretasi Tahap Minat Pelajar 4.36 Sangat Tinggi Motivasi Pelajar 4.33 Sangat Tinggi Perbincangan Kajian Secara keseluruhan, analisis deskriptif menunjukkan bahawa minat dan motivasi pelajar dalam pengajaran dan pembelajaran Kursus Nilai Masyarakat Malaysia meningkat dengan penggunaan aplikasi NMM Pro, dengan nilai minat sebanyak 4.36 (sp = 0.61) dan motivasi sebanyak 4.33 (sp = 0.65). Dapatan ini disokong oleh kajian yang dilakukan oleh Ros Azura (2007) dan Zamri & Nur Aisyah (2017), yang menunjukkan bahawa penggunaan perisian PPBK (multimedia) yang interaktif telah meningkatkan minat murid terhadap pembelajaran mereka dan memberi motivasi kepada mereka untuk belajar. Ini disebabkan oleh ciri-ciri multimedia yang terdapat dalam perisian PPBK, yang memberikan rangsangan dan motivasi

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 144 yang tinggi kepada murid yang menggunakan komputer sebagai alat bantu pembelajaran. Dapatan kajian ini juga selaras dengan kajian yang dilakukan oleh Faridah dan Afham (2019), yang meneliti keberkesanan pembelajaran interaktif melalui aplikasi Kahoot. Hasil kajian menunjukkan bahawa semua item yang berkaitan dengan minat pelajar terhadap aplikasi tersebut berada pada tahap yang tinggi. Hal ini dengan nyata menunjukkan bahawa penggunaan aplikasi multimedia interaktif seperti NMM Pro dapat meningkatkan efektiviti proses pengajaran dan pembelajaran, serta mencapai hasil pembelajaran yang optimal. Selain itu, data untuk aspek motivasi juga menunjukkan bahawa kebanyakan responden bersetuju bahawa mereka merasakan kegembiraan, lebih yakin untuk mengungkapkan pendapat mereka, dan menganggap pembelajaran menjadi lebih fleksibel melalui penggunaan aplikasi ini. Hal ini sejajar dengan kajian Ciampa (2014) yang menegaskan bahawa pelajar memiliki kemampuan untuk belajar secara individu, saling membantu satu sama lain, dan memberikan nasihat kepada teman sejawat melalui pemanfaatan aplikasi pembelajaranHal ini juga diperkuat oleh kajian Norman (2005) dan Mohd Aliff et al. (2013), yang menyatakan bahawa aplikasi yang mudah digunakan juga dapat meningkatkan kegembiraan dan kepuasan pengguna serta dapat meningkatkan motivasi mereka. Pendapat ini juga ditegaskan oleh Ahmad Fkrudin et al. (2014), yang menekankan pentingnya pembangunan perisian pembelajaran multimedia yang interaktif dan ramah pengguna. Mereka berpendapat bahwa kekakuan dan kurangnya keterampilan pengguna akan menyebabkan pengguna merasa bosan dan kehilangan minat. Kesimpulan Dalam penemuan kajian, mendapati pelajar sebulat suara bersetuju bahawa aplikasi NMM Pro menonjol dengan kebolehgunaan yang cemerlang dalam aspek reka bentuk, organisasi kandungan, dan elemen multimedia. Adalah menjadi tanggungjawab bersama semua pihak, terutamanya warga pendidik dan pakar dalam bidang teknologi pendidikan, untuk menggalakkan penggunaan dan pembangunan aplikasi seperti ini, sejajar dengan pendekatan pembelajaran abad ke-21. Dengan arus globalisasi yang semakin pesat, telah terjadi transformasi yang signifikan dalam pelbagai bidang. Oleh itu, kehadiran aplikasi pembelajaran seperti NMM Pro menjadi titik tolak penting untuk menggalakkan pembangunan lebih banyak aplikasi pembelajaran yang dapat mengatasi kekurangan dalam sumber pembelajaran, terutamanya untuk kursus Moral dan Pendidikan Islam pada masa akan datang. Kesungguhan dan kesiapan pensyarah di politeknik dalam memperbaharui paradigma adalah penting untuk memastikan pendidikan TVET terus berkembang dan relevan dengan keperluan semasa. Penambahbaikan Masa Hadapan Bagi meningkatkan masa hadapan produk NMM Pro, pelbagai langkah boleh diambil iaitu pertama sekali, adalah penting untuk menyebarkan aplikasi ini ke seluruh politeknik di Malaysia dengan mengenal pasti platform terbaik bagi menyampaikan hasil inovasi ini kepada peringkat Jabatan Pendidikan Politeknik dan Kolej Komuniti (JPPKK), contohnya melalui Program Best Practices in General studies dan STEM (BiGS) bertujuan untuk memberi manfaat kepada pensyarah dan pelajar. Selain itu, langkah seterusnya adalah dengan menyediakan aplikasi ini untuk pengguna iOS. Pada masa ini, aplikasi ini hanya tersedia untuk pengguna Android dan boleh dimuat turun melalui Huawei App Gallery secara percuma. Di samping itu, satu lagi langkah penting adalah dengan menterjemahkan aplikasi ini ke dalam Bahasa Inggeris supaya ia akan membolehkan aplikasi ini mendapat manfaat yang lebih meluas dan dapat menembusi pasaran global dengan lebih berkesan.

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 145 Rujukan Ahmad Fkrudin Mohamed Yusoff, Wan Norina Wan Hamat & Nor Khayati Basir. (2019). Penggunaan Aplikasi Web 2.0 dalam Proses Pengajaran dan Pembelajaran Kursus Mata Pelajaran Umum (MPU) di Politeknik. Journal of Social Sciences and Humanities. 16(5), 1-13. https://ejournal.ukm.my/ebangi/issue/view/1197 Ahmad Fkrudin Mohamaed Yusoff, Mohd Isa Hamzah & Wan Norina Wan Hamat. (2014). Pembangunan Perisian Pengajaran dan Pembelajaran Multimedia Interaktif Pengurusan Jenazah Politeknik Malaysia. The Online Journal of Islamic Education. 2(2), 11-25. http://journalarticle.ukm.my/7829/. Amin Ilias. (2010). Pelaksanaan e-Pembelajaran Menggunakan SPIN: Panduan Amalan Pengajaran dan Pembelajaran Berkesan. City, 161-174. Good, T.L & Brophy, J. E. (1990). Educational Psychology: A Realistic Approach (4th ed) White Plains. NY: Longman. Hafizul Fahri Hanafi & Khairulanuar Samsudin. (2012). Mobile Learning Environment System (MLES): The Case Android-Based Learning Application on Undergraduates Learning. International Journal of Advanced Computer Science and Application. 3(3), 63-33. https://arxiv.org/ftp/arxiv/papers/1204/1204.1839.pdf. Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. (1999). Instructional Media and Technologies for Learning (6th ed). Englewood Cliffs, NJ: Merrill/ Prentice Hall. Ismail Zain. (2002). Aplikasi Multimedia dalam Pengajaran. Kuala Lumpur: Utusan Publication & Distribution Sdn Bhd. Johnson, D., & Lee, K. (2019). Improving Accessibility and Flexibility through Learning Apps. Journal of Online Learning, 15(2), 78-89. Mohd Aliff Mohd Nawi, Ezad Araai Jamsani, Adibah Sulaiman & Mohd Isa Hamzah. (2013). Development and Evaluation of Ning Social Network for Teaching Training Online Surveillance. Turkish Online Journal of Distance Education. 14(1), 245-255. https://files.eric.ed.gov/fulltext/EJ1006263.pdf. Nikou, S. A., & Economides, A. A. (2016). The Impact of Paper-Based, Computer-Based and Mobile-Based Self-Assessment on Students’ Science Motivation and Achievement. Computers in Human Behavior. 55(B), 1241-1248. https://doi.org/10.1016/j.chb.2015.09.025 Nor Shahila Ishak & Fariza Khalid. (2021).Penggunaan video YouTube bagi Meningkatkan Minat dan Pencapaian murid dalam Pembelajaran Geografi Fizikal di Sekolah Menengah. Malaysian Journal of Social Sciences and Humanities. 6(3).228-240. https://doi.org/10.47405/mjssh.v6i3 .708

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 146 Noradilah Aziz dan Lai Wei Sing .2019. Impak Pendidikan Berasaskan Teknologi Terhadap Peningkatan Prestasi Pelajar Di UKM. Jurnal Personalia Pelajar, Vol 22 (1), page 69- 75. https://spaj.ukm.my/personalia/index.php/personalia/issue/view/18 Norman, D. (2005). Emotional Design: Why We Love (or Hate) Everyday Things. New York: Basic Book. Nur Hawa Hanis Abdullah & Ghazali Darusalam. (2018). Kesediaan Guru Melaksanakan Kemahiran Berfikir Aras Tinggi dalam Pengajaran. Jurnal Kurikulum & Pengajaran Asia Pasifik. 6(3), 22-31. https://ejournal.um.edu.my/index.php/JUKU/article/view/14033. Peters, D. (2014). Interface Design for Learning: Design Strategies for Learning Experiences. USA: New Riders & Pearson. Shanmugapriya M & Tamilarasa, A. (2011). Desingning an m-Learning Application for Ubiduitous Learning Environment in the Android Based Mobile Devices Using Web Services. Indian Journal of Computer Science and Engineering (IJCSE), 22-30. https://www.researchgate.net/publication/50417984 Sreerambhatla, R. (2010). Application of Usability Concepts on Text Message Formatting. Kingsville: Texas A & M University. Zamri Mahamod & Nur Aisyah Mohamad Noor. (2011). Persepsi Guru Tentang Penggunaan Aplikasi Multimedia dalam Pengajaran Komponen Sastera Bahasa Melayu. GEMA Online Journal of Language Studies. 11(3), 163-177

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 147 Interview Craft (IC) Siew Min Hui1* , Kumar Bin Boniface Jubilee1 and Richard Bin Simon1 1 Politeknik Mukah, Sarawak *[email protected] Abstract A key job interview serves as the culmination of the DUE50032 Communicative English 3 (CE3) course, which emphasizes the development of skills related to job-hunting mechanics. On the other hand, students frequently have difficulty properly responding to traditional interview questions because they are enrolled in numerous applications and have busy schedules since they are working on final-year projects. Students now have access to a versatile method of interview preparation thanks to the development of an application called Interview Craft, which was created in response to this difficulty. Students are guided to answer questions using the knowledge they have received in class using the application, which functions as a platform for task-based activities. Email responses are sent to the instructor immediately after the application is submitted, allowing for rapid feedback to be provided within the application. With the help of this interactive approach, students can improve their responses by considering the remarks made by the instructor. The completed replies can be printed out and used as a guide for prospective job interviews. This will help students feel more prepared and confident, which will ultimately lead to an improvement in their behaviour during employment interviews. Keywords: Job-Hunting Mechanics, Interview Craft Application, Task-Based Activity, Interview Readiness Introduction For many things in their lives, students depend more and more on mobile apps these days, with schooling being one of the main areas. Because technology has changed things so much, standard classrooms have had to be redesigned to meet the needs of today's students, especially since more and more people are learning from home. The Interview Craft (IC) app was made in direct answer to these changes to help students with the problems they face when they are getting ready for job interviews. In the DUE50032 Communicative English 3 (CE3) course, students work on improving their Job Hunting Mechanics skills, which culminate in the important job interview part. The problem is that a lot of students have trouble coming up with good answers to common job interview questions. This problem is often made worse by the fact that they are in multiple applications and must work hard on their final-year projects. This engaging learning tool was made because students were having trouble, especially on Mock Interview tests. The goal is to help students do better on these tests and, as a result, do better in real employer interviews. In addition to helping students improve their skills, the site

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 148 gives shy students a way to ask specific questions and get answers from teachers that are tailored to their needs. In line with Alamri et al.'s (2022) definition of personalised learning, the development of this engaging tool shows a method that offers learning options and tailors content to match individuals' learning needs, interests, goals, and prior experience. By addressing specific issues discovered during Mock Interview exams and providing personalised assistance, the tool aims to improve knowledge and skill development while also facilitating psychological need satisfaction and intrinsic motivation. Thus, the tool is a practical application of the concepts indicated in the established idea of personalised learning, to provide students with a more effective and tailored educational experience. In answer to these problems, the Interview Craft app was carefully made to make sure that students can properly prepare for job interviews in a flexible and timely way. The app is a place for task-based tasks that help students answer interview questions using what they've learned in class. As part of the process, you have to answer standard interview questions in the target language. When you turn in your answers, the teacher gets an email. Students can improve their answers over and over again because they can get immediate feedback from the teacher within the app. In the end, students can print out the final answer to use as a guide and draft. This makes it easier to prepare for job interviews and boosts their confidence and readiness for interviews in general. According to Van et al. (2021), using technology in English classes is becoming more popular and is good because it helps students be more productive. This focus on how easy it is to learn through technology fits with the fact that many students use technology that is easy to use, like teaching apps, smartphones, and tablets. The above-mentioned app aims to give students more power by helping them improve their interview skills by giving them guidelines and drafts that are based on teacher feedback. This will lead to more preparedness, confidence, and better job prospects. Objective The Interview Craft application is designed to provide a flexible option for students with hectic schedules, allowing them to improve their job-hunting abilities at their own pace. This userfriendly platform uses technology to connect the curriculum to real-world circumstances, providing students with a practical way to prepare effectively for job interviews. The application aims to provide students with the skills required for successful job hunting in today's competitive environment. To achieve this general objective, the application prioritises several essential objectives. For starters, it helps students complete their preparations ahead of time, giving them the freedom to work when it is most convenient for them. This technique is especially useful for students with busy schedules, such as those enrolled in various applications with rigorous commitments. Furthermore, the Interview Craft app encourages interactive learning by allowing students to communicate with teachers during individual study sessions. This feature fosters a dynamic learning environment by enabling students to seek clarification, advice, and personalised feedback throughout the preparation process.

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 149 Motivational support is another important goal of the application. Its goal is to motivate students to enhance their assessment preparation, particularly for job interviews. The platform's interactive features and real-time feedback aim to promote active involvement, inspiring students to improve their interview readiness. The application promotes efficient resource access, allowing students to easily retrieve pertinent notes and references. This expedited access means that students may immediately receive relevant information, hence facilitating successful interview preparation by providing a centralised collection of resources. Finally, the Interview Craft app encourages instructor involvement. Instructors can guide students, track their progress, and communicate with them on a personal level. This feature not only improves the support system for students but also ensures that instructors actively participate in their development by providing timely feedback and targeted coaching throughout the preparation process. To summarise, the Interview Craft application is a comprehensive solution designed to help students navigate the hurdles of job interview preparation. The platform's numerous objectives seek to establish a helpful, dynamic, and efficient learning environment that will help students succeed in the competitive job market. Problem Statement Students have major challenges while preparing for employment interviews, particularly in developing effective solutions to popular interview questions. In the DUE50032 Communicative English 3 (CE3) course, a significant number of students struggle to prepare for job interviews. This problem is compounded by their participation in numerous programmes and the intensive nature of final-year project preparations. In response to this pervasive issue, the Interview Craft app is specifically developed to provide quick and customisable assistance. The difficulties encountered by students in the DUE50032 Communicative English 3 (CE3) course during job interview preparation, particularly in answering common questions, highlight the importance of tailored assistance. This problem is exacerbated by their participation in numerous programmes and the responsibilities connected with final-year project preparation. To address these issues, the Interview Craft app was created, offering a quick and customisable alternative. This new application helps students improve their Job Hunting Mechanics skills, especially during the critical period of job interviews. The application guides students through a task-oriented exercise that requires them to react to typical interview questions utilising the language skills they learned throughout the course. This methodology ensures that language is applied practically and that abilities are developed in ways that are directly applicable to real-life job interviews. Notably, Fang et al. (2021) found that mobile-supported Task-Based Language Teaching produced better results in vocabulary and conversation comprehension than traditional settings. Additionally, students who used this approach displayed increased strategy awareness, resulting in more fluent and precise speaking. The Interview Craft programme supports these findings by providing a tailored approach to improve language skills, interview readiness, and general employability.

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 150 Uses and applications The Interview Craft (IC) application is a comprehensive tool that guides students through taskoriented activities, challenging them to reply to common interview questions utilising language skills learned in class. This strategic approach fosters the practical application of language and the development of skills that are directly applicable to real-world job interviews. Notably, research shows that children who participate in mobile-supported Task-Based Language Teaching outperform their counterparts in traditional settings, displaying improved fluency and accuracy when speaking. Students begin a dynamic learning experience after submitting their responses through the application. The app's feature enables teachers to get notifications, analyse entries, and provide feedback and ideas. This dynamic feedback technique allows for reaction adjustments, encouraging active involvement and skill growth. Before utilising the application, students must first register with their Google Mail account and select their instructor from a drop-down option. The application runs on three primary components: Figure 1: Interview Craft Overview Part 1: Preparation: Users provide details about their impending interview, such as date, time, and place. Part 2: Job Ad Review: Users evaluate job advertisements, stressing key factors such as employment requirements, desired attributes, and required abilities.

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 151 Part 3: Answers to Common Interview Questions: Users create responses to common interview questions, focusing on highlighting and impressing the interviewer(s) following the criteria outlined in Part 2. After drafting comments, users can save and submit them, leaving messages or questions for their instructor. Following submission, the instructor receives an email authorising the test and commenting on student responses. Students receive feedback and can iteratively revise their comments until both the instructor and the students are satisfied with the result. The IC application was tested with a class of thirteen students in Communicative English 3 during Session II 2022/2023, from May 2 to May 21, 2023. Interview Craft Application Usability Questionnaires improved the user experience, and additional changes are expected before broader implementation in the following semesters. Before the launch of the IC application, students depended significantly on classroom activities for job interview preparation, frequently citing schoolwork and senior-year commitments as barriers. Despite having access to notes, it proved difficult to adjust responses to interview questions based on the abilities, traits and needs to be listed in the job post. Stage fright prevented some students from actively participating in class, reducing their ability to provide extensive explanations and significant judgements. As a result, pupils appeared less confident and fluent when replying to interview questions. To solve these difficulties, the IC application was created, providing students with a quick and adaptable way to prepare for job interviews. The application, which serves as a medium for task-oriented activities, requires students to reply to interview questions using knowledge obtained in the classroom. This duty entails answering traditional interview questions in the target language. The instructor receives an email notification after applying. The instructor provides quick feedback and advice via the application, allowing students to iteratively improve their replies. The final responses act as guidelines and blueprints for future job interviews, which helps to increase interview preparation and confidence. The adoption of the IC curriculum is associated with improved performance in employment interviews. Product Impacts Results The Interview Craft (IC) application is essential for both aiding instructors in assessing students' progress and inspiring students to improve their performance in job interviews. As students prepare responses to frequent job interview questions, the app is a great source of inspiration, promoting early preparation by offering access to relevant notes and videos. The application improves interaction between students and teachers, resulting in an eco-friendly platform that removes the need for paper in task-based activities. The IC application was recently examined in the Communicative English 3 course during Session II of the 2023/2024 academic year, with 96 students participating in three classes from November 6 to December 1, 2024. The administration of Interview Craft Application Usability Questionnaires offered valuable user feedback, which guided ongoing changes for wider usage in future semesters.

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 152 The IC application's impact is visible in its ability to improve students' capacities, productivity, and the overall educational approach. Its implementation ensures that students are adequately prepared for job interviews, which include both topic assessments and prospective employment opportunities. The major goal of the IC application is to provide an interactive resource for students preparing for job interview evaluations. It encourages critical thinking and strategic self-presentation that is in line with job posting requirements, as well as the development of communication skills through constructive feedback to instructors. This technique boosts students' self-confidence and bridges the gap between academic learning and real-world application, resulting in a more engaged learning environment. The application's coaching in speaking assessments is successful, allowing pupils to express themselves within a defined framework based on the recommendations made. To summarise, the IC application is a valuable and effective resource for students preparing for job interviews, improving critical thinking, communication skills, and general readiness for real-world applications.The application guides students through a task-oriented exercise that requires them to react to typical interview questions utilising the language skills they learned throughout the course. This methodology ensures that language is applied practically and that abilities are developed in ways that are directly applicable to real-life job interviews. Notably, Fang et al. (2021) found that mobile-supported Task-Based Language Teaching produced better results in vocabulary and conversation comprehension than traditional settings. Additionally, students who used this approach displayed increased strategy awareness, resulting in more flue. Conclusion Finally, the Interview Craft (IC) application is a revolutionary educational tool designed exclusively for polytechnic students participating in the Communicative English 3 course. While initially open to all pupils, its more refined concentration on digital pitch elements increases its relevance and efficacy. This change recognises students' specific needs in the ESL classroom by allowing for activity adaptation based on skill levels and the availability of supplemental materials. As students prepare for interviews, the IC app serves as an educational lifeline, providing them with the skills they need to confidently answer common interview questions while also increasing their overall performance. The app's adjustability, personalised support, and printable responses help to increase motivation for preparation. Students who use this application can confidently present themselves to possible employers, affecting their professional success and giving a significant resource for educators to incorporate into the ESL classroom. The IC application's success is highlighted by its user-friendly design, which ensures easy access to instructional resources, as well as its flexibility, which allows learning to take place at any time and from anywhere. The positive impact indicated by effectiveness studies demonstrates the app's ability to improve teaching and learning outcomes. In summary, the IC App for Job Interviews demonstrates how technology can be used to improve education by creating new options for both students and teachers. Embarking on this transforming path is an investment in a brighter future for those facing job interviews and career obstacles.

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 153 References Alamri, H., Lowell, V., Watson, W., & Watson, S. L. (2020). Using personalized learning as an instructional approach to motivate learners in online higher education: Learner selfdetermination and intrinsic motivation. Journal of Research on Technology in Education, 52(3), 322-352. Fang, W. C., Yeh, H. C., Luo, B. R., & Chen, N. S. (2021). Effects of mobile-supported taskbased language teaching on EFL students’ linguistic achievement and conversational interaction. ReCALL, 33(1), 71-87. Van, L. K., Dang, T. A., Pham, D. B. T., Vo, T. T. N., & Pham, V. P. H. (2021). The effectiveness of using technology in learning English. AsiaCALL Online Journal, 12(2), 24-40.

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 154 Memorable Short-Key CAD 2.0 Mohammad Arif Bin Habari1 , Holinson Emang Wan1b Sophia Jeffery Jok Abdullah1 , Nik Norhasanah Binti Nik Hassan2 , Siti Maizatulakmam Binti Imam3 1 Kolej Komuniti Miri, Sarawak, Malaysia, 2 Politeknik Port Dickson, Negeri Sembilan, Malaysia, 3 Kolej Komuniti Kuala Langat, Selangor, Malaysia * [email protected] Abstrak Memorable Short Key CAD 2.0 (MSKC 2.0) merupakan hasil penambahbaikan inovasi terdahulu iaitu Memorable Short Key CAD (MSKC). MSKC 2.0 merupakan produk yang dapat membantu proses pengajaran dan pembelajaran (PdP) Lukisan Terbantu Komputer CAD 2D (SMN20063). MSKC 2.0 mampu mempercepatkan lagi masa merekabentuk lukisan menggunakan perisian AutoCAD versi 2022 dan sekaligus memantapkan lagi kemahiran merekabentuk pelajar. SMN20063 merupakan sebuah modul wajib diambil oleh pelajar Sijil Penyenggaraan Industri (SPI) di Kolej Komuniti Miri bagi mendidik pelajar merekabentuk produk, lukisan pelan bentangan dan lukisan litar skematik secara lukisan dua dimensi (2D). Lukisan direkabentuk dan disunting melalui dua kaedah; pertama adalah dengan menggunakan arahan lukisan (Command) iaitu menaip arahan pada Command Line yang tersedia dan kedua adalah melalui kaedah Pemilihan Ikon (Icon) yang berada di sekitar ruangan kerja (workspace). Setelah dikaji, kaedah menaip arahan pada Command line lebih pantas dan menjimatkan masa kerana ia boleh ditaip secara ringkas (short key). Perbezaan antara MSKC dan MSKC 2.0 adalah dari segi bentuk produk akhirnya yang lebih mesra pengguna. Hasil kajian menunjukkan bahawa penggunaan MSKC 2.0 memberi impak keberkesanan yang lebih tinggi berbanding kaedah pemilihan ikon dan keadah MSKC. Berdasarkan analisis sampel, perbezaan masa tertinggi yang dicatatkan apabila menggunakan MSKC 2.0 berbanding Pemilihan Ikon adalah 1.45 minit manakala 0.32 minit jika dibandingkan dengan MSKC. Analisis juga menunjukkan bahawa MSKC 2.0 menunjukkan impak keberkesanan yang lebih tinggi berbanding Pemilihan Ikon iaitu diantara 6%-17% manakala 2%-5% jika dibandingkan dengan MSKC. Inovator masa depan boleh menambah baik produk dari segi reka bentuk agar lebih sesuai dengan penggunaan mudah alih. Keywords: MSKC 2.0, AutoCAD, SMN20063, arahan, katakunci-ringkas Abstract Memorable Short Key CAD 2.0 (MSKC 2.0) is the result of improving the previous innovation, which is Memorable Short Key CAD (MSKC). MSKC 2.0 is a product that can help the teaching and learning process (PdP) Lukisan Terbantu Komputer 2D (SMN20063). MSKC 2.0 is able to speed up the time to design drawings using AutoCAD software version 2022 and at the same time strengthen students' design skills. SMN20063 is a compulsory module taken by students of the Industrial Maintenance Certificate (SPI) at Miri Community College to educate students in product design, layout plan drawing and schematic circuit drawing in twodimensional (2D) drawing. Drawings are designed and edited through two methods; the first is

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 155 by using the drawing command which is typing the command on the available Command Line and the second is through the Icon Selection method (Icon) that is around the workspace. Once studied, the method of typing instructions on the Command line is faster and saves time because it can be typed simply (using short key). The difference between MSKC and MSKC 2.0 is in terms of the final product form which is more user friendly. The results of the study show that the use of MSKC 2.0 has a higher effectiveness impact than the icon selection method and the MSKC method. Based on sample analysis, the highest time difference recorded when using MSKC 2.0 compared to Icon Selection was 1.45 minutes while 0.32 minutes when compared to MSKC. The analysis also shows that MSKC 2.0 shows a higher effectiveness impact compared to Icon Selection which is between 6%-17% while 2%-5% when compared to MSKC. Future innovators can improve the product in terms of design to better suit mobile use. Keywords: MSKC 2.0, AutoCAD, SMN20063, command, short-key Pengenalan Memorable Short Key CAD 2.0 (MSKC 2.0) merupakan hasil penambahbaikan inovasi terdahulu iaitu Memorable Short Key CAD (MSKC). MSKC 2.0 merupakan produk yang dapat membantu proses pengajaran dan pembelajaran (PdP) Lukisan Terbantu Komputer CAD 2D (SMN20063). Lukisan Terbantu Komputer CAD 2D (SMN20063) adalah merupakan kursus wajib bagi Program Sijil Penyenggaraan Industri di Kolej Komuniti Miri. Kursus ini merupakan aplikasi rekabentuk 2D menggunakan perisian AutoCAD. Menerusi perisian AutoCAD ini, lukisan direkabentuk dengan menggunakan arahan lukisan (Command) sama ada dengan arahan melukis (Draw Command) dan arahan menyunting (Modify Command). Terdapat dua kaedah dalam menggunakan arahan lukisan tersebut iaitu; i. kaedah pemilihan ikon yang berada di sekitar ruangan kerja (workspace) ii. kaedah menaip arahan pada Command Line yang tersedia. Dua kemahiran asas yang diperlukan dalam kursus ini iaitu kemahiran aplikasi Arahan Lukis (Draw Command) dan juga Arahan Sunting (Modify Command). Kedua-dua kemahiran ini boleh dilakukan melalui dua kaedah iaitu; Pemilihan Ikon dan Pintasan Kekunci. Pelajar yang baru menggunakan perisian AutoCAD didapati lebih cenderung menggunakan kaedah pemilihan ikon bagi arahan lukisan berbanding kaedah menaip arahan bagi merekabentuk lukisan 2D yang dikehendaki. Walaupun kedua-dua kaedah untuk melukis dan menyunting tersebut boleh diamalkan, namun kaedah menaip arahan pada Command Line sebenarnya lebih pantas dan menjimatkan masa. Ini kerana arahan yang diperlukan boleh ditaip secara ringkas (short key). Setelah dikaji, kaedah menaip arahan pada Command line lebih pantas dan menjimatkan masa kerana ia boleh ditaip secara ringkas (short key). Oleh yang demikian, idea penghasilan inovasi ini tercetus bagi mempercepatkan lagi masa merekabentuk 2D dengan menggunakan kaedah Pintasan Kekunci.

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 156 Penyataan Masalah Didapati pelajar yang menggunakan kaedah Pemilihan Ikon mengambil masa yang panjang bagi merekabentuk 2D jika dibandingkan kaedah menaip arahan pada Command Line yang tersedia. Penambahbaikan produk MSKC kepada MSKC 2.0 ini juga adalah berdasarkan hasil maklumbalas para pelajar dan juga pensyarah yang terlibat. Antara maklumbalas yang diterima adalah, kit MSKC kurang mesra pengguna kerana ianya dilekatkan di sisi tepi monitor. Ini seterusnya menyebabkan ruangan monitor terganggu. Selain itu juga, kit MSKC disarankan supaya menjadi satu produk mudah alih. Hasil daripada maklumbalas tersebut, produk MSKC 2.0 telah dilaksanakan. Dengan inovasi ini juga, latihan dan amali yang diberikan akan dapat disiapkan dengan lebih cepat. Kerja-kerja merekabentuk yang sulit jika Draw Command dan Modify Command diperlukan ketika ruang kerja ditetapkan pada tetapan 3D modelling turut boleh diselesaikan dengan penggunaan kaedah MSKC 2.0 yang mengamalkan cara menaip pintasan kekunci. Kaedah Perlaksanaan Inovasi Hasil perbincangan bersama ahli kumpulan inovasi, penambahbaikan dari segi rekabentuk akhir produk telah dipilih dimana produk ini adalah dalam bentuk pad tetikus (mousepad) yang bercetak dengan Draw Toolbar dan Modify Toolbar yang sering digunakan dalam rekabentuk lukisan 2D. Produk ini pastinya tidak akan mengganggu sisi tepi monitor malah ianya juga telah menjadi satu produk mudah alih. Setelah itu, satu kajian ringkas telah dijalankan bertujuan mendapatkan data khususnya dari segi peruntukan masa yang diperuntukkan oleh pengguna bagi membuat lukisan rekabentuk 2D. Beberapa sampel pengguna telah dipilih untuk membuat ujian perbezaan masa merekabentuk 2D. Dua ujian perbezaan masa telah dijalankan; i. Kaedah Pemilihan Ikon dan MSKC 2.0 ii. Kaedah MSKC dan MSKC 2.0. Melalui hasil analisis ujian perbezaan masa yang telah dijalankan, keberkesanan produk MSKC 2.0 dapat dibuktikan. Selain itu juga, satu kaji selidik ringkas terhadap tahap kepuasan pengguna telah dilaksanakan. Rekabentuk Inovasi Berdasarkan kaji selidik tahap kepuasan pengguna bagi inovasi MSKC sebelum ini, terdapat satu perubahan besar terhadap inovasi MSKC 2.0 ini iaitu dari segi bentuk produk akhirnya yang lebih mesra pengguna. Berikut merupakan perbezaan antara perkara sebelum dengan yang sekarang :

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 157 Jadual 1 : Perbezaan MSKC dan MSKC 2.0 Sebelum Perkara Selepas Memorable Short-Key CAD Nama Produk Memorable Short-Key CAD 2.0 Ilustrasi Produk Akhir Kaedah Penggunaan Produk Kit MSKC, produk adalah dalam bentuk kertas yang bercetak dengan Draw Toolbar dan Modify Toolbar yang sering digunakan dalam rekabentuk lukisan 2D, seterusnya dilaminate serta diletakkan di sisi tepi monitor. Keterangan Produk Kit MSKC 2.0, produk adalah dalam bentuk pad tetikus (mousepad) yang bercetak dengan Draw Toolbar dan Modify Toolbar yang sering digunakan dalam rekabentuk lukisan 2D, seterusnya digunakan sebagai pad tetikus. 50mm x 285mm Ukuran 300mm x 600mm Rajah 1 : Ilustrasi kit MSKC 2.0

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 158 Kit MSKC 2.0 ini berukuran 300mm x 600mm serta posisinya adalah secara landscape. Kit MSKC 2.0 ini adalah bercetak dengan Draw Toolbar dan Modify Toolbar yang sering digunakan dalam rekabantuk lukisan 2D. Berikut adalah arahan-arahan penting yang dimuatkan didalam kit MSKC 2.0 ; i. Arahan Melukis (Draw Command/Toolbar) Jadual 2 : Arahan Melukis Arahan Melukis Pintasan kekunci Line L Polyline PL Polygon POL Rectangle REC Circle C Spline SPL Ellipse EL Block B Hatch H Table T Multiline Text MT ii. Arahan Menyunting (Modify Command/Toolbar) Jadual 3 : Arahan Menyunting Arahan Menyunting Pintasan kekunci Erase E Copy CO Mirror MI Offset O Move M Rotate RO Trim TR Extend EX Chamfer CH Fillet F Explode XP Impak / Keberkesanan Penghasilan serta aplikasi inovasi MSKC 2.0 pastinya akan dapat memberi impak-impak yang positif kepada pengguna perisian AutoCAD khususnya kepada pelajar yang mengambil kursus SMN20063 Lukisan Terbantu Komputer CAD 2D yang dijalalankan di Kolej Komuniti Miri. MSKC 2.0 telah terbukti mampu membantu proses pengajaran dan pembelajaran (PdP) pelajar untuk mengingati dan mempercepatkan lagi masa merekabentuk lukisan dikehendaki menggunakan perisian AutoCAD terutamanya dalam membina lukisan rekabentuk 2D. Ia sekaligus dapat memantapkan lagi kemahiran merekabentuk pelajar sedia ada. Hasil kajian menunjukkan bahawa penggunaan MSKC 2.0 memberi impak keberkesanan yang lebih tinggi berbanding kaedah pemilihan ikon dan keadah MSKC. Analisis peruntukan masa(saat) bagi kaedah arahan lukisan yang berbeza adalah seperti dalam Rajah 2. Berdasarkan analisis sampel,

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 159 perbezaan masa tertinggi yang dicatatkan apabila menggunakan MSKC 2.0 berbanding Pemilihan Ikon adalah 1.45 minit manakala 0.32 minit jika dibandingkan dengan MSKC. Analisis juga menunjukkan bahawa MSKC 2.0 menunjukkan impak keberkesanan yang lebih tinggi berbanding Pemilihan Ikon iaitu diantara 6%-17% manakala 2%-5% jika dibandingkan dengan MSKC. Penambahbaikan rekabentuk produk MSKC 2.0 ini juga didapati lebih mesra pengguna. Rajah 2 : Analisis Peruntukan Masa Satu soal selidik bagi mendapatkan maklum balas penggunaan MSKC 2.0 telah dibuat. Responden bagi soal selidik ini adalah dari kalangan pengguna yang terdiri daripada 20 orang pelajar serta 3 orang pensyarah. Pensyarah yang dipilih adalah dalam kalangan yang pernah menggunakan MSKC 2.0 dan juga yang telah melihat secara lansung penggunaannya. Manakala responden pelajar yang dipilih adalah pelajar yang mengambil kursus SMN20063 SMN20063 Lukisan Terbantu Komputer CAD 2D di Kolej Komuniti Miri. Sebanyak 10 soalan telah diberikan. Hasil maklumbalas telah dianalisis dan dirangkumkan seperti dalam Jadual 4 berikut : 0 100 200 300 400 500 600 700 800 MASA (SAAT) SAMPEL PERUNTUKAN MASA(SAAT) BAGI KAEDAH ARAHAN LUKISAN YANG BERBEZA PEMILIHAN IKON MSKC MSKC 2.0

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 160 Jadual 4 : Hasil maklumbalas tahap kepuasan penggunaan MSKC 2.0 Soalan Soal Selidik Sangat tidak setuju Tidak setuju Neutral Setuju Sangat setuju Biasa menggunakan produk inovasi MSKC sebelum ini. 0 0 2 4 17 Penggunaan MSKC 2.0 lebih mudah daripada MSKC. 0 0 2 2 19 Saiz MSKC 2.0 sesuai dan selesa digunakan. 0 0 2 2 19 Rekabentuk MSKC 2.0 mampu menarik minat pengguna dan merupakan produk yang mesra pengguna. 0 0 2 0 21 MSKC 2.0 membantu saya untuk proses menghafal pintasan kekunci dengan lebih mudah. 0 0 2 3 18 MSKC 2.0 membantu saya membuat latihan AutoCAD dengan lebih cepat. 0 0 2 3 18 Produk inovasi MSKC 2.0 mudah disimpan dan mudah alih. 0 0 2 0 21 Pintasan kekunci Draw Toolbar yang ada pada MSKC 2.0 mencukupi untuk pengguna awal perisian AutoCAD. 0 0 2 0 21 Pintasan kekunci Modify Toolbar yang ada pada MSKC 2.0 mencukupi untuk pengguna awal perisian AutoCAD. 0 0 2 0 21 Konsep MSKC 2.0 sesuai dipraktikkan bagi kursus yang menggunakan perisian AutoCAD. 0 0 2 0 21

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 161 Rajah 3 : Analisis tahap kepuasan pengguna MSKC 2.0 Hasil dapatan kajian mendapati majoriti responden berpuas hati dengan penggunaan MSKC 2.0. Sebanyak 82.61% daripada responden bersetuju bahawa penggunaan MSKC 2.0 lebih mudah daripada MSKC serta saiz MSKC 2.0 sesuai dan selesa digunakan. Sebanyak 91.30% juga sangat bersetuju bahawa rekabentuk MSKC 2.0 mampu menarik minat pengguna dan ianya merupakan produk yang mesra pengguna. Majoriti responden sebanyak 78.26% turut sangat bersetuju bahawa MSKC 2.0 membantu mereka untuk proses menghafal pintasan kekunci dengan lebih mudah serta membantu mereka membuat latihan AutoCAD dengan lebih cepat. Dari konteks konsep MSKC 2.0, majoriti responden sangat bersetuju bahawa ianya sesuia dipraktikkan bagi kursus yang mnggunkan perisan AutoCAD. Secara keseluruhan, majoriti responden amat berpuas hati dengan penggunaan MSKC 2.0. Cadangan Penambahbaikan Berikut merupakan beberapa perkara yang boleh ditambahbaik ke atas produk inovasi MSKC 2.0. agar penggunaannya dapat dioptimumkan pada masa akan datang : i. Penambahan lebih banyak lagi arahan melukis dan menyunting yang lain yang boleh menggunakan pintasan kekunci didalam kit MSKC 2.0 ii. QR code yang disediakan diisi dengan info-info berkaitan kit MSKC 2.0 Kesimpulan Aplikasi MSKC2.0 di dalam PdP kursus SMN20063 mahupun pembelajaran yang menggunkan perisian AutoCAD amatlah berkesan untuk digunakan kerana impak keberkesanannya yang tinggi. Produk inovasi MSKC 2.0 ini sesungguhnya mampu membantu pengguna untuk menghafal pintasan kekunci asas bagi perisian AutoCAD seterusnya mampu mempercepatkan proses mereka bentuk sesuatu latihan yang diberikan. 00 00 00 00 00 00 00 00 00 00 2 2 2 2 2 2 2 2 2 2 4 2 2 0 3 3 0 0 0 0 17 19 19 21 18 18 21 21 21 21 0 5 10 15 20 25 1 2 3 4 5 6 7 8 9 10 Frekuensi Soalan Soal Selidik Tahap Kepuasan Pengguna MSKC 2.0 Sangat tidak setuju Tidak setuju Neutral Setuju Sangat setuju

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 162 Rujukan Gindis, E. J., & Kaebisch, R. C. (2020). Up and Running with AutoCAD 2021: 2D and 3D Drawing, Design and Modeling (1st ed.). Academic Press. Gladfelter, D. (2012). AutoCAD 2013 and AutoCAD LT 2013: No Experience Required (1st ed.). Sybex. Hanafiah, K.A., Jamaludin M.A., (2012). AutoCAD for Engineers. UTM Press. Leach, J. A., Lockhart, S., & Tilleson, E. (2019). AutoCAD 2020 Instructor (Student ed.). SDC Publications. Omura, G., & Benton, B. C. (2018). Mastering AutoCAD 2019 and AutoCAD LT 2019 (1st ed.). Sybex.

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 163 Electrical Motor Game Box Rohayati Binti Yusof 1*, Akma Binti Che Omar1 , Noor Aini Binti Mattar1 1 Kolej Komuniti Kuala Langat, Selangor, Malaysia * Rohayati Binti Yusof Abstrak Alat Bantu Mengajar merupakan antara faktor utama menjadikan sesebuah kursus/modul/subjek menarik dan berkesan. Selain itu, perubahan kurikulum dan tuntutan sistem pendidikan yang menjurus ke arah IR 4.0 juga menjadikan produk inovasi ini terhasil. Terdapat pelbagai nota dan bahan dalam bentuk teori boleh diperolehi dengan mudah oleh pelajar. Namun, pembelajaran berasaskan praktikal di Kolej Komuniti menuntut pensyarah lebih kreatif dalam menghasilkan bahan bantu mengajar. Justeru, idea menghasilkan Electrical Motor Game Box ini terhasil dengan menggabungkan beberapa bahan dalam sesi Pengajaran dan Pembelajaran (PdP) bagi kursus Motor Elektrik dalam Program Teknologi Elektrik. Electrical Motor Game Box mula digunakan pada tahun 2021 bagi kursus Motor Elektrik Fasa Tunggal dan kemudian digunakan secara optimum dalam sesi PdP Motor elektrik (Fasa Tunggal dan Tiga Fasa) bagi membantu melancarkan sesi PdP atas talian pada tahun 2022. Penyusunan aktiviti yang terdapat di dalam produk ini berkonsep ‘padat, bijak dan mudah’ menjadikan ianya sesuai digunakan sebagai bahan bantu mengajar yang sangat praktikal. Produk ini juga dihasilkan bagi memberikan kemudahan kepada para pensyarah yang baru mendapat Kursus Motor Elektrik ini sebagai kursus yang akan diajar. Produk ini ditambah baik lagi dengan menambah soalan dan flash card bagi mempelbagaikan aktiviti di dalam kelas. Ternyata ianya telah memberikan impak yang positif terutamanya bagi sesi PdP secara atas talian. Ini menunjukkan Electrical Motor Game Box ini merupakan produk yang sangat sesuaikan digunakan dalam sesi PdP. Kata Kunci: Electrical Motor Game Box, Motor Elektrik, Bahan PdP Abstract Teaching aids are all the tools used by teacher and students to support teacher in presenting lessons in the classroom. One of the key components in making a course, module, or subject engaging and effective is the use of teaching aids. Additionally, this innovative product is a result of changes in the curriculum and the demands of the education system towards IR 4.0. Students can readily access a variety of notes and materials in the form of theory. Nevertheless, at Community College, instructors must be more inventive in developing teaching materials that can pique students' interests and enhance their understanding. Therefore, the combination of several resources in the Teaching and Learning (T&L) session for the Electrical Motor course in the Electrical Technology Programme led to the idea of creating this Electrical Motor Game Box. This product initially utilized in 2021 for the Single and Three Phase Electrical Motor course before being employed to its fullest in the Electric Motor T&L session to aid ease the online T&L session in 2022. Due to the way the activities are organized in this product which are "compact, smart, and simple," it can be used as a very useful teaching tool. This product is also made to make it easier for lecturers who have just been given the opportunity to teach the

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 164 Electrical Motor Course. The use of Game Box demonstrates favorable effect, particularly for online T&L sessions. This shows that the Electrical Motor Game Box is an excellent teaching aid that can be used in T&L sessions, particularly to raise students' levels of cognitive understanding. Keywords: Electrical Motor Game Box, Electrical Motor, Teaching and Learning Pengenalan Electrical Motor Game Box ini terhasil dari pengalaman sebagai tenaga pengajar dalam bidang elektrik. Banyak lompong dan ruang kosong dalam sesi PdP yang kami jalankan bersama pelajar. Situasi ini disusuli dengan pelaksanaan Perintah Kawalan Pergerakan (PKP) yang diumumkan oleh kerajaan menyebabkan kami merasakan perlu menambahbaik bahan bantu mengajar. Ini bagi memastikan sesi PdP bagi kursus praktikal dapat dijalankan dan mencapai objektif yang ditetapkan. Justeru itu, kami telah menghasilkan satu inovasi yang mencakupi keperluan asas bagi pengenalan kepada motor elektrik. Ianya sesuai digunakan bagi kelas secara bersemuka mahupun dalam talian. Bahan yang terkandung di dalam Electrical Game Box ini juga adalah menggunapakai bahan yang mudah dikendalikan oleh pensyarah dan mudah dilaksanakan oleh pelajar. Penghasilan Produk Inovasi Objektif Terdapat beberapa objektif dalam penghasilan produk ini antaranya adalah: 1. Menambahbaik proses PdP 2. Mempelbagai kaedah penyampaian PdP 3. Memudahkan PdP secara atas talian 4. Memperkenalkan kaedah PdP berbentuk simulasi Pernyataan Masalah Selain persediaan dan persekitaran pembelajaran yang kondusif, pelaksanaan pengajaran dan pembelajaran (PdP) yang kreatif juga memainkan peranan dalam menyuntik minat pelajar memberikan tumpuan dan memahami sesuatu topik yang disampaikan oleh pengajar. Terdapat dua masalah utama yang dikenalpasti dalam memastikan sesi PdP menjadi menarik iaitu penyampaian oleh penyampai dan bahan penyampaian. Berikut merupakan justifikasi bagi penyataan masalah yang dinyatakan. i. Penyampaian Oleh Penyampai • Pensyarah/pengajar mungkin terikat dengan keperluan objektif sesuatu topik menyebabkan pelajar menjadi bosan

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 165 • Topik lebih berfokus kepada keperluan fahaman teori menyebabkan pelajar tidak boleh mendapat bayangan tepat • Pensyarah/pengajar kurang mahir atau kurang pengalaman dengan sesuatu topik ii. Bahan Penyampaian • Institusi kekurangan bahan bantu mengajar yang boleh membantu dalam menarik minat pelajar • Pensyarah/pengajar perlukan bahan yang lebih udah diuruskan dan mudah dilaksanakan bagi satu-satu sesi PdP Cara Penggunaan Inovasi ini boleh digunakan dalam sesi PdP secara bersemuka atau dalam talian. Bahan aktiviti yang disediakan turut disertakan dalam bentuk atas talian dimana kod QR disediakan untuk diimbas oleh pensyarah atau pelajar bagi memastikan permainan/aktiviti dapat dijalankan walaupun kelas dijalankan secara atas talian. Impak Inovasi Kepada Pelajar i. Pelajar lebih mudah ingat dan faham ii. Pelajar lebih jelas dengan bahan yang berbentuk gambarajah iii. Pelajar boleh merujuk nota yang tersedia di dalam Game Box Kepada Pensyarah i. Pensyarah boleh menggunakan Game Box sebagai alternatif dalam menjalankan PdP selain nota teori ii. Pensyarah boleh menjadikan ianya sebagai salah satu aktiviti wajib dalam kelas untuk meningkatkan pemahaman pelajar bagi sesuatu subtopik Kesimpulan Kami amat berharap usaha saya bagi membantu memudahkan pensyarah/pengajar, pelajar dan sesi kelas Motor Elektrik Fasa Tunggal atau Motor Elektrik Tiga Fasa ini akan tercapai. Selain itu juga ianya dapat mengukuhkan lagi pengetahuan pelajar dalam bentuk kognitif. Penambahbaikan Bagi memastikan produk inovasi ini menjadi lebih menarik dan mempunyai ciri-ciri interaktif pada tahap yang optimum kami dalam usaha membangunkan aplikasi yang bersesuaian untuk memudahkan capaian dan urusan penggunaannya pada masa akan datang. Rujukan Hj. Yahya bin Emat, (2021). Kawalan Motor Elektrik. Ibs Buku Sdn Bhd, Kuala Lumpur. Hughes, A. &. (2019). Electric Motors and Drives: Fundamentals, Types and Applications (Fifth Edition). Kidlington, Newnes an imprint of Elsevier.

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 166 S. K. Sahdev (2018). Electrical Machines. Cambridge University Press.

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 167 Alat Bantu Perkongsian Pembelajaran Lukisan Dan Pengiraan “White Box” Syarizal Bin Bakri1* , Mohd Fazrullah Bin Zakaria1 dan Muhamad Fauzi Bin Talip2 1 Politeknik Kuching Sarawak, Malaysia 2 Kolej Komuniti Miri, Sarawak, Malaysia a [email protected] Abstrak Kajian ini dijalankan untuk mendapatkan tahap kepuasan pengguna alat bantu perkongsian pembelajaran lukisan dan pengiraan “White Box”. Tujuan kajian ini dilaksanakan untuk menilai sejauh mana produk ini dapat membantu para pensyarah dan pelajar dalam pembelajaran dan pengajaran dalam talian (PdPDT). Pembangunan “White Box” ini adalah untuk membantu pengunaan telefon pintar secara meluruh untuk bekerja dari rumah. Kajian ini difokuskan adalah kepada bidang pendidikan dimana interaksi dalam talian adalah antara pensyarah bersama pelajar untuk mengajar matapelajaran yang mempunyai elemen pengiraan dan lukisan. Kajian tahap kepuasan ini dilaksanakan setelah produk ini digunakan oleh pengguna dengan menjawab set soal selidik yang mengandungi 12 soalan. Analisa mendapati kedua dua pihak berpuas hati dengan kebolehfungsian “White Box”. Kajian lanjutan boleh diteruskan dari segi reka bentuk dan saiz produk ini. Keywords: Kotak Putih, PdPDT, Alat Bantu Mengajar Abstract This study was conducted to obtain the level of user satisfaction of the "White Box" drawing and calculation learning sharing tool. The purpose of this study is to evaluate the extent to which this product can help lecturers and students in online learning and teaching (PdPDT). The development of this "White Box" is to help the widespread use of smartphones to work from home. This study is focused on the field of education where online interaction is between lecturers and students to teach subjects that have calculation and drawing elements. This satisfaction level study is carried out after the product is used by users by answering a set of questionnaires containing 12 questions. Analysis found that both parties were satisfied with the functionality of the "White Box". Further studies can be continued in terms of design and size of this product. Keywords: White Box; PdPDT, teaching tools

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 168 Pengenalan Alat bantu mengajar (ABM) adalah satu media atau perantaraan yang digunakan oleh seorang pendidik bagi membantu penyampaian ilmu kepada pelajar. Alat ini bertujuan untuk menjadikan sesi pengajaran lebih menarik. ABM dapat dibangunkan mengikut kesesuaian topik dan media pengajaran samada bersemuka ataupun secara maya. ABM mempunyai tiga kategori iaitu alat pendengaran, alat pandangan dan alat pandang-dengar (Alizah Lambri & Zamri Mahamood, 2019), oleh yang demikian penulis mengkategorikan “White Box” ini dalam kategori pertama iaitu penglihatan. “White Box” merupakan salah satu ABM untuk memudahkan penyampaian ilmu diantara pensyarah dan pelajar dalam talian terutama dalam subjek yang melibatkan lukisan dan pengiraan. Penulis menyedari bahawa semasa PdPDT dilangsungkan pensyarah mengalami kesukaran untuk menyampaikan teori lukisan dan pengiraan secara maya. Alat bantu perkongsian pembelajaran lukisan dan pengiraan "White Box" adalah sebuah alat bantuan pengajaran dan pembelajaran yang membantu perkongsian maklumat yang lebih jelas dan selesa. "White Box" ini mengambil konsep kotak fotografi yang memberikan ruang pencahayaan yang lebih kemas dan dilengkapi ciri tambahan untuk membantu memberi sudut pandangan kamera video yang lebih jelas dalam sesi perkongsian pembelajaran secara konvensional di atas talian. Perbezaan “White Box” Dengan Pemegang Telefon Yang Berada Di Pasaran Seperti yang diketahui umum, terdapat banyak reka bentuk pemegang telefon yang berada dipasaran. Masalah utama yang dihadapi adalah produk tersebut tidak dapat menampung berat telefon pintar apabila diletakkan secara selari dengan kertas kesan daripada kedudukan kamera yang tidak tegak mengakibatkan video yang dipaparkan melalui kamera kurang jelas dan mengurangkan tumpuan pelajar. Selain sudut penyampaian yang kurang jelas, tangan pengajar juga akan melindungi pandangan pelajar dan mengganggu pencahayaan yang baik ketika pembelajaran sedang berlaku. “White Box” direka khas untuk menampung berat telefon pintar pelbagai saiz oleh kerana mempunyai permukaan tempat yang luas dan tapak yang stabil. Penyampaian Secara Langsung (Live) Sebelum kewujudan “White Box” penulis menulis menyediakan slaid pengiraan yang sudah siap menggunakan aplikasi Microsoft Excel. Hal ini menyebabkan pelajar gagal focus dan tidak memahami jalan kerja yang dipaparkan. Dengan penggunaan “White Box” penulis dapat menunjukkan setiap jalan kerja satu per satu di atas kertas seperti yang berlaku dalam kelas sebenar. Impaknya pelajar lebih memahami jalan kira yang diterbitkan menggunakan formula yang terlibat. Begitu juga dengan subjek yang melibatkan lukisan seperti Lukisan Kejuruteraan. Pensyarah dapat menunjukkan setiap Langkah lukisan dengan baik selepas menggunakan “White Box”. Ciri-Ciri “White Box” Sebelum membangunkan produk ini, penulis telah mengambil kira empat ciri-ciri khas yang akan ditengahkan dalam “White Box” iaitu keupayaan boleh lipat, kukuh, pencahayaan dan ruang kamera. i. Kebolehupayaan boleh lipat Konsep mudah lipat dititikberatkan supaya produk ini mudah untuk disimpan. Hal ini bertujuan untuk memudahkan dan menjimat ruang untuk menyimpan “White Box”.

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 169 Selain daripada itu, konsep reka bentuk ini juga dapat membantu memudahkan pensyarah membawa “White Box” ini dari satu tempat ke satu tempat. ii. Kukuh Rangka Imfraboard digabungkan dengan menggunakan engsel aluminium yang ringan. Selain berfungsi sebagai penggabung antara rangka, ianya juga berfungsi sebagai "Locking System" atau pengunci bagi memberikan ciri yang teguh kepada produk. iii. Lampu LED tanpa wayar mudah alih Produk dilengkapi dengan Lampu LED tanpa wayar yang dilengkapi dengan teknologi magnet mudah pasang. Selain itu, Lampu LED ini boleh di caj berulang kali menggunakan kabel pengecasan jenis C. Lampu LED ini memberikan pencahayaan yang sempurna yang memberi keselesaan kepada pengajar dan pelajar. iv. Ruang kamera Dibahagian atas produk dilengkapi satu ruang lebar bersaiz 4 inci yang sesuai untuk saiz kamera telefon bimbit yang berada dipasaran. Selain penggunaan telefon bimbit, "Webcam" juga boleh digunakan. Ruang yang berpusat di bahagian tengah kotak secara memanjang membolehkan pengguna melaraskan kamera mengikut kesesuaian sendiri. Pernyataan Masalah Semenjak Perintah Kawalan Pergerakkan dilaksanakan, tenaga pelajar perlu memikirkan satu kaedah pengajaran yang sesuai untuk dilaksanakan secara maya. Bagi pensyarah yang mengajar matapelajaran yang memerlukan teknik pengajaran dan pembelajaran secara penulisan, mereka menghadapai kesukaran untuk menjalankan aktiviti Pengajaran dan Pembelajaran dalam Talian (PdPdt) (Mamat, 2020). Sebagai contoh, pensyarah yang mengajar Lukisan Kejuruteraan mengahadapi kesukaran untuk menunjukan teknik lukisan dengan menggunakan alatan kejuruteraan. Selain itu, bagi matapelajaran Matematik Kejuruteraan, pensyarah sukar untuk menunjukkan jalan kerja penyelesaian masalah matematik secara maya. Sebelum “White Box” dibangunkan kebanyakkan pensyarah menggunakan kamera telefon bimbit bersama “phone holder” untuk menjalankatan PdPDT. Namun begitu, gabungan kedua-dua alatan ini adalah tidak sesuai berikutan sudut kamera yang tidak dapat diletakkan secara 180o . Kesan daripada kedudukan kamera yang tidak tegak mengakibatkan video yang dipaparkan melalui kamera tidak memuaskan. Fokus Kajian Skop kajian ini hanya fokus kepada subjek PdPDT yang memerlukan teknik pengajaran konvensional dan memerlukan demonstrasi pengajar secara bertulis atau lukis yang tidak melibatkan teknologi perincian komputer “White Box” telah digunakan sejak tahun 2020. Tidak dapat dinafikan bahawa PdPDT sudah tidak lagi menjadi norma sekarang apabila Covid-19 sudah tiada. Walaubagaimanapun masih lagi terdapat kursus-kursus secara dalam talian yang ditawarkan dari Institusi Pengajian Awam. Selain dari itu, “White Box” ini juga boleh digunakan apabila pensyarah ingin membuat kelas tambahan di luar waktu kelas. Produk ini sangat bersesuaian dengan subjek yang melibatkan pengiraan dan lukisan.

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 170 Objektif Kajian Objektif kajian ini adalah seperti berikut: 1. Membangunkan satu set soalan kajian soal selidik berkaitan tahap kepuasan penggunaan “White Box”. 2. Memudahcara proses PdPDT sebagai medium pertukaran ilmu diantaran pensyarah dan pelajar. 3. Mendapatkan tahap kepuasan pengguna dari pensyarah dan pelajar. Kumpulan Sasaran Kumpulan sasaran dalam pembangunan produk ini adalah dalam kalangan pensyarah dan pelajar. Soal selidik telah diberikan kepada pensyarah sebagai responden yang menggunakan “White Box” sebagai alat bantuan mengajar manakala pelajar sebagai responden yang melihat dan belajar melalui “White Box”. Metodologi Kajian Kaedah kajian ini dilakukan secara kuantitatif. Perlaksanaan projek ini dibahagikan kepada tiga fasa. Fasa yang pertama adalah pembangunan produk, diikuti dengan penggunaan produk dan kaji selidik keberkesanan kepada pensyarah dan pelajar. Pembangunan “White Box” Faktor utama yang diberi keutamaan dalam pembangunan projek ini adalah kebolehupayaan untuk melipat dan berat. Oleh yang demikian, penulis telah memilih infraboard sebagai rangka utama produk. Ukuran produk bersaiz 75×75×75cm memberikan satu ruang yang selesa kepada pengguna yang boleh memuatkan kertas A3 dan alatan lukisan/pengiraan. Walaupun bersaiz agak besar, produk boleh dilipat dengan senang dan mudah untuk disimpan tanpa memakan ruang yang banyak. Untuk mendapatkan keupayaan boleh lipat, mini engsel telah digunakan sebagai system sendi produk ini. Satu ruang kamera telah disediakan berukuran 5×15cm pada permukaan atas “White Box”. Rajah 1: Rupa bentuk “White Box”

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 171 Rajah 2: Lampu LED wireless dipasang secara magnet Penggunaan “White Box” Kaedah penggunaan “White Box” adalah sama secara amnya dimana pensyarah masih perlu untuk menggunakan mana-mana platform dalam talian seperti Google Meet, Webex dan sebagainya. Bezanya adalah kedudukan peranti yang lebih baik ubtuk mendapatkan paparan yang lebih jelas kepada pelajar. Sudut penyampaian "Point of View" memberikan gambaran seakan-akan daripada pandangan pengajar. Visual yang hendak disampaikan jelas kelihatan daripada pandangan atas. Bantuan pencahayaan daripada Lampu LED tanpa Wayar meningkatkan daya Fokus kamera. Rajah 3: Kedudukan telefon pintar atau “Webcam” Rajah 4: Situasi semasa menggunakan “White Box”

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 172 Rajah 5: Pandangan dari sudut pelajar Soal Selidik Keberkesanan “White Box” Penulis telah merangka satu set soalan soal selidik untuk mendapatkan maklum balas penggunaan “White Box”. Satu pautan telah diberikan kepada pensyarah dan pelajar yang terlibat dalam penggunaan produk ini. Jumlah responden yang telah dikumpul adalah seramai 71 orang dimana 27 daripada jumlah tersebut adalah pensyarah manakala selebihnya 44 responden adalah pelajar. Pensyarah yang dipilih adalah dalam kalangan yang pernah menggunakan “White Box” sebagai alat PdPDT dan juga yang telah melihat secara lansung penggunaannya. Manakala responden pelajar yang dipilih adalah yang telah belajar melalui PdPDT menggunakan “White Box”. Sebanyak 12 soalan telah diberikan. Soalan adalah berfokus kepada penggunaan, visual dan pencahayaan pengguna semasa menggunakan “White Box”. Hasil Kajian Respons daripada 71 responden telah dikumpul dan dianalisis. Seterusnya penulis telah memaparkan hasil respons yang dikumpulan dalam Jadual 1.

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 173 Jadual 1: Analisis respons 71 orang responden Soalan Soal Selidik Sangat tidak setuju Tidak setuju Neutral Setuju Sangat setuju "White Box" ringan dan mudah untuk dibawa. 2 7 12 50 Pemasangan "White Box" mudah dan tidak mengambil masa yang lama. 1 1 7 15 47 Ciri reka bentuk "White Box" agak menarik. 2 10 19 40 Saiz "White Box" sesuai dan selesa untuk pengajaran subjek Lukisan dan Pengiraan. 2 2 7 10 50 Penyimpanan "White Box" mudah dan tidak mengambil masa yang lama. 2 2 6 12 49 "White Box" membantu proses saya untuk mendapatkan visual yang lebih jelas. 2 2 6 14 47 Sudut penglihatan daripada atas memberikan gambaran secara menyeluruh berkaitan maklumat yang disampaikan. 2 1 7 16 45 Lampu Cahaya LED memastikan gambaran yang lebih jelas dan jitu. 2 1 7 14 47 Paparan yang boleh zum/dibesarkan pada skrin paparan membantu saya untuk lebih fokus. 2 1 5 13 50 "White Box" membantu saya untuk fokus dengan proses pembelajaran dan pengajaran yang berlangsung. 2 1 5 15 48 Adakah konsep "White Box" sesuai dipraktikan di subjek-subjek lain di JKM. 3 68 Adakah keperluan untuk mengadakan kursus jangka pendek untuk berkongsi cara menggunakan Alat Bantu Perkongsian Pembelajaran Lukisan dan Pengiraan "White Box"? . 13 58 Frekuensi 35 11 67 140 599 Hasil dapatan kajian ini majoriti berpuas hati dengan penggunaan “White Box”. Seramai 87.3% dari responden bersetuju produk ini ringan dan mudah dibawa. Penggunaan produk ini juga praktikal dimana ia dibuktikan dengan 87.3% bersetuju produk ini mudah dipasang dan mengambil masa yang singkat. Majoriti juga bersetuju “White Box” mempunyai saiz yang

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 174 sesuai untuk digunakan semasa PdPDT. Dari konteks visual pula, 85.9% responden bersetuju dengan kenyataan sudut kamera pada “White Box” lebih baik dengan memberikan gambaran secara menyeluruh dengan maklumat yang ingin disampaikan. Seramai 61 daripada 71 responden mengatakan bahawa lampu LED yang dipasang membantu untuk mendapatkan gambar yang lebih jelas dalam kamera, 7 daripadanya menjawab neutral dan 3 responden tidak bersetuju. Secara keseluruhan, melihat daripada frekuensi majoriti responden berpuas hati dengan penggunaan “White Box”. Kesimpulan Kajian ini dijalankan dari pembangunan dan penggunaan satu alat bantuan mengajar yang dinamakan “White Box”. Pada masa yang sama satu soal selidik kadar kepuasan pengguna telah diedarkan. Rangkuman daripada hasil dapatan kajian dapat dibuktikan penggunaan “White Box” banyak membantu pensyarah dan pelajar dalam PdPDT. Kebolehcapaian dan sudut penglihatan pelajar amat penting semasa PdPDT. Hal ini kerana pelajar akan mudah bosan jika sudut visual mereka tidak memuaskan dan menyebabkan mereka hilang minat untuk mengikuti mata pelajaran yang sedang berlansung. Berikutnya, dengan pembangunan produk ini secara tidak lansung meningkatkan motivasi pelajar untuk menghadiri kelas secara dalam talian. Pensyarah juga lebih mudah untuk membuat kelas ulangkaji dan tidak memerlukan mereka dan pelajar hadir secara fizikal lagi. Kesimpulannya pembangunan “White Box” sebagai alat bantu mengajar adalah diperlukan dan boleh diperluaskan lagi penggunaanya. Penambahbaikan Penyesuaian kepada keperluan pelajar menggunakan alat bantu yang membolehkan penyesuaian kepada keperluan pelajar seperti alat bantu visual yang jelas dapat membantu pelajar dengan keperluan khas untuk mengikuti pengajaran dengan lebih baik. Sekiranya terdapat kajian terkini atau perkembangan dalam bidang alat bantu mengajar, ia juga penting untuk mengambil kira penambahbaikan tersebut untuk meningkatkan pengalaman pembelajaran dan pengajaran. Rujukan Alizah Lambri, & Zamri Mahamood. (2019). The Use Of Teaching Aids In The Teaching Of Malay Language Using A Student-Centered Learning Approach. International Journal of Education, Psychology and Counseling, 4(33), 78–94. https://doi.org/10.35631/ijepc.433007 Abdul Bujang, S. D., Selamat, A., Krejcar, O., Maresova, P., & Nguyen, N. T. (2020). Digital learning demand for future education 4.0—Case studies at Malaysia education institutions. Informatics 7(2), 13. doi:10.3390/informatics7020013 Downing, J. J., & Dyment, J. E. (2013). Teacher educators’ readiness, preparation, and perceptions of preparing preservice teachers in a fully online environment: An exploratory study. Teacher Educator, 48(2), 96–109. doi:10.1080/08878730.2012.760023

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 175 Hasnan, K. A., & Che Kob, C. G. (2018). Keberkesanan Alat Bantu Mengajar bagi Tangan Kiri Fleming dalam Pengajaran dan Pembelajaran TVET The Effectiveness of Teaching Aids for Fleming Left Hand in TVET Teaching and Learning [Review of Keberkesanan Alat Bantu Mengajar bagi Tangan Kiri Fleming dalam Pengajaran dan Pembelajaran TVET. Journal of Advanced Research in Social and Behavioural Sciences, 12(1), 77– 88. Shafinah Mamat. (2020). Aplikasi Google Meet Dalam Program 3c Bagi Meningkatkan Motivasi Pelajar Tingkatan 5. International Conference On Global Education, 8, 140- 150

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 176 Easy Grammar (Mobile Apps) Aeida Nurhafidzah binti Zahili1*, Siti Zuriah binti Osman1 , Nurizan binti Saury1 1 Politeknik Kuching Sarawak, Malaysia *Aeida Nurhafidzah binti Zahili Abstract Grammar learning is the process through which people pick up and assimilate a language's rules and structures so they can construct sentences that are grammatically correct. It is necessary for efficient communication and is a fundamental component of language learning. For language learners to become proficient in a language's grammar, a combination of exposure, practice, and formal teaching is frequently beneficial. Creating a mobile app for learning grammar can offer several advantages, making it a convenient and effective choice for learners. Mobile apps provide learners with flexibility in terms of when and where they can engage in language learning. Therefore, the ‘Easy Grammar’ mobile application is created to help students learn anytime, save time, learn in their own comfort from anywhere, and be affordable. Some tools were used to create the apps which makes it more interactive and interesting. The questionnaires of 5-points Likert Scale were proven reliable with 31 samples of pilot test respondents at 0.824 Cronbach’s Alpha which is above 0.60 and considerable high. A number of 149 samples of respondents were then taken for the impact analysis finding where all means are substantially high with the results managed to achieve the mean above 0.40 for all variables. Keywords: English language, mobile application, grammar, easy-access, language learning. Introduction Grammar learning is the process through which people pick up and assimilate a language's rules and structures so they can construct sentences that are grammatically correct. It is necessary for efficient communication and is a fundamental component of language learning. Learning grammar effectively usually combines implicit and explicit strategies. While explicit education can offer clarity and aid in understanding the fundamental rules, implicit learning is necessary for gaining a natural feel for a language. For language learners to become proficient in a language's grammar, a combination of exposure, practice, and formal teaching is frequently beneficial. The implicit acquisition of grammatical rules is facilitated by exposure to a variety of linguistic input, including books, movies, and conversations. Creating a mobile app for learning grammar can offer several advantages, making it a convenient and effective choice for learners. Mobile apps provide learners with flexibility in terms of when and where they can engage in language learning. This flexibility caters to diverse learning styles and accommodates busy schedules, allowing users to integrate language learning into their daily lives (Smith & Johnson, 2019). The continuation of English language teaching is crucial, as it is the world language. Schools, polytechnics, and universities have made English a core subject for many years, considering its importance for the students' future and for building the nation’s human capital. Most of the time, English learners don’t pay attention to know about grammar though

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 177 it is one of the most important parts of learning a language. One notable study regarding this matter is "The Neglect of Grammar in the ESL Classroom" by Celce-Murcia (2000) where the author discusses the challenges of grammar instruction and highlights the reasons why students may overlook grammar rules. Grammar shows the basic structures and rules for making words and sentences, and plays an important role in language components for forming words and constructing English sentences. Therefore, the ‘Easy Grammar’ mobile application is created to help students learn anytime, save time, learn in their own comfort from anywhere, and be affordable. They can study at their own pace with some practices to test their understanding with notes provided and created by language educators. Many language learning apps offer adaptive learning paths based on individual progress and performance. This personalization tailors the learning experience to the specific needs and proficiency levels of each user, leading to more effective outcomes (Clark & Evans, 2016). It will also help the lecturers in creating much more effective learning complemented with educational technology. The accessibility of mobile devices ensures that language learning resources are readily available. This accessibility can be especially beneficial for learners who may not have access to traditional language courses or materials (Anderson, 2017). Its creation is aligned with the objective of being an easy-access reference for both students and educators to make learning grammar more interesting than the conventional method, especially with its gamification features. Gamification elements, when appropriately implemented, can positively impact language learning outcomes. However, the design and integration of gamified features should align with educational objectives to ensure effectiveness (Rodriguez & Martinez, 2020). This application is suitable for people of all ages and across all curricula of English language teaching and learning and has the potential to grow into all language aspects too. The 'Easy Grammar' application is meticulously designed with three primary objectives in mind. Firstly, it aims to assist and facilitate users in the process of learning and revising English, with a particular emphasis on grammar, by providing a more engaging and accessible learning experience. By incorporating interactive features and user-friendly interfaces, the application seeks to make the learning journey not only effective but also enjoyable for users. Secondly, the app strives to foster users' interest in learning English, focusing on the intricate field of grammar. Recognizing that sustained interest is key to effective learning, the application integrates elements that capture users' attention and encourage a positive attitude towards mastering grammar skills. Lastly, 'Easy Grammar' serves as a comprehensive reference material and practice resource for users. It provides a repository of grammar rules, examples, and interactive exercises, offering users a valuable tool for continuous learning and skill enhancement. In essence, the application goes beyond conventional language learning apps by combining the elements of engagement, interest cultivation, and practical utility to create a holistic learning experience for its users. Problem Statement The 'Easy Grammar' mobile application was developed to address some issues. The development of the 'Easy Grammar' application was driven by a recognition of several challenges faced by learners. Firstly, there was a prevalent issue of lack of interest and motivation towards traditional teaching and learning methods. Many learners found it challenging to engage with conventional instructional approaches. Secondly, time constraints were a significant barrier, as users struggled to allocate dedicated time for learning and attend

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 178 traditional sessions. Recognizing the importance of creating a flexible learning environment, the application aimed to address these temporal challenges. Additionally, the consideration of comfort and location played a crucial role in app development, ensuring that users could access learning materials in a setting convenient for them. Moreover, the application aimed to alleviate financial burdens associated with purchasing reference books, making educational resources more accessible to a broader audience. Lastly, the app sought to tackle the issue of inaccessible reference materials, ensuring that learners had easy access to a variety of learning materials within the application, promoting a more inclusive and comprehensive learning experience. Methodology Engaging notes in this app are created with the help of tools such as Canva and Microsoft PowerPoint before saving them in a folder on Google Drive. For exercises, an online website called Liveworksheets is utilized to create more interesting practices. Links are generated to Canva templates before saving them in the same file on Google Drive. For interactive games, the use of Wordwall and Quizizz were hoped to create engaging and interactive activities for users. All games are then incorporated into hyperlinks on Canva templates before being saved on Google Drive. Reading materials are carefully selected and purchased in the form of e-books before being stored in a guide and linked to Canva templates with easy-to-access links to provide choices for users and readers. Direct website links will also be provided to assist in pronunciation exercises for readers within our application. We gather all these materials and manage them using a simple code process on a website called Thunkable before compiling them into an Android Package Kit (APK) file that can be shared with users through QR Code which was distributed during knowledge sharing sessions during exhibitions and competitions. Analysis Finding on Impacts of Application Pilot Test A group of 31 students from the first semester of Session 1 2022/2023 of Polytechnic Kuching Sarawak were randomly chosen to be the focus group to try the mobile application and become the pilot test samples. A set of 10 questions were distributed to the students which consisted of 3 demographic questions and 7 variables regarding the mobile application after they tried the mobile application for 2 weeks. The results were then analysed with SPSS Version 27 to measure the quality and determine the extent to which items in the questionnaire consistently measure the same underlying construct, ensuring the reliability and quality of measurement instruments. The Cronbach’s Alpha value for the 31 samples and 7 variables are 0.824 as shown in Table 1. Table 1: Cronbach’s Alpha Values for 31 Pilot Test Samples Reliability Statistics Cronbach's Alpha N of Items .824 7 User’s Sample Analysis The mobile application were shared during classes in Malaysia Polytechnics, Universities, Schools and during education carnivals and innovation exhibition. During which we recorded a number of 243 visitors at our booth who have answered the questionnaires, and taken a number of 149 samples among students and educators alike. The samples number was

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 179 determined using the Krejcie and Morgan sampling method. Shown in Table 2, Table 3 and Table 4 are the frequencies result for the 3 demographic values in the questionnaires. Table 2: Age of samples Age Frequency Percent Valid Between 13 to 17 years old 34 22.8 18 to 25 years old 50 33.6 26 to 35 years old 34 22.8 36 years old and above 31 20.8 Total 149 100.0 Table 3: Gender of samples Gender Frequency Percent Valid Male 68 45.6 Female 81 54.4 Total 149 100.0 Table 4: Education Level of samples EducationLevel Frequency Percent Valid Secondary School 33 22.1 Diploma 52 34.9 Degree 50 33.6 Postgraduate Degree 14 9.4 Total 149 100.0 The results were analysed using SPSS Version 27 shows that the highest number of respondents were between the age of 18 to 25 years old at 33.6% whom we assumed are students of polytechnics, community college and universities, while the lowest is the respondents who are at the age of 36 years and above could either be educators or working adults. The most respondents are female at 54.4% and male is at 45.6%. The highest number of respondents have diploma level of education at 34.9% which was followed by the respondents who posses Bachelor Degree at 33.6%, Secondary School level at 22.1% and the lowest is at 9.4% for the respondents who have Postgraduate Degree assumed to be Masters or Philosophy Doctor (PhD.) level. Meanwhile, the descriptive analysis for the 7 variables are as shown in Table 5 below.

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 180 Table 5: Descriptive analysis of 7 variables Descriptive Statistics N Min. Max. Mean Std. Deviation Q1. This application is easy to use 149 3 5 4.64 .494 Q2. This application is easy to access 149 3 5 4.57 .584 Q3.This application helps me to study 149 4 5 4.70 .461 Q4.This application have an interesting interface 149 2 5 4.54 .576 Q5.This application increase my interest to study grammar more 149 3 5 4.65 .532 Q6.Learning through gamification increase understanding when learning grammar 149 2 5 4.66 .530 Q7.This application is suitable for all learning levels 149 3 5 4.74 .471 Valid N (listwise) 149 The questionnaires were using 5-points Likert Scale from number 1 at Strongly Disagree, 2 for Disagree, 3 for Neutral, 4 for Agree and 5 Strongly Agree. The result shows that the higest mean for the variables are at 4.74 for Q7 which prove that Easy Grammar mobile application is suitable for all learning levels, which is closely followed by mean 4.70 where the respondents think that the application helps them to study. The lowest is Q4 just a little lower at mean 4.54 for the application interface, which we need to improve better in the future to make it more interesting and perhaps more futuristic and not only looks good but also provides a seamless and enjoyable experience for users. As for other results, the respondents find the application easy to use with mean 4.64 and the application easy to access at mean 4.57, while the application increase their interest to study grammar more with mean 4.65. The respondents also finds that learning through gamification increase their understanding when learning grammar at mean 4.66. Conclusion In conclusion, the 'Easy Grammar' application has demonstrated its efficacy in achieving its outlined objectives. The first objective, centered around assisting users in learning and revising English, especially grammar, has been realized through the incorporation of interactive features and user-friendly interfaces. The application not only facilitates effective learning but also transforms the educational journey into an enjoyable experience for users. The second objective, fostering users' interest in learning English, particularly in the domain of grammar, has proven successful. By recognizing the importance of sustained interest, the app has skillfully integrated elements that captivate users' attention and instill a positive attitude towards mastering grammar skills. Lastly, as a comprehensive reference material and practice resource, 'Easy Grammar' has provided users with a valuable repository of grammar rules, examples, and interactive exercises, thereby serving as an indispensable tool for continuous learning and skill enhancement. In essence, the application's ability to blend engagement, interest cultivation, and practical utility has elevated it beyond conventional language learning apps, offering users a holistic and enriching learning experience.

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 181 References Anderson, J. (2017). “Mobile applications in education: Trends and implications.” Journal of Educational Technology, 42(3), 123-145. Celce-Murcia, M. (2000). The Neglect of Grammar in the ESL Classroom. In J. K. Hall & L. Verplaetse (Eds.), Second and Foreign Language Learning Through Classroom Interaction (pp. 309–322). https://www.researchgate.net/publication/249691219_The_Neglect_of_Grammar_in_th e_ESL_Classroom Clark, R., & Evans, S. (2016). “The role of personalized learning in mobile app-based language instruction.” Journal of Educational Psychology, 38(2), 201-218. Rodriguez, M., & Martinez, L. (2020). “Gamification in language learning apps: A systematic review.” Educational Technology Research and Development, 68, 1787–1811. Smith, A., & Johnson, B. (2019). “The impact of mobile applications on language learning outcomes: A meta-analysis.” International Journal of Applied Linguistics, 35(2), 67-84.

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 182 Yogurt Ice Creams Entrepreneurship Doreen Lau Siu Fong1*, Laura Hostein Anak Robert1 , Sii Yew Shi1 , Andrew Sieh Kie Ming1 and Kelvin Kong Zhen Yu1 1 SMK Lanang, Sarawak, Malaysia *[email protected] Abstract People like to enjoy ice cream especially in hot weather. Although ice cream has a cooling effect and is suitable for eating in hot weather, eating too much may cause stomach ache and diarrhoea. In addition, ice cream is a high-protein, high-sugar, high-calorie dessert which is not easy to digest and absorb, can also cause obesity if eaten too much. So, how to eat ice cream effectively to get rid of heat while maintaining good body health? Therefore, we start business in yogurt ice creams at school. Our objectives are to prepare a healthy and delicious yogurt ice cream from fresh fruits that have natural aroma and colour, produce ice desserts without adding preservatives and food stabilisers, provide yogurt ice cream for customers to relieve heat. We use whipping cream to mix with fresh fruit and self-fermented yogurt. The toppings are pandan bubbles and pandan milk pudding. This recipe was inspired by an article about the benefits of pandan leaves. Eating yogurt can reduce blood lipids and cholesterol levels. As a conclusion, yogurt ice creams entrepreneurship has great commercial value. “We are always open to new ideas” is our business slogan so we do not stop innovating new products. Keywords: entrepreneurship, lactose intolerant, food stabilisers, antioxidants, atherosclerosis. Introduction Ice cream has now become a popular commodity among Malaysians. This is because Malaysia has consistently hot weather due to its geographical location. Thus, eating ice cream is considered to be the simplest way to cool down in hot weather as ice cream has a cooling effect and is suitable for eating in hot weather. However, most ice creams on the market possess numerous additives such as artificial flavours, colours and stabilisers. These additives are harmful for our health. Ice cream can be high in calories, sugar, and fat, which may not align with dietary goals or health concerns including tooth decay, obesity and diabetes. Many malnourished people are deficient in lactase and cannot tolerate large amounts of milk. Most people with lactose intolerance mistakenly believe that they must avoid all dairy products. Converting milk to yogurt will allow these groups to consume large quantities of milk and minimise lactose intolerance symptoms due to the reduction of lactose during fermentation. Mixture of ice cream and yogurt provide similar sensory and physical properties to form ideal ice creams to overcome all these problems. Therefore, we become yogurt ice cream entrepreneurs with the business name S&L Yogurt Corner. We create innovative recipe that use self-fermented yogurt to mix with fresh fruits such as mango, banana or dragon fruit, then added with special whipping cream for lactose intolerant. Information on health topics and reviews of specific chemical protection products are also used as a reference to design and improve our

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 183 products. Yogurt provides highly bioavailable protein and an excellent source of calcium as well as a source of probiotics (Suiyuan Zeng, Ming Chen 2017) [1]. Calcium plays a crucial role in promoting bone health and supporting overall bone density, making yogurt ice cream an excellent choice for individuals looking to boost their calcium intake. Additionally, the protein content in yogurt helps promote muscle growth and repair, making it an ideal post-workout snack or dessert option. Moreover, yogurt is renowned for its probiotic content, which consists of beneficial bacteria that promote gut health and support digestion. Furthermore, yogurt ice cream is often lower in fat and calories compared to traditional ice cream varieties, making it a better dessert option for people who are concerned about their weight. Another enticing aspect of making yogurt ice cream is the fruit flavours. Each fruit imparts its unique taste profile, ranging from sweet and juicy to tart and tangy, offering a nutritious, flavourful, and versatile dessert option that delights the senses and nourishes the body. We produce the yogurt from milk fermented by lactic acid bacteria. It tastes good, is rich in calcium and has a low-fat content and is easier to digest and absorb by the body. Eating yogurt can help a person feel fuller for longer, thus allowing them to consume fewer calories throughout the day. The content of organic acids in yogurt is also very high and can promote the secretion of gastric juice and increase the human body's ability to digest food. Therefore, they strengthen the immune system. In addition, a regular intake of yogurt can reduce blood lipids and cholesterol levels [2]. Our fruity yogurt ice creams are made from self-produced yogurt as the main ingredients and mixed with fresh fruits such as mango, banana and dragon fruit. These fruity yogurt creams are layered with pandan bubbles, pandan milk pudding, chocolate and peanuts as topping. Pandan with vitamins and antioxidants may regulate blood sugar levels, reduce arthritis pain and the risk of atherosclerosis [3]. The aroma pandan leaves can rise the appetite and increase the palatable of the yogurt products. The studies shown that pandan leaves boost health. Dragon fruit has antioxidants like flavonoids, phenolic acid, and betacyanin. It can strengthen the immune system as it promotes the growth of probiotics in the intestines. The studies in 2017 published in the Oxidative Medicine and Cellular Longevity journal notes that dragon fruit might be useful against breast cancer [4]. According to a study published in the International Food Research Journal, the presence of non-digestible oligosaccharides in dragon fruit or pitaya could prove helpful against colon cancer [5]. Banana contains potassium which is essential mineral that protects against hardening of the arteries (atherosclerosis) and high blood pressure. Intake potassium can keep the bones healthy, prevent kidney stones and helps in muscle contraction. The fibres in banana stimulate peristalsis and prevent colon cancer. Mango has high fibres and antioxidant. It can prevent constipation, reduce cholesterol level and lower the risk of cancer. Most people believe the peanut is not nutritious food as almond and walnuts. But actually the peanuts are the legumes which can lower cholesterol levels to prevent cardiovascular disease. Dark chocolate contains cocoa may improve blood flow, reduce inflammation, lower blood pressure and bad cholesterol. The study showed that the beneficial effects of dark chocolate on blood pressure might be more significant in older people and those with a higher risk of cardiovascular disease, as opposed to younger, healthy individuals.

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 184 Objectives The objectives of yogurt ice creams entrepreneurship as follow: 1. To produce and market yogurt ice cream at school. 2. To prepare a healthy and delicious alternative yogurt ice cream by using fresh fruits that contain natural aroma and colour. 3. To produce healthy and delicious ice desserts without adding preservatives and food stabilisers. 4. Providing a healthy and delicious alternative yogurt ice cream for teachers and students to relieve the heat in hot weather. 5. Promoting the benefits of yogurt ice cream to customers. Problem statement People like to enjoy ice cream especially in hot weather. But many commercial ice creams are high in sugars and often calorie-dense. Although ice cream has a cooling effect and is suitable for eating in hot weather, eating too much may cause stomach ache and diarrhoea. In addition, ice cream is a high-protein, high-sugar, high-calorie dessert which is not easy to digest and absorb, can also cause obesity if eaten too much. In contrast to frozen yogurt, ice cream is not made with fermented milk products [6]. So, how to eat ice cream effectively to get rid of heat while maintaining good body health? Uses and application i. Materials and apparatus Materials and apparatus are needed to prepare pandan extract are pandan leaves, water, kitchen scissor, measuring cup, strainer, glass jar with cover, tablespoon and blender. To make pandan bubbles, the materials and apparatus are tapioca flour, pandan extract, water, knife, pot and bowl. Materials and apparatus are needed to produce yogurt ice creams are whipping cream, homemade yogurt, pandan bubbles, pandan milk pudding, dark chocolate, peanuts, dragon fruit, mango, banana, measuring cup and transparent cups. To prepare the pandan milk pudding, the ingredients are agar-agar powder, water, condensed milk, pandan leaves and the apparatus are mould, pot, measuring cup, spoon and knife.

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 185 ii. Production process Figure 1: Process of preparing pandan extract Figure 2: Process of making pandan milk pudding Figure 3: Process of making pandan bubbles

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 186 Figure 4: Process of producing yogurt ice-creams with different toppings iii. Product descriptions Yogurt ice creams with product names are Banana Yogurt Ice Cream layered with chocolate and peanut, Dragon Fruit Yogurt Ice Cream layered with pandan bubbles and Mango Yogurt Ice Cream layered with pandan milk pudding. All of these yogurt ice creams are available in 120 ml and retail for RM3.00 per cup. The ingredients are full cream milk, condensed milk, yogurt cultures, banana, dragon fruit, mango, chocolate, peanuts, pandan juice, tapioca flour, agar-agar stick and whipping cream. These yogurt ice creams contain no preservatives or stabilisers. Banana Yogurt Ice Cream ● Made with ingredients: fresh banana, selffermented yogurt, whipping cream and milk ● Layered with chocolate and peanuts ● Retails for RM3.00 per 120 ml Dragon Fruit Yogurt Ice Cream ● Made with ingredients: fresh red dragon fruit, selffermented yogurt, whipping cream, milk and condensed milk ● Layered with pandan bubbles which are made of tapioca flour and pandan juice ● Retails for RM3.00 per 120 ml Mango Yogurt Ice Cream ● Made with ingredients: fresh mango, self-fermented yogurt, whipping cream, milk and condensed milk ● Layered with pandan milk pudding, which is made of milk and agar-agar (jelly) is boiled with pandan leaves. ● Retails for RM3.00 per 120 ml Figure 5: Yogurt ice-creams with different toppings

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 187 iv. Marketing Methods Figure 6: Marketing methods

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 188 v. Implementation level Figure 7: Implementation level

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 189 Product Impacts Results and Discussion Yogurt tastes sour. This comes from the lactic acid bacteria that grows in yogurt. Streptococci growing in milk with an initial pH value of 6.6 will soon reduce it to a final pH value of about 4.2 (J.G.Davis,1956) [7]. A final pH of 4.1 to 4.2 after normal souring is optimal; above pH 4.5 a weak coagulum is obtained [8]. The pH of our yogurt products ranged from 4.2 - 4.4 when tested using pH meter. Our yogurt ice creams are creamy and the fat content are lower than regular ice creams. Based on Customer Review Form, we do data analysing from various perspectives on Yogurt Ice Cream such as quality, taste, price, cleanliness, packaging, order accuracy and delivery time.

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 190 Figure 8: Respondents’ feedback in google form

INTERNATIONAL BORNEO INNOVATION EXHIBITION AND COMPETITION (IBIEC) 2023 191 Table 1: Respondents’ feedback of Yogurt Ice Cream is shown below. Perspectives on Excellent (%) Good (%) Average (%) Quality 68 32 0 Taste 72 28 0 Price 56 36 8 Cleanliness 72 28 0 Packaging 64 32 4 Order Accuracy 72 28 0 Delivery Time 100 0 0 Conclusion Ice cream production is rapidly developing technology that has become a profitable industry because of recent advances. Based on the data collection on customers’ review, it shows that our yogurt ice creams receive good reception and positive feedback from the respondents. These products have high commercial value at school and they are exactly nutritious. Besides that, all our promoters are dedicated to the goal on customers service and the promotion at various social platform. The use of technology or ICT makes our business more efficient, effective and promptly respond to customers' needs. Eating yogurt ice creams is one of the best ways of satisfying the cravings for dessert. “We are always open to new ideas” is our business slogan so we do not stop innovating new products. Future Improvement As we are aware of the continuous need for future improvement and adaptation to ensure long term success and sustainability, we would like to increase our community engagement by participating in local events, farmers' markets, or hosting tasting sessions at different schools to promote our yogurt ice cream. This can help increase our brand awareness and attract new customers for a larger-scale production facility. In addition, we can diversify the flavours of Yogurt Ice Cream to provide more choices for fussy eater. By constantly innovating and refreshing the flavour offerings, the business can cater to diverse tastes and preferences, thereby expanding its customer base and enhancing customer satisfaction. This will present an opportunity to captivate a wider audience and stimulate repeat business. We would also provide customizable topping options so the business can cater to individual preferences and encourage upselling opportunities. In addition, we should attend comprehensive training programs, connect with the industry experts and potential collaborators to gain valuable insights into the ice cream industry, including market trends, consumer preferences, and best practices. These programs often cover topics such as ingredient selection, recipe formulation, equipment operation, and proper handling techniques. To enhance the products, we need to keep in touch with the customers after selling and collect the feedback from them. In addition, further research on increase productivity to fulfil the customers’ demand should be carried out.